USA > Massachusetts > Bristol County > Fairhaven > Town annual report of the offices of Fairhaven, Massachusetts 1894 > Part 4
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6 II
Oxford-Grades 1-4 : Kate Drew
36
40
38
33.I
87
II
I
2I
8
I
New Boston :
Mary F. Lindsay
32
28
25.3
24.3
95.7
II
Sconticut :
Annie C Maxfield
32
16
14.6
14.3
98.2
II
15
9 II
Naskatucket :
Bertha M. Tirrell
24
II
IO.6
9.9
93.8
II
IO
7 II
Totals : Teachers, 14.
$591
421
390
354.7 190.9
144
42
295
6
Idella M. Libby,
3
32
43
36.1
33.2
!92
II
42
9
--
No. over 15
No. between
YR MO
12
SPRING TERM.
APRIL 9-JUNE 29, 1894.
TEACHERS.
Wages
per month
Whole No.
enrolled
Average
Memb'rship
Average
Attendance
Per cent
Attendance
Number of
weeks
High School :
Etta L. Chapman
$100
39
34.6
33.2
96
I2
Margaret P. C. Tucker
65
Rogers :
Grade
Lucy F. Winchester, 9 & 8
50
36
34.3
33.2
96.5
12
Grace L. Bates,
7
40
25
17
16.3
95 .9
12
Lilian E. Page,
6
40
36
32.9
31.3
95
12
Annie C. Hart,
5
36
27
25.3
23.2
91.8
12
Minnie C. Ritter,
4
36
34
32.5
29.7
91.3
12
Idella M. Libby,
3
32
45
45.5
40.2
SS . 3
12
Alice M. Tallman,
2
28
40
67 .4
46.8
91.1
12
Louise M. Keith,
I
40
72
43.8
39.8
90.5
12
Oxford :
Kate Drew
36
45
39.3
31
79
12
New Boston :
Mary F. Lindsay
32
31
28.4
25.8
90.8
12
Sconticut :
Annie C. Maxfield
32
18
13.9
13.3
95.6
I2
Naskatucket :
Bertha M. Tirrell
24
II
10.6
9.3
87.8
7
Totals : Teachers, 14.
$591
459
409.5
373.1
91.I
151
13
FALL TERM.
SEPTEMBER 4 - DECEMBER 21, 1894.
TEACHERS.
Wages
per month
enrolled
Whole No.
Average
Memb'rship
Average
Attendance
Per cent
Attendance
Number of
weeks.
I No. over 15
No. between
8 and 14
Average
age
High School :
H. S. Freeman, A. B,
Margaret P. C. Tucker
Rogers :
Grade
Cara M. Johnson, 9 & 8
50
37
37.2
35.7
96.1
16
I3
14
14
2
Mary C. Worden,
7
36
25
23
22.2
96.4
16
I
15
12
3
Lilian E. Paige,
6
36
36
36. 4
34.4
94.5
I5
3
30
I2
Catherine E. Walters,
36
27
46.6
43.6
93.5
15
49
IO
4
Idella M. Libby,
3
36
49
28.9
25
86.5
15
36
9
3
Alice M. Tallman,
2
32
45
46.4
42.5
91.6
15
26
7
IO
Louise M. Keith,
I
40
89
40.6
35.6
87.6
15
15
6
S
Oxford :
Kate Drew
36
58
35.3
31.2
88.5
15
30
8
7
New Boston :
Angie M. Lurvey
36
44
33
30
91.I
15
3
24
IO
Sconticut :
Mattie L. Norris
28
18
7
6.6
94. 1
14
7
8 7
Totals : Teachers, 13.
$567 502
430.4
397-3
92.3
182
61
299
40
49.7
48.I
97
16
41
4
16
I
Bertha M. Tirrell,
4
36
34
46.3
42.4
91.6
15
49
IO
years.
YR MO
$IIO 55
14
SUMMARY FOR THE YEAR.
JANUARY 8-DECEMBER 21, 1894.
SCHOOL.
Whole Number
Enrolled.
Average
Membership.
Average
Attendance.
Per cent.
Attendance.
Number of
Weeks.
High,
Rogers - Grades 9 and 8,
66
Grade 7,
66
Grade 6,
36
35.21
32.73
92.9
38
66
Grade 5,
27
33.54
31.II
92.7
38
66
Grade 3,
49
35.34
31.4
88 8
38
66
Grade 2,
45
43.55
39.47
90.6
38
66
Grade I.
89
43.64
38.14
87.4
38
Oxford,
58
37.32
31.42
84.2
38
New Boston,
44
29.3
27
92.1
38
Sconticut,
18
11.53
10.85
94.1
37
Naskatucket,
II
10.57
9.62
91
22
Totals : Schools, 13.
513
415
379.66
91.4
481
40
40.77
39.24
96.2
40
37
35.57
34.15
96
39
25
20.82
19.87
95.6
39
Grade 4,
34
37.86
34.72
91.7
38
.
15
According to the census of the school children taken in May, 1894, there were 457 children between the ages of 5 and 15, 268 between the ages of 8 and 14. There were en- rolled in the schools, during the spring term, 459; during the fall term, 502. In the fall term there were 270 children enrolled between the ages of 8 and 14 so that it looks as if the children, to whom the compulsory school laws apply, have been enrolled in the schools ; but as we had an average attendance of only 380 out of an enrollment of over 500, out of an average membership of 415, it shows that over 8 per cent were out of school all the year.
In the tabular reports, the column entitled whole number enrolled, gives the whole number of different pupils who have attended some school in this town some time during the year. Some leave, others are absent for more than five days when they are not considered members ; by counting out these two classes we get the average membership. The average age is given in years and months.
A comparison of the numbers attending the high school may be of interest. From the report for the fall term, omit- ting the decimals, 50 pupils out of 430 were in the high school, being 11.6 per cent. Sixteen entered the high school and there were 48 pupils in Grade I of the Rogers school. If it were correct to compare these figures, 33} per cent of the number entering our schools advance to the high school. In the graduating class we number 10, that is, nearly 21 per cent. as many as enter school graduate from the high school. But as these figures are for only one term of one year, no conclusion can be properly drawn from them.
By running the eye along the grades, and remembering that grades VIII and IX are in one room, it can easily be seen that the falling off in attendance is after they have passed the sixth grade, when they begin to be old enough to go to work. Several employment certificates have been granted during the past year, the parties being fourteen years old.
.
16
By reference to the tables you will find the names of twenty different teachers. Since the fall term there have been two resignations, one to pursue her studies, and the other to accept a better position. It is matter for regret that the salaries we can offer will not enable us to retain our teachers, so that we are the training-ground for other places. We may be able to secure desirable results even in that way, if the management of the schools can be kept unchanged. Definite lines can be mapped out to suit our needs, subject to changes which would be gradual according to the demands of the times.
If the best schools come to us for teachers it will be a means of testing the work of our schools, and will be an extra incentive to the best work. In this way we will have an inducement, superior to the salary, for securing good talent.
We cannot afford to let them experiment with our schools, consequently there is need of a permanent head to the depart- ment. This furnishes a strong argument for joining with the neighboring towns to form a superintendency district.
As the State pays $1,250 out of $1,500 of the superintend- ent's salary, the cost to the towns is only $250 per year, which is generally apportioned according to the amount of service in each place. If Fairhaven with thirteen schools, Acushnet with six, and Mattapoisett with seven, should unite and apportion according to the schools, the cost to Fairhaven would be one hundred and twenty-five dollars per year, and they would have the services of the superintendent half of the time. As he would give his whole time and attention to that business, and there promises to be a degree of permanency in that position, the schools could make better progress and the pupil would not suffer so much from these constant changes.
For the primary and grammar schools there has been issued by the State a standard course of studies, to which standard we find all schools working. Our schools are on that basis
17
and doing good work. The course in nature work is being followed out. The State course in drawing has been intro- duced and the teachers have taken hold of it with a will that speaks well for its success. In music we have the normal course. We have been hampered by the want of books but have now arranged a proper supply. The results of the work of your special teacher of music were highly satisfactory. Owing to lack of appropriation her work ended with the sum- mer vacation. While much can be done without a special teacher, much more satisfactory results can be obtained at that slight expense. In the introduction of these subjects which may be considered as necessary, care is taken that the fundamental subjects are not neglected, but are thereby rounded out to a fuller development.
In the matter of text-books we have been in a deplorable condition. The children must be taught to use books, to ob- tain knowledge through the printed page. Every book has a certain life dependent upon its usage. The average age of a school book is between three and four years. In that length of time it gets into such a condition, like a tattered man, that the children do not respect it.
The continued use of such a book not only does not teach them to be careful of a book, but actually teaches them to be careless. There is also much loss of time, for teacher and pupils, in using books which are not complete, not to speak of books which, although correct when introduced, may not be correct when in use. New books are being put on the market, embodying all the latest improvements, and which are up to the demands of the times. By making a five-year limit for books, each year some of the old books can be re- placed by the best in their line. Other things being equal, exchanging books is cheaper than buying new ones without. This will give, at the most, five years to use a line of books, during which time those not fit to be used can be replaced. According to this scheme, every year there should be an ap-
18
propriation to exchange one-fifth of the school books, besides keeping up those in use. This would distribute the cost evenly and ensure a sufficient supply. It would mean econ- omy in the purchase of the books, a proper distribution of the burden of cost, and a proper selection. Every year the books in certain lines could be carefully watched and studied so that a hasty selection would not be necessary. The great- est gain, however, would be in teaching the pupils to be care- ful of their books. When a teacher puts a badly worn book into the hands of a child, - unless she sees him in the act she cannot tell whether the child is abusing the book or not. In the line of reading matter we are very deficient. Each room should have a good supply of good reading matter, something that is good literature. It demands immediate attention. Where so much time is spent in reading, the pupils ought to be making the acquaintance of the masters in literature, as well as reading ; they should be taught to secure an acquaint- ance with a man through what he has written.
The benefits of the Millicent Library to our schools cannot be overestimated. I find on inquiry that almost every pupil old enough has a card, and takes out books which are good solid reading, and is often found at the tables of the library reference room, making notes for use in the school recita- tions. We cannot estimate the value to a person of a fond- ness for good books ; he has the best people in the world for his intimate companions. .
The appointment of Mr. Baker, janitor of the Rogers school, as truant officer, has been of great assistance in keep- ing up the attendance. One pupil had to be sent to the truant school at Walpole, for habitual truancy. The truant school is an institution established for truants and incorrig- ible pupils, where they may be removed from the influences which surround them outside of school, and be placed under favorable conditions, with sufficient individual attention and good influences to develope the best in them.
19
Often the child is surrounded by influences outside of the school-house which counteract and nullify all the good influ- ences of the school, making it imperative that he be removed. The school committee must either turn him into the street, giving him up to those bad influences, or place him in the truant school where. he will be removed from them. The by-laws of this town have made provision for the truants but not for the other class, and need amending to that effect. The statutes make the provision contingent upon the by-law.
The maximum time-limit for which a pupil can be com- mitted to the truant school is two years, and there is a strong move to have the State provide for the support of the pupils while there.
HIGH SCHOOL COURSE OF STUDY.
Changes have been made in the high school course of study and it is proper that the reasons for such a change should be well understood. Previous to 1894, there was no standard for high or secondary schools. Each town' was changing and adjusting its course to the fancies of the persons in control, guided to some extent by the work of other towns. This matter was presented so forcibly to the National Educational Association, July 9, 1892, that a committee of ten were ap- pointed to report on the general subject of uniformity in school programmes and requirements for admission to college. Their report was submitted to the printers Dec. 8, 1893, and is now known as The Report of the Committee of Ten.
Dr. W. T. Norris, Commissioner of Education for the United States, in his "Letter of Transmittal," writes this : "It has been agreed on all hands that the most defective part of the education in this country is that of secondary schools. There is a wide divergence in the course of study, and the difference of opinion regarding what constitutes a secondary education, works injury not only to the elementary schools by setting up an uncertain standard of admission, but also
20
through a want of proper requirements for graduation pre- vents in thousands of cases the continuance of the course of education of youth in colleges and universities. The recom- mendations of this report will draw the attention of great numbers of teachers to the question of educational values, and this will lead to a better understanding of what the pupil should study to gain the most from his work in school. In this respect, I consider this the most important educational document ever published in this country."
This committee of ten organized conferences on nine sub- jects, each conference consisting of ten members. The best men in all lines of school work were represented, and an "extraordinary unity of opinion was arrived at." "In the great majority of matters brought before each conference, the decision of the conference was unanimous."
This report formulates a standard according to which the courses of studies for high schools all over the United States have been undergoing modifications. What gives still greater emphasis to the report in this State is the resolution passed by the New England Association of Colleges and Preparatory Schools, at a meeting in Boston, December 29, 1894, accept- ing the work scheduled in the sample courses of study as ade- quate preparation for college.
This report presents certain guiding principles. Of the four programmes they say : "All four programmes conform to the general recommendation of the conferences, -that is, they treat each subject in the same way for all pupils with trifling exceptions ; they give time enough to each subjeet to win from it the kind of mental training it is fitted to supply ; they put the different principal subjects on an approximate equality so far as time allotment is concerned ; they omit all short information courses ; and they make sufficiently con- tinuous the instruction in each of the main lines, namely, language, science, history, and mathematics." "The youth who has never studied any but his native language cannot
21
know his own capacity for linguistic acquisition ; and the youth who has never made a chemical or physical experiment cannot know whether or not he has a taste for exact science." " Inasmuch as many boys and girls who begin the secondary school course do not stay in school more than two years, the committee thought it important to select the studies of the first two years in such a way that linguistic, historical, mathe- matical and scientific subjects should all be properly repre- sented." "In the construction of the sample programmes, the committee adopted 20 as the maximum number of weekly periods."
In changing our course, we found that limiting the length of the recitation period to thirty minutes we can provide for sixteen recitations per day, which makes four per day for each class, or twenty per week. The report calls for twenty per week of forty-five minutes each, so that we can offer just two-thirds of that time, yet our classes being comparatively small each pupil receives a fare share of time and attention. That allows no time for music or drawing. By giving two periods per week to music we can give each class nineteen recitation periods per week. If we admit electives the time must be taken from the other subjects. Under existing ar- rangements it was thought better to give all the pupils the full time on a regular course, than to shorten up the time on the regular course in order to give a few elective courses.
We adopted the programme known as the Latin-Scientific. That and the classical are considered superior, as furnishing a better training than the others.
,
22
The following programme is the Latin-Scientific, the other three are known as Classical, Modern Languages and English.
FIRST YEAR.
SECOND YEAR.
THIRD YEAR.
FOURTH YEAR.
Latin,
5
Latin,
5
Latin,
4
Latin, 4
English,
4
English,
2
English,
3
English,
4
Algebra,
4
French,
4
French,
4
French,
3
History,
4
Geometry,
3
Algebra,
2
Chemistry,
3
Physical
Physics,
3
Geometry,
2
Trigonometry
Geography, S
3
Botany or Į Zoology,
3
History,
2
Algebra or History,
Geology or Physiology.
3
Total number -
-
-
-
periods,
20
20
20
20
Astronomy,
3
and Higher
3
The above is the programme, as published, which has to be modified somewhat to suit our school, yet determines the lines of our work. The first year started it in full, the others are working to those lines. We cannot at present decide upon the details, but we hope to follow this closely. Some equip- ment is necessary for the work in science as the courses in physics and chemistry call for individual laboratory work. By this arrangement of the work all the pupils have all the work they can do, and at graduation will find they have a standing which is recognized throughout the State. If the opportunity to go to college is offered to them they will find their course has fitted them ; if any signify their intention of entering college, the latter part of their course can be de- flected toward that purpose.
Our aim is to take the pupil as far, and give him the best training on well recognized and standard lines that our equip- ment will allow. Had we another teacher we could provide electives, so that we could open up the field of the four programmes to our pupils. This would mean an additional expense of at least five hundred dollars per year, but an in- crease in efficiency whereby we could consider the individual
23
wants and abilities of the pupils, whereas now we have to consider the whole class and arrange our work accordingly.
Appended are the programs of the graduation exercises of the high school and the Rogers, with the names of the gradu- ates, also the report of the truant officers.
Respectfully submitted.
H. S. FREEMAN, Superintendent of Schools.
February 14, 1895.
TRUANCY REPORT
FROM OCT. 1894 TO JAN. 1895.
Number cases looked up,
41
Truants, 11
Reasonable excuses, 30
Taken to Walpole Truant School, 1
Respectfully submitted.
SAMUEL J. BAKER,
Truant Officer.
Fairhaven, Feb. 13, 1895.
24
GRADUATING EXERCISES OF HIGH SCHOOL,
JUNE 28, 1894.
Singing -The Woodman.
School. Veazie
Prayer.
Rev. H. L. Buzzell.
Recitation - A Royal Princess. Rossetti.
Annie May Nye.
Singing-Song of the Hop Pickers. Philp.
School.
Address.
Rev. W. J. Reynolds.
Piano Solo- Les Couriers. Ritter.
Annie May Nye.
Valedictory- The Public Library. Clifford Perry Delano.
Presentation of Diplomas.
Singing-The Linden Tree. School.
Schubert.
Benediction.
Graduates.
Annie May Nye.
Clifford Perry Delano.
25
GRADUATION EXERCISES OF ROGERS SCHOOL.
JUNE 29, 1894.
Song - Welcome.
Prayer.
Rev. H. L. Buzzell.
Exercise in "Nature Work."
Grades Eight and Nine.
Recitations.
Grace Perry, Addie Hallett, Willie Spiller, Jennie Valentine, Bessie Noland.
Songs-The Wild Duck.
- The Hungry Spider.
Papers.
Cora Campbell, Louis Delano, Frank Dillingham, Arthur Washburn, Charlie Ricketson, Irving Drew.
Piano Solo.
Grace Perry.
Recitations-The Wise Fairy.
- Patriot Sons of Patriot Sires. Nella Rogers. Frank Maxfield.
Duet- Once I Saw a Sweet-briar Rose. Annie Slater, Addie Hallett. Reading-How Tom Sawyer Got the Fence Whitewashed. Mark Twain.
Linnæus Morton.
A Legend of the Northland.
Maggie Garthly.
Song.
· Svow.
Class Prophecy.
Ethel Davis.
Solo- Sweet and Low. Bessie Noland.
Presentation of Diplomas.
George H. Palmer, Esq., Rogers School Committee. Parting Song. Graduating Class.
26
Graduating Class.
Cora May Campbell, Ethel Sherman Davis,
Louis Albert Delano, Frank Otis Dillingham,
Charles Irving Drew,
Shirley Gile Mitchell, Susie Dexter Miller, Linnæus Woodman Morton, Grace Belle Perry, Nella Louise Rogers,
Margaret McGregor Garthly, Jennie Judith Valentine, Addie May Loomis Hallett, Frank Thomas Maxfield,
Arthur Sidney Washburn.
THE MILLICENT LIBRARY.
[Abstract from Librarian's Report. ]
In compliance with the requirements of our by-laws, I lay before you my report for the year 1894.
Before proceeding to the work of the library for the past twelve months, it will not be out of place for me to refer briefly to the general scope and purpose of a public library.
As a social institution the modern library is a development from its predecessor. In early times the idea obtained that a library was for the storing and preservation of books for the use of scholars, not an institution for the dissemination of knowledge.
It was not until after the reformation that the idea dawned that a library should be for the use and good of the general public, that people might become better educated and more capable of guiding themselves in social and political duties.
In 1847 Mayor Josiah Quincy of Boston, made a proposi- tion to the city council, that they ask the legislature for per- mission to lay a tax to establish and maintain a library. The request was granted, and this was the first movement of the kind in any country. Other states soon followed the exam- ple of Massachusetts so that today there are few not having special library laws. There are in Massachusetts at the present time over 200 libraries, having 2,000,000 volumes, with a growing tendency towards such administration as shall make the books accessible to all.
Mr. George Ticknor who was instrumental in shaping the policy of the Boston public library at its inception, shows
28
that he saw clearly what the library of the future would be, when in 1851, writing to Edward Everett he said "I would establish a library which differs from all free libraries yet attempted. I mean one in which any popular books, tending to moral and intellectual improvement shall be furnished in such numbers of copies that many persons can be reading the same book at the same time; in short, not only the best books of all sorts, but the pleasant literature of the day, shall be made accessible to the whole people, when they most care for it, that is when it is fresh and new. I would-thus, by following the popular taste - unless it should demand some- thing injurious -create an appetite for healthy reading. This appetite once formed, will take care of itself. It will in the great majority of cases demand better and better books." These words written more than forty years ago, state the principle on which the free library system of our time is based.
It is believed that at no distant day, every town in the commonwealth, by legislative enactment, will be obliged not only to establish but to support a free library, except towns provided for through private benefaction.
The library is now entering upon its third year of active operations under most encouraging circumstances. The past twelve months have witnessed a growing interest on the part of the town's people and from the phenomenal circulation of books we may judge that the library has succeeded in satis- fying the popular desire.
Readers may be grouped into two classes, those who read for amusement, and those who read for instruction; and perhaps it is not going too far in saying that the former end is just as legitimate as the latter; for it is no small service that literature renders when it lifts us into another region of ideas away from the hum-drum and tedium of every day existence, even if it is not to us the instrument of mental enlargement.
29
It may be seen from appendix A., that in every depart- ment there has been a substantial increase in the number of books taken, which amounted to 51,991 during the year.
One of the most significant and pleasing features of the work is the very large extent to which the young people of the town are using the books, not only for entertainment but for instruction. In the public schools today subjects are studied rather than text-books, and this makes it important that both teachers and pupils should have access to a larger collection of books than can be provided for the schoolroom. It has not been an uncommon sight to see from five to fifteen pupils from the public schools in our reference room during the noon recess, looking up some special subject that had been assigned them, and this practice of browsing among the books and finding out for themselves what has been writ- ten, will be of much benefit to them in after years. The library and reading room ought to supplement the work of the public schools by furnishing the pupils the means of ex- tending their studies and of broadening their views. The taste, the moral tone of a community may be raised by the mere presence in its midst of a treasure-house like this of good books. Of the 51,991 volumes given out last year, from forty-five to forty-eight thousand circulated in Fairhaven. The average for the year was 142 each day. Seventy-nine per cent. of the whole circulation was fiction,-a small decrease in comparison with 1893.
During the year 1129 volumes were added to the library, 925 by purchase, 204 by donation. It has been the aim to furnish the latest and best books in the varied fields of sci- ence, literature and art. In catering to the popular demand, the book committee and Librarian have never lost sight of the fact that they are required to exercise and accept full respon- sibility for the moral character and influence of the library.
During the year 467 persons applied for cards, making a total of 2204. Four hundred and three are held by non- residents.
30
A radical change was made in September last, when the public was given free access to the shelves of the stack-room, with the privilege of removing the books for inspection. This has added to the educational influence of the library, and with few exceptions the privilege has not been abused. The prac- ticability of such a step has been much discussed in library circles, and in most places the privilege is still denied ; but the tendency is toward greater freedom, and the best library of the future will be the one having the fewest restrictions consistent with the care of the property it may possess. Teachers in the public schools are now allowed ten books on each school card instead of four. This is another step in the right direction and is undoubtedly appreciated.
D. C. STEVENS, Librarian.
APPENDIX A. MONTHLY CIRCULATION OF BOOKS BY CLASSES FOR 1894.
O
2
Philosophy. -
Religion.
Sociology. w
Philology. +
Natural
Science.
Useful Arts. o
Fine Arts. ~
Literature. co
History.
Biography.
Fiction.
Circulation
by Months.
January,
66
20
42
36
2
46
153
108
I2I
32 I
119
3823
4857
February,
97
24
64
49
6
73
146
88
104
327
III
3802
4891
March,
141
22
56
35
2
63
I32
131
114
356
133
417I
5356
April,
150
2I
47
24
5
59
114
69
89
258
III
3642
4589
May,
128
14
34
22
ow
56
69
68
99
194
78
3183
3928
July,
106
14
3º
20
3
39
67
52
76
190
94
3182
3873
August,
I34
7
25
35
6
25
78
51
87
185
95
3213
3941
September,
118
15
4I
30
7
35
55
54
83
204
103
3058
3803
October,
IO4
II
45
22
2
3I
63
60
105
251
55
3342
409 I
November,
163
13
45
34
5
40
69
70
143
313
00
3336
4312
December,
160
14
47
34
3
58
76
73
160
361
99
3394
4479
1484
I86
5º3
367
44
563
1105
889
1273
3173
1163
41241
Total circulation, 51,991.
31
3095
3871
June,
II7
II
27
26
38
83
65
92
213
84
9
5
General Works.
32
APPENDIX B
Class.
No added during 1894.
o. General Works
53
I. Philosophy
6
2. Religion . 23
3. Sociology
62
, 4. Philology
4
5. Natural Science
36
6. Useful Arts
35
7. Fine Arts
51
8. Literature
120
9. History and Travel .
119
Biography
58
Fiction
530
1097
Duff Collection
27
Not numbered
5
Total
II29
There are now 10, 164 volumes in the library.
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