USA > Massachusetts > Middlesex County > Acton > Town annual reports of Acton, Massachusetts 1901-1905 > Part 26
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In determining what should be taught in arithmetic, it is neces- sary to show that the subject is practical; that is, that it has to do with the affairs of life or that it is disciplinary; that is, that it insures mental growth and strength.
With this end in view the course has been abridged by curtail- ing the time spent on compound proportion, cube root, obsolete de- nominate quantities, duodecimals and much commercial arithmetic and by omitting examples in profit and loss, bank discount, simple and compound interest, not easily made intelligible to the pupils. At the same time it has been enriched by a greater number of exercises in simple calculation and in the solution of concrete prob- lems.
NATURE STUDY.
Little children are taught nature poems and songs and to ob- serve simple forms of insects, plant, animal and bird life. June
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first is observed as Bird Day in all the grades. Teachers take the children into the fields to observe nature at first hand and to learn something of the habits, haunts and songs of birds. After returning to the school room compositions are written by the pupils telling what they have seen and heard.
We are told that fifty years ago, May thirtieth, old election day, was observed by killing as many birds as possible by the boys in the country.
The Friday before Arbor Day is observed as Tree Day. Field excursions to observe the different kinds of trees and shrubs are made by pupils under the direction of the teachers. Compositions embodying the pupils' observations are written after returning to the school room.
Lessons on soil, water, air, light, relation of plants and insects, animal and bird life are taught in all the grades, taking a different subject each month and aiming to make the work as practical as possible. In these ways children are brought into a better un- derstanding of their environment and by teaching them to observe closely a few things a whole world of beauty is opened to them which may be a source of inestimable pleasure and profit all through life.
WRITING.
For a number of years vertical writing was in general use in the schools throughout the country. As a legible hand, especially for beginners, it is a vast improvement over its predecessor, the Spencerian slant system, but the serious objection to it is that it is not considered a good business hand. A large business college in Syracuse, N. Y., states that their business has greatly increased since the introduction of the Vertical system into the public schools. Many find it necessary to go there to change their handwriting be- fore being able to secure positions in business offices. Now what is known as the Semi slant system, which is half way between the Spencerian and Vertical, is rapidly being introduced into all the lead- ing schools in the country.
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This system is considered the most natural and hygenic as the Semi slant employed readily adjusts itself to the muscles of the eye and hand. It also is legible, admits of rapidity and individuality, requisites for a good business hand, and therefore seems to be the golden mean sought for.
I would recommend the early introduction of the Semi slant system of writing into the Acton schools.
MUSIC.
To judge of the music one needs to visit the schools to note the progress made under the present systeni which has been in use for the past year. From the beginning little children are taught to read the notes, sing alone and keep the time as naturally and with as litle embarrassment as they read alone. Appreciation of and a taste for good music is cultivated by constant use of the best songs adapted to the various grades and it is a pleasure to record that the children are receiving thorough musical training under the effi- cient leadership of the present supervisor, Miss Blanche S. Samuels.
READING.
In all our school work I believe that reading is of the greatest importance, not only the ability to read well, but also acquiring a taste for good books. During the period under review we have added quite largely to our reading lists in all the grades. In this way pupils read a large amount of the best literature in school and a growing appreciation of good books is showing itself by the num- ber of boys and girls who frequent the Public Library.
Since it has been found that children's ininds are capable of appreciating the greatest productions, many adaptations of master- pieces have been made which are very popular with the children.
In the primary grades stories which embody ideals of courage, usefulness, patience and kindness to animals are told them by the teacher. Such stories are selected because children imitate what they admire and because of the unconscious influence of an ideal upon character. When children have made sufficient observation
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to enable them to understand them, stories of industry, invention, and discovery are told to them or read by them. Children long for stories of adventure and in recognition of this need stories adapted from Robinson Crusoe, the Iliad and the Odyssey Ivanho, The Lady of the Lake and similar selections are read by them with great pleasure. Special use is made of birthdays and holidays in the lower grades and to some extent throughout all the grades.
Stories from mythology, history and literature have always been used by the greater educators and now their use is quite general. Mythology expresses the views of the childhood of the race and chil- dren, it must be remembered, reproduce in every generation the earliest stages of racial growth, and the books put into their hands ought to supply the same substance, however different the form, upon which the children were nourished in the days of the Greeks and Romans. Mythology has furnished themes for our great writers in all ages and unless children become acquainted with the subject in school the majority go through life with no appreciation of much of the world's best literature.
At the present time it is not thought sufficient to train the memory, reason and judgment only but great emphasis is put upon the cultivation of the imagination, the creative faculty, the highest faculty of the mind.
Hence the great value of selected stories from history, literature, mythology, fable, romance and poetry which appeal to the children through their imagination and put them in sympathetic relations with the world.
Even ethics, or morals, according to the leading authorities, are best thought, not by formal instruction or by sermonettes, but by stories illustrating manliness, courage, honesty and sympathy for the weak and oppressed which appeal to the pupil through his imagina- tion.
One of the most prominent educators in America has outlined three educations as follows: "The education of the past which is the classical education which cultivates the intellect. The educa- tion of the present which is the scientific and manual education
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which cultivates the outward activity as in manual training, kindergarten work, etc. The education of the future which will include the other two but will add the education of the heart. Intellect makes a man individual, but feeling makes him universal."
In looking towards the pupils' fullest development, it is not well to make use of the world's rich store of literary treasures, which children fully appreciate when presented to them from their point of view and which through an exercise of the imagination play upon the emotions and thus tend to educate the heart.
We have taken this opportunity to write somewhat in length upon these subjects as we have reason to believe that their value and the reason for their being in our elementary schools have not been clear to all parents.
The following series of readers are used in the grades: Lights to Literature; Stepping Stones to Literature and Cyr's. In addi- tion the following approved supplementary reading has been added during the last five years.
Grade 1. Hiawatha Primer; Cook's Nature Myths; Kingsley's Greek Heroes; Fairy Tales; Scudder's Folk Stories and Fables.
Grade 11. Seven Little Sisters, Little Folks of Other Lands; Stories of Ulysses; Story of the Pilgrims; Story of Washington; Story of Lincoln; Story of Robert Fulton; The Cave Man; The Tree Dwellers; Legends of Springtime.
Grade 111. Stories Mother Nature Told; Robinson Crusoe; Each and All; Story of La Salle; Stories of Marquette and Joliet; Around the World.
Grade IV. Ten Boys; Stories from the Iliad Adapted; Stories from the Odyssey, adapted; Legends of Norseland; Stories of Norse Mythology.
Grade V. American Indians; American History Stories; Story of Roland; Story of the Crusades; Hawthorne's Wonder Book; Selections from Miles Standish; selections from Lady of the Lake.
Grade VI. Stories of Pizarro, Cortez and Montazuma; Stories of American History; Story of Siegfried, adapted; Twice Told Tales; Grandfather's Chair; Knickerbocker's History of New York;
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Landing of the Pilgrims; Rip Van Winkle; Sleepy Hollow; Little Nell.
Grade VII. Evangeline; The War of Independence, Fiske; Cooper's Pilot ; Cooper's Spy; Paul Revere's Ride; Longfellow's Elizabeth; Franklin's Autobiography.
Grade VIII. Lowell's Garrison and Wendell Phillips; Bigelow Papers; The Peasant and Prince; Martineau; Lincoln's First and Second Inaugural; Lincoln's Gettysburg Speech; Tales of the Grandfather; The Building of the Ship; Under the Old Elm; Old Ironsides; Angels of Beuna Vista; Sheridan's Ride; Nuremburg, Webster's Reply to Hayne.
Grade IX. Lowell's Glance Behind the Curtain; Bigelow Pa- pers; Lincoln-Douglas Debate. Harold, the last of the Saxons; Merchant of Venice; Sir Roger de Coverley Papers; Wendell Phillip's Orations; Speeches on the Stamp Act by Fox; Chatham, Cavendish and Barre; Lowell's Commemoration Ode; Vision of Sir Launfal; Ode on the Death of Wellington; Shelley's Cloud.
In conclusion we may say that the past five years have been characterized by spirit of harmony and we believe by steady pro- gress. This has been brought about by the hearty, intelligent support of the school committee in their desire to give to the town the best school system possible and by their course, impartial admin- istration of all matters pertaining to school affairs.
Respectfully submitted,
HERBERT E. RICHARDSON.
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Report of the High School Principal
Mr. Herbert E. Richardson,
Dear Sir :- I herewith submit the following report of the Ac- ton High School from September 1904:
Total enrollment 35; Average membership 31; Percent of at- tendance 93.
From the above figures it is easily seen, that, although a few have been obliged to leave, since the beginning of the school year, the majority of those entering the high school came there evidently with a sincere desire to pursue their studies faithfully. When we consider under what difficulties many of our pupils labor in attend- ing school regularly and when we realize what an exceptionally hard winter for travel this has been, the present opportunity to commend the majority of the pupils for their good attendance, ought not to be neglected. It is a strange fact that the pupils who have the greatest obstacles to overcome in getting to school, are generally those whose attendance is best and who are most interested in their work.
This past year we have changed our requirements for gradua- tion. Instead of promoting a pupil from year to year, a minimum of 64 credits is now necessary. This plan, as will readily be seen, admits of no doubt in the mind of the pupil, as to his eligibility or ineligibility to graduate when the time comes. Each study, pur- sued successfully, entitles the student, at the end of that special course, to as many credits, as the study has been taken hours, each week. For example: Algebra, a required study during the first year is recited five hours each week. Now, if the pupil passes in
106
that subject he receives five credits, and so on. Of course the average would be 16 hours a week, but if a student wishes and is capable of so doing, he may elect an extra study and secure extra credits. This method dispenses with the necessity of conditioning pupils from year to year, and allows them, in case of failure in one branch, to substitute some other.
It is gratifying to see that each incoming class enters with zeal into the work. Although the mental ability of the average high school pupil remains about the same, yet we notice each year an improvement in concentration of mind and in attention to the work. It is encouraging thus to feel the support of the grades behind us, in our effort to improve yearly.
We are pleased to mention the fact that two of our graduates of 1904 are continuing their studies at the Fitchburg Normal school, with credit to themselves and to their high school.
Miss Atwood continues to serve faithfully as assistant and to cooperate in whatever may seem for the best interest of the school.
We are fortunate this year in having the services of Miss Samuels as director of music. Under her able and enthusiastic guidance, the singing has greatly improved.
Respectfully submitted,
A. L. FAXON, Principal.
South Acton, Feb. 27, 1905.
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Report of Supervisor . of Music.
Mr. H. E. Richardson, Superintendent of Schools,
Dear Sir :- In submitting my first annual report it gives me pleasure to say our schools are advancing in all lines of their work in music.
We can never hope to have our advanced grades what they should be if we fail in the fundamental work which constitutes a good foundation and for this reason we are starting in our lowest grades to slowly impress the important facts. When these grades reach the higher classes then we may expect to have the culmina- tion we are so earnestly striving for. It is with pleasure that we find Prof. Parker of Yale endorsing just such a line of work as we are doing. He says the intellectual side of music is the proper object of study and the emotional in music is the result of that which is intellectual.
The individual work which the children have taken up so readily gives us the key to music. We are able to judge the ability of each pupil and like a doctor, give medicine for the case in hand. Now we can enter heartily into our chorus work for we know it is the work of all and not of a few.
The interest we arouse in the subject of music must be stimu- lated by the outside influence of the home and we urge strongly that the parents look into the matter and assist in this grand and good work of educating our children to be the coming generation to rep- resent the American type of music. We urge the parents to en- courage every slight inclination in the musical line for so many times we hear people say, that they lost the best in music through
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the mistaken notion that their family was not musical hence their avoidance of the subject.
We cannot speak too strongly of the refining influence of good songs and it is our endeavor to give to the pupils the best in the song world. We fear they do not hear enough good music outside of what they get in school, and for this reason should not the townspeople take it upon themselves that at least two musical per- formances be given yearly for the further education of the school children.
In closing I wish to thank the School Committee, Superin- tendent and Teachers for their hearty cooperation.
Respectfully,
BLANCHE S. SAMUEL.
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COMMENCEMENT EXERCISES OF THE ACTON HIGH SCHOOL AT TOWN HALL, ACTON, MASS., THURSDAY EVENING, JUNE 16, 1904, 8 O'CLOCK.
PROGRAM.
I. Overture-"Flora" Orchestra
II. Invocation
Rev. T. N. Miles
III. Song-"Now the Music Soundeth" School
IV. Waltz-"Under the Rose" Orchestra
V. Address-The Real and the False, Miss E. A. Kimball, Worcester VI Song-"Away to the Fields" School
VII. Flower Song-"Hearts and Flowers" Orchestra
VIII. Presentation of Diplomas
Supt. H. E. Richardson
IX. "America."
Motto: "No Steps Backward."
GRADUATES.
Classical Course.
Georgianna Henrietta Hawes, Margaret Dustin Quimby.
English Course.
Julia Loretta McCarty, William Charles Edwards.
Colors: Green and White.
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Statistics for 1903 --- 1904.
SCHOOLS
Grades
Weeks of
School
Enrollment
Average
Membership
Average
Attendance
Per Cent of
Attendance
Number
Between
Number
Between
5 and 15
Number
High
10, 11
40
40
29
27
92
0
4
36
South Grammar
7,8, 9
38
21
19
16
83
20
23
1
South Intermediate
4, 5,6
38
39
33
30
91
39
39
0
South Primary
1,2, 3
38
42
3.
33
87
29
42
0
Center Grammar
7,8,9
38
29
27.8
25
90
21
25
4
Center Intermediate
4,5, 6
38
30
29.5
27.6
93.8
30
30
0
Center Primary
1,2, 3
38
35
33.8
30.9
91
19
35
0
West Grammar
7,8, 9
38
29
28.8
24.8
83
20
27
West Intermediate
4,5, 6
38
28
27.9
25
89.9
28
0
West Primary
1,2, 3
38
43
37
31.7
85
43
0
Totals
339
301
271
90
296
43
.
.
7 and 14
Over 15
12, 13
III
Statistics for Fall and Winter Terms, 1904 -- 1905
SCHOOLS
Grades
Number in
Average
Age of
Grade
School
Enrollment
Average
Membership
Average
Attendance
Per Cent
Atter darce
Between
Number
Between
5 and 15
No. Over 15
Y
M
13
18
High
12
17-6
40
35
31
29
93
2
16
19
11
10
16-3
[10
13
15-1
South Grammar
8
12
13-2
38
26
22
19
87
17
23
3
South Intermediate
5
16
10
38
40
38
35
91.8
40
40
C
South Primary
2
10
7
38
45
43
40
93
23
45
0
1
21
6
Center Grammar
8
12
13-5
38
32
31
28.8
92
22
30
2
Center Intermediate
5
4
10-3
38
26
25.9
24
92.6
26
26
C
-
1
13
6-3
Center Primary
2
12
7-10
38
37
30.5
28
91
23
37
0
West Grammar
8
12
13-5
38
29
26
24
93
20
26
3
7
9
11-6
West Intermediate
5
13
10-8
38
38
36.5
33.8
92.6
38
38
c
4
15
9-4
3
10
8-6
West Primary
17
10
7-8
38
48
43
38.8
90
22
48
0
28
6-3
356
327
300
916
233
329
27
1
9
6
-10
4
16
8-10
3
14
OC
14-1
4
9
9
6
13
11-8
8-5
3
1.2
9
OC
14-6
6
10
11-6
9
8
12-7
8
11-3
6
Grade
of
Number
7 and 14
12
12-10
14-6
Weeks of
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List of Teachers, 1904 --- 1905.
SCHOOL
TEACHERS
Appointed
EDUCATED
Salary
Home Address
High § Principal ¿ Assistant
A. L. Faxon Ruby M. Atwood
1900 1903
Yale Brown
$1100 South Acton 500 New Boston,
N. H.
South Grammar
Katherine B. Feely
1904
Fitchburg
Normal
South Interme-
Martha Fager -·
1903
Worcester
Normal
South Primary
Inez G. Kilton
1903
Worcester Normal
418 Worcester
Genter Grammar
Angie F. J. Main
1904
Boston Univer- sity
418 Waltham
Center Interme- diate
Ella L. Miller
1899
Framingham Normal
418 Hudson
Center Primary
Martha F. Smith
1902
Lowell Normal
456 Acton
West Grammar
Elizabeth A.
1904
Fitchburg
380 Fitchburg
West Interme-
Emma I. Foster
1904
Fitchburg
Normal
West Primary
Harriet H.
1889
Ayer
456 West Acton
Music Teacher
Blanche S.
1894
Westfield
225 Westfield
Samuels
380 Otter River
380 Worcester
diate
strom
Sheehan
Normal
380 Fitchburg
diate
Gardner
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ROLL OF HONOR. SEPT. 1903-JUNE 1904. One Year.
Cram, Bertha
Burroughs, Lizzie
Hawes, Verne
Piper, Ralph White, Leonard D.
Duren, Ethel Greenough, Frank Hidden, Hazel Stancombe, Eva L.
Two Terms.
Harris, Bertha
Harris, Elizabeth
Kinsley, Richard
Kinsley, David
Mekkelsen, Ida
Quimby, Margaret
Robbins, Sylvia
Schuair, Hariet
Stancombe, Geogre
Symonds, Harold
Tuttle, Varnum
One Term.
Boyce, Helena
Campbell, Leland H.
Cheney, Robert
Coughlin, William
Davidson, Guy
Durkee, Raymond
Durkee, Irma M.
Byron, James
Foley, Mary
Gates, Ralph
Gallant, Mildred
Griswold, Ethel
Harrington, Elizabeth
Hall, Wesley H.
Harris, Maud V.
Kimball, Milton B.
Leach, Natalie
Murphy, May M.
Mekkelson, Christine
McNeil, Mary C.
Morse, Arthur
Moore, Carle E.
McCarty, Nora
O'Connell, Alice Quimby, Marjorie
Brooks, Etta L.
Burke, Henry B. Foley, Michael Gilbert, Alfred Griswold, Geo. Gould, Glenn
Hayes, Willie Hoar, Burton Jones, Carl
Merriam, Harold Moore, Ethel McCarty, Frank
McCarthy, Helena J. Morse, Walter
Nickerson, Marion
Phalen, Harold R. Quimby, Russell
Taylor, Marion C. Wood, Rotha A.
Harris, Alfred B.
Hoar, Carl
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Quimby, Chauncey Rickeman, Roland
Richardson, Harold M.
Robbins, Hazel
Reed, Kenneth
Reed, Everett W.
Randall, Earl
Somes, Mary
Somes, Gladys
Smith, Minnie
Schnair, Zara
Sheehan, Arthur
Sweet, Percy I.
Thompson, Carl L.
Taylor, William S.
Tuttle, Elizabeth
White, Richard
White, Florence E.
Wood, Chester E.
Worden, Florence
Roll of Honor, Sept. 1904=March 1905. Two Terms.
Bezanson, Mabel
Bezanson, Grace E.
Esterbrooks, Fred
Fagerstrom, Martha
Flagg, Harland
Harris, Alfred
Hoit, Hazel W.
Moore, Carl E.
Stancombe, George
Stancombe, Eva
Stillman, Geo.
Phalen, Harold
Pyser, Ralph
Willis, Clifton
Wood, Helen
Worden, Henry
Farrar, Raymond F.
Harris, Ray L.
One Term.
Bent, Ellen May
Bezauson, Helen M.
Billings, Howard
Brooks, Chesier C.
Burroughs, Lizzie
Byron, James C.
Cahill, Edw.
Clark, Fred E.
Coolidge, Hazel A.
Davidson, Guy
DeOssie, Dora
Downie, Cora
Fletcher, Dora
Fletcher, Eliza
Foley, Patrick
Foley, David J.
Gilbert, Alfred
Foley, Thomas
Greenough, Frank E.
Griswold, Georgie D. Harris, Bertha
Hamming, Roy R.
Hawes, Verne
Heath, Isabel
Harris, Maud V.
Lawrence, Ollin A.
Lawrence, Wayne G.
Lowden, Therom
Leach, Natalie Lincoln, Arnold H.
McNeil, Mary C.
Kinsley, Richard
Mekkelsen, Christine
McNulty, Frank Mekkelsen, Ida
Moult, George
Morse, Walter R.
Peebles, Majorie Quimby, Majorie
O'Counell, Margaret Quimby, Russell B.
CHall, Ruth E.
Kinsley, Annie
Miner, Lillian F.
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Reed, Kenneth Rice, Beatrice
Robbins, Hazel
Sargent, Vera
Sohnair, Harriet A.
Sawyer, Benj.
Smiley, Mary E.
Welsh, Grace
Willis, Mabel
Woodward, Edith
Woodward, Frank
Worden, Florence M.
Worden, Grace
Willard, Leslie Wood, Sarah
Farrar, Merritt L.
Cheney, Robert R.
Leary, J. Vincent
Olsen, Annie
Tuttle, C. Elizabeth
Frederickson. Ebba McCarty, Nora
Truant Officers' Report
FOR THE YEAR ENDING MARCH 1, 1905.
To the School Committee of Acton, Mass. :
The truant officers submit their third annual report to the School Committee for the year ending Mar. 1, 1905.
The truant officers submit the following list of pupils looked up for the year, the cause of their absence, and if truants, the number that have been returned to school.
Whole number of pupils looked up,
30
Cause of absence
Center sch. South sch. West sch.
Sickness
4
Kept at home by parents,
2
2
Returned to school,
4
3 20
Reported truants,
1
5 20
Yours respectfully,
C. G. TURNER, JAMES KINSLEY, MOSES A. REED,
Truant Officers.
Reed, Everett R.
Richardson, Harold Riokeman, Roland Robbins, Ray Sargent, Gladys E.
Scanlon, Lizzie Sheehan, Arthur Tuttle, Varnum Wetherbee, Elmer
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Department of School Supplies.
Report of the Purchasing Agent.
The School Committee of Acton :
The following statement of the expense account of the depart- ment for the financial year ending March 11th, 1905, is respect- fully submitted :
J. L. Hammett Co.
Mar. 15. 165 pkgs. arithmetic paper, 789 lbs. . $22 68
75 pkgs. Manilla drawing
paper, 6x9, 11 2
10 pkgs. Manilla drawing
paper, 9x12, 3 00
50 pkgs. No. 3 practice paper, 11 00
10 pkgs. blotters, 6x8, 3 00
$50 93
Mar. 21. 10 pkgs. No. 25 Hecktograph paper, 3 50
10 pkgs. No. 1 practice paper, 2 20
30 pkgs. blue line letter paper, 8x10}, 9 75
10 pkgs. No. 27 letter paper, 4 50
10 pkgs. 00 medium drawing paper, 6x9, 3 20
10 pkgs. 00 medium drawing paper, 8x102, 6 40
6 pkgs. No. 1 grey drawing paper, 6x9, 1 92
30 doz. No. 140 note books, 12 60
10 gr. No. 701 pencils, 9 00
2 lbs. No. 120 Boston erasers, 1 30
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Mar 21. 5 doz. Gem B. B. erasers, 200 No. 127 spelling blanks, 3 50
$2 50
$60 37
Apr. 29. 2 doz. 4 oz. Le Page paste,
$2 00
$2 00
May 5. 9 Tales from Eng. History in Prose and Verse,
$4 05
$4 05
May 14. 1 qt. Treasury red ink, $ 75
$ 75
June 4. 1 How to Know the Wild Flowers, $1 80
$1 80
June
9. Engraving 4 diplomas and postage, $1 07
$1 07
Aug. 20. 30 doz. No. 787 pencils,colored, $7 50
¿ doz. violet Hecktograph ink, 1 13
1 doz. pkgs. sandpaper disks, 1 50
10 gr. No. 556 Esterbrook pens, 4 50
5 gr. Volpennie pens, 2 00
¿ doz. No. 30 rulers,
1 00
$17 63
Sept. 23. 1 doz. quarts Treasury ink, $3 00
$3 00
Oct. 6. 8 boxes sentence builders, $ 90
8 boxes word builders, 72
8 boxes domestic animals,
1 44
8 boxes wild animals,
1 44
8 boxes birds, 1
44
8 boxes leaves,
1
44
¿ doz. primary reg. boards,
70
4 boxes No. 475 round pegs,
64
6 doz. No. 102 sticks,
1 20
6 doz. No. 413,
1 20
1 doz. Small red ink,
40
1 doz. Little Artist,
2 40
120 No. 120 note books, 3 90
I18
Oot. 6. 36 No. 144 note books, 2 gr. No. 1,407 pen holders, 2 00
$52 16
6 boxes counting regs, 72
$22 70
Nov. 23. 1 doz. quarts Treasury ink, $3 00
$3 00
Nov. 25. 2 Gem pencil sharpeners, re- paired, $ 50
$ 50
Nov. 28. Gem pencil sharpener, $3 00
1 Cougoon pitch pipe, 40
53
50 sheets Manilla tag, 9x12,
13
50 sheets white Bristol, 9x12, 60
6 boxes number builders, 58
$5 24
Dec. 2. 1 Tan and MoMurray Geog. bk. 1, $ 54
68
1 Tan and MoMurray Geog., bk 2, 100 sheets grey Bristol, 24x18, 4 00
$5 22
· Dec. 17.
50 boxes white crayons, $3 00
1 gr. No. 341 sketching pencils, 6 75
1 lb. No. 80 erasers, 65
$10 40
Jan. 10. 6 gr. No. 556 Easterbrook pens,
$2 70
2 gr. No. 341 sketching pencils, 3 38
$6 08
Jan. 28. 1 doz. Excelsior composers,
$1 00
$1 00
$195 74
Ginn & Co.
Apr. 1. 12 Jones 1st readers,
$3 60
12 Jones 2d readers,
4 80
$8 40
Less 1-6,
1 40
$7 00
4 Courtship Miles Standish,
119
Apr. 29. 36 Mother Nature Stories, $18 00 Less 1-6, 3 00
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