USA > Massachusetts > Plymouth County > Carver > Town annual reports of Carver 1905 > Part 3
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At Bates Pond the lot should be cleaned and made present- able.
Books.
We have made many changes in books in the past few years. And we think fewer changes are called for in the near future.
Studies.
Somewhat against the expressed wishes of your chairman we have followed the prevailing fad of teaching children "lit- erature" before the pupils understand reading, arithmetic or spelling. And the result is that some of our pupils under- stand more of "Fables and Myths" than they do of the multi-
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plication table. Mayor Collins of Boston has sounded the alarm against wasting so much valuable time on non-essen- tials.
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FINANCES, YEAR ENDING DEC. 31, 1904. Support of Schools. Dr.
Appropriation,
$3,100 00
State school fund,
779 85
Education of State poor children,
28 00
Income, Pratt Fund,
I37 50
Income Ellis Fund.
200 00
Balance from former account,
742 21
From State, Superintendent account,
200 00
$5,192 56
CR.
Paid-
For teaching,
$3,836 50
Janitors,
302 40
Fuel,
136 50
Transportation,
358 50
Cleaning,
12 50
Balance to new account,
528 16
$5,192 56
Fuel.
Paid-
J. A. Vaughan,
$20 39
A. E. Beauchemin,
I 9I
G. Atwood,
15 63
I. W. Tillson, 7 50
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S. D. Atwood. 9 00
A. H. Griffith, 6 50
E. H. Murdock, 9 25
Finney Bros., 44 12
E. G. Cornish,
50
J. A. Vaughan, 10 00
S. S. Rickards.
3 25
G. P. Lincoln. 8 45
Text Books and Incidentals.
Appropriation.
$850 00
CR.
Paid- .
Thompson. Brown & Co., $15 12
J. H. Hammett Co., 29 20
E. E. Babb & Co., 15 18
Houghton, Mifflin & Co.,
50 42
Ginn & Co., 18 02
The Morse Co.,
19 4I
John F. Shaw.
45
A. W. Peterson,
2 25
J. A. Vaughan.
95
Milton. Bradley & Co.,
50
M. C. Rogers,
90
C. B. Tillinghast,
7 00
Thomas W. Pierce,
2 35
Silver, Burdette & Co.,
8 40
Charles Scribner Co.,
I 76
J. K. & B. Sears Co.,
2 26
Finney Bros.,
9 35
Henry S. Griffith,
60
A. W. Peterson,
I 50
A. W. Peterson,
4 10
S. C. C. Finney,
I 75
DR.
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American Book Co.,
8 96
Geo. F. King & Co.,
II 40
J. A. Vaughan,
35
A. W. Peterson,
2 22
H. R. Bailey,
5 50
J. A. Vaughan,
50
Overdrawn, 1903,
285 75
Balance to new account,
328 71
$850 00
State High School Fund.
Received from State,
$300 00
CR.
Paid-
Samuel Ward Co.,
$10 63
E. Anthony & Son,
5 OI
W. L. Waite, 33 00
E. Burn,
7 00
A. W. Peterson,
6 75
Tillinghast,
7 00
L. E. Knott Ap. Co.,
30 82
E. E. Babb & Co.,
49 03
G. E. Blair,
3 00
J. A. Vaughan,
25 84
Old Corner Book Store,
13 50
Samuel Ward Co.,
I 26
Whitten Corp., 2 00
S. C. C. Finney,
I 92
Smith & Anthony Co.,
12 60
Babb & Co.,
25 00
Overdraft, 1903,
82 78
Surplus, 16 46
$300 00
DR.
.
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Superintendent.
Balance, 1903.
$300 00
Received from State,
300 00
Paid C. W. Humphrey,
$600 00 $600 00
Repairs.
DR
Appropriation,
$150 00
Balance, 1903,
53 48
$203 48
CR.
Paid-
J. H. Davis, No. I, labor, $1 35
George Adams, Nos. 2, 3, 5, painting, 9 30
J. H. Davis, No. 3, setting glass, 50
Horace Thrasher, No. I, labor, I 60
S. C. C. Finney, freight, 25
E. E. Gardner, No. I, labor, I 25
J. A. Vaughan, No. 3, labor, 50
J. E. Dunham, No. 4, whitewashing,
2 50
A. Humphrey, No. 1, stove.
18 64
W. C. Richards, No. 2, repairs,
6 20
G. Atwood, Nos. 2, 4. 8, labor and material, 15 II
J. A. Vaughan, freight, 25
Finney Bros., No. 3, cement,
3 50
A. D. Griffith, No. 4, work on yard, I 25
Finney Bros., sundries, 12 35
Surplus, 108.93
$203 48
5
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ROLL OF HONOR.
Names of scholars neither absent nor tardy during the spec- ified terms :
High School, A. S. Burnham, Prin .- Fall term, Herbert Gammons, Grace Shaw. Winter term, Irving Dunham, Her- bert Gammons, Paul Cornish. Spring term, Irving Dunham, Herbert Gammons, Henry Pink.
No. I Grammar, A. S. Veazie, teacher- Fall term, Elmer L. - Bradford, Celia M. Bradford, Susan Donahoe, Florence G. Washburn.
No. I Primary, L. G. Murdock, teacher -- Fall term, Ernest C. Gardner, Myrtle L. Gardner, Alton R. Kenney, Preston L. McKay, Forest B. Perkins, Olive F. Perkins. Spring term, J. L. D. Russell, teacher, Ernest Gardner. Myrtle Gardner.
No. 3 Grammar, Ellis G. Cornish, teacher-Fall term, Helen E. White.
No. 3 Primary, E. B. Tillson, teacher-Fall term, Roy At- wood. John Shaw. Winter term, Roy Atwood. Spring term, Vernon Johnson.
No. 4 Primary, A. R. Gifford, teacher-Winter term, Gerard Shaw. Spring term, Percy Crocker, Justin Southworth.
No. 4 Primary, M. C. Rogers, teacher-Fall term, Jennie Bailey. Winter term, John F. Shaw. Spring term, Ruth Kel- ley, John F. Shaw, Mary Laird, Bernard Winberg.
No. 5 Wenham, J. L. D. Russell, teacher-Fall term, Ada Hall, Fanny Parker, Angus Parker. Winter term, Abbie G. Pottle teacher, Grace Pratt. Spring term, Fred Dimond, Stella White.
No. 8, Bates Pond, Grace R. Gammons, teacher-Fall term, Lizzie M. Bassett, Esther C. Raymond, Emma Hudson, Angie M. Washburn. George F. Washburn.
SUPERINTENDENT'S REPORT
To the School Committee of Carver :
Gentlemen-As we have no printed course of study, and the parents have little means of knowing what we try to do for the children while they are under our care, it seemed to me that an attempt to tell them this would be as acceptable a report on school matters as I could make.
I would say first that I wish the parents could get time to visit the schools oftener. They would become better ac- quainted with the teachers, and could see more of what they are doing. They would also see the difficulties of their work, which do not appear outside of the school room. While ap- parently their hours of work are from nine to half-past-three, the actual working time of many of them is double this. Most of us find the management of three or four children, with the freedom of the home, no easy matter ; but a young teacher has to begin with from twenty to thirty, control and teach them at the same time. This is a difficult task, and they need the support and consideration of the parents. They should not be unduly criticised for any act until both sides are heard. I have investigated a number of matters of discipline that have been brought to my attention, and I have never found a case of injustice on the part of a teacher.
The course of study that is being pursued this year is as fol- lows :
In the first year we commence to teach the children to read. We do not begin with the alphabet; but teach whole words first, and the letters gradually. We try to teach them to think of an object, quality or action when they see single words, and
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to get the whole thought in a sentence ; not to simply get the names of words, but to think of the thing the word represents, and to think in whole sentences. While they are learning to read they build words and sentences with letters, printed on little cards, and write the same. This helps to fix new words in their mind, to spell, commence sentences and proper names with capitals, and end the sentence with a period or question mark.
They begin the study of phonics, to learn the sounds of the single letters, and such groups as br, cr, sl, ea, oa, ight, &c., that always represent a single sound : also to see how to get the pro- nunciation of a word if they know these sounds, as br-ight, b-oa-t, cl-ing-ing, &c.
The number work begins with the recognition of the number of things in a group, and giving a name to the number ; com- bining and separating groups of things, that is, addition, sub- traction, multiplication and division, and their application in the simpliest problems ; and making fractional parts of single things and groups of things. The amount of work to be done in a year cannot be determined, it depends on the ability of the teacher and pupils.
We also teach them something of the birds, flowers and ani- mals ; of clouds, rain, hail and snow : and other things about them, which are of value and interest, if they are led to see them.
In the second year the same subjects are taught. The read- ing is carried on with the same end in view. The spelling is of words chosen from their reading. In addition to the number work of the first year, they learn to measure a little ; to make surface forms-square, rectangle, triangle, and recognize and measure cubes and prisms. Each teacher has Hall's Arithme- tic Primer for her guide in the first two years' work. Pupils who are able to read these books are given them for the solu- tion of the simple problems they contain. To those who can- not read them the teacher gives similar ones orally. They are
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also constantly drilled on tables of addition, subtraction, mul- tiplication and division.
In the third year the subjects are still the same. The reading ineludes more variety than was possible in the other two years, they become acquainted with a different class of stories, and be- gin to see that books are worth knowing. For spelling, such words are chosen as pupils are likely to have use for in the written work, in the grade for which they are selected. There is never a reason for spelling a word except as it is to be used in written work. There is no more reason in requiring a child to spell difficult and unusual words before he reaches the age when he needs them than in making him learn a rule for find- ing interest in the primary grades. In this year the first book of Nichols' arithmetic is commenced, and one year's work is given in each book of the series.
In the fourth year history and geography are added to the studies of the first three years, and history is studied each year thereafter to the end of the high school course.
Instead of giving in detail the work of this and following years, it may be simpler to state the subjects studied and what we try to do in each. These subjects are history, geography, arithmetic, algebra, composition, grammar, reading, spelling and writing, in the grammar school; following these are his- tory, English literature and composition, Latin. French. physi- ology, botany, chemistry, physics, algebra, geometry, book- keeping, physical geography, in the high school.
Geography is commenced in the fourth vear. The children are taught something of direction, horizon, points of the hori- zon and how to find them: something about streams, ponds, hills, valleys and plains, as they can be seen in town. They are shown what a map is by making one of the school yard and surrounding fields. They study the town map a little to see its shape, where the villages lie and how the roads run between them, the location of the largest ponds and the direction of the streams. They find out what the people do for a living in town, what they make and raise, where they sell it and how it
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Carver 5
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is shipped. They also learn what useful plants and animals are to be found about their homes. All this work is to prepare them for their further study of geography, when the know- ledge must be got from books alone. Besides this study they have two books, Shaw's "Big People and Little People of Other Lands" and "Seven Little Sisters," to learn something of the peoples and customs of other countries.
Following this work, beginning in the grammar school, is the study of the three book series of the Tarr and McMurray geo- graphies.
What we shall teach in geography is determined by the use we make of it after leaving school. When in reading or con- versation we hear a place spoken of, as the German Empire or Panama, we want to know two things: Where is it? and What are its characteristics ? These two things we want to know of all the principal land and water divisions of the earth's sur- face, and this shows us what to teach. The result of the teaching should be that when a pupil hears the name of a place spoken, immediately there comes before him a portion of a map, showing that place and its surroundings, and he should see a few things characteristic of it.
If the place he is studying is a continent, there are certain things to be learned about it that apply to all continents: In which hemisphere is it ? In what zones ? What is its rela- tive size? What is its position in relation to other continents ? What are its surrounding waters and great islands ? What are its great physical features-its mountain ranges, great val- leys, plains, highlands and inland waters ? What are its divi- sions into countries ? These are the things to be learned about all continents.
If the place is a country, the questions to be answered are different, but they are still the same for all countries : It is a part of what continent ? What is its position in it ? What are its land and water boundaries? What are its mountains, valleys, plains and plateaus ? What inland waters has it? and what is their source, direction of flow, and into what are they
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discharged ? What are the important cities and their location, and are there any important and interesting facts about them ? Who are the people, what do they do, and how are they governed? What is produced in the country of animals, veg- etables and minerals ? What are the exports and imports? What are the great routes of travel? Are there any noted scenic features? What is the climate, and what is its cause ? These questions are to be answered for all countries.
If this plan of study is followed the work becomes definite and, distinct. We can start from some place, follow a plain road, and know when we have reached our destination. Be- sides this there are certain physical and astronomical facts to be taught.
History is also commenced in this grade. The books used, in those schools that are supplied with them, are Eggleston's "Stories of Great Americans for Little Americans" and Shaw's "Discoverers and Explorers." This study is intended to give the pupils some acquaintance with men of great achievements, and who have been the makers of American history.
In the fifth year we read and study Andrew's "Ten Boys Who Lived on the Road from Long Ago to Now," in the first half of the year, and Starr's "American Indians," sixteen chap- ters, in the second half. The first book tells a little of the life of people of different nations from the earliest time to the present ; the second gives some account of the people in Ameri- ca, when discovered by Europeans.
The sixth year is spent in the study of Tappan's "Our Coun- try's Story," a very satisfactory book. It takes up in a simple way the history of America from the discovery to the Spanish war. It is a connected narrative of the development of the American nation.
This is followed in the seventh and eighth years by Fiske's United States history. It is unquestionably the best school history published, the only objection to it being that it is diffi- cult, and needs to be carefully taught.
The grammar school history course is completed in the
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ninth year with the study of Tappan's "England's Story."
What to teach in arithmetic and the method of teaching it is determined by the use to be made of it.
A very few will become accountants, and their work calls for constant rapid calculation. But nearly all people make a dif- ferent use of arithmetic. They use it almost entirely in meas- uring-distance, surface, volume, capacity, time, money ; they have very little use for much rapid calculation, and only for the most simple business operations ; but they are constantly solving problems in measurement. In doing this two things are needed : a knowledge of tables of weights and measures and of addition, subtraction, multiplication`and division, and the power to reason. To help them to do this we drill on tables, and solve problems that are constantly changing in character, so that in each one the pupil has to reason out his work. The text books we now use were got for this purpose, and have proved very satisfactory.
Algebra is commenced in the ninth grade, using Boyden's First Book in Algebra.
Composition is commenced in the first grade, and is con- tinued throughout the course. It begins with making single words with letters printed on cards, and writing them. Sen- tences are made in the same way, first from copy, and later by writing very simple ones that are told to them. Nearly all the first work is copying from the blackboard or reader. When they can copy sentences and short paragraphs correctly, and write fairly good single sentences that are spoken to them, or make them about something they can see, they are taught to put them together to make a story. Gradually they will learn to write three or four sentences about one thing without help. In this way they are led from one step to another until they can write a page or two about something they know well.
While they are doing this kind of writing they are taught a few definite rules : the common use of the capital, period and question mark : four uses of the comma : to divide a word with a hypen at the end of a line ; to make certain plurals, possessives
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and abbreviations ; to write initials, and some titles; to write the days of the week, months, seasons and holidays ; the form, position and punctuation of the date line, the address, saluta- tion and signature of a letter, and to address an envelope.
In the upper grammar grades they are shown that punctua- tion is necessary that one who reads may know what the writer intended to say, and that he may read more easily and readily. They are taught to punctuate their own writing for this pur- pose.
Grammar is begun in the fifth grade, but only a few of the simplest facts are taught in that year. The work in this sub- ject is not satisfactory, and I do not find any place where it is. There are several reason for this : We begin the study of it too early, before the children can understand it, and be- fore they have any use for it; and we try to teach too much. I think we would get better results if we should leave the most of it until the eighth or ninth year, and spend the time before that in fixing certain correct expressions. I am work- on a course that follows this plan.
In teaching reading two things are to be considered: Chil- dren are to be taught to read orally and silently ; the oral is im- portant, but it is not to be compared with the silent. Oral reading is mainly for someone else, silent is for themselves. Many pupils in the grammar and high school find it difficult to tell what they have read in a sentence or paragraph because they see only the words, and not the thoughts that are intended to be expressed by them. Next to this inability to get the thought, the grammar teachers complain of a lack of vocabu- lary. This can only be gained by variety in reading. We give as much of this as we can with the books available. Those children who are readers at home are easily known by the better work they do in nearly every study, and by their larger fund of information.
This is something of what we try to do for the children the first eight years in school. In some cases we get satisfactory" results, in others not so much so. I would say to the teach-
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. ers that the great need is of more definite work. Do not try to cover ground merely, but leave a few definite things in the child's mind ; give him something clear and distinct to carry away from every recitation. This can be done by careful teaching and constant drill and repetition.
The work of the ninth grade, which is now done at the high school, is in English history, literature, grammar and compo- sition, physiology, arithmetic and algebra, and a review of geography.
The studies of the high school course have been given in a previous report. They are arranged at the beginning of each year to suit the needs of the pupils attending.
There is one recommendation I would make that I feel cer- tain would be for the interest of all children, that is, that the age of entering school be raised to six years. They could casily get as much education between the ages of six and fourteen as between five and fourteen, and they would be better off physically than if they entered earlier. Teachers and pu- pils work hard to do a thing at five years of age, that, if left until seven, they do easily, understand better, and it comes to them fresh and interesting.
I cannot but feel that it is unwise to continue the school at Pope's Point. It does not work harm to a neighborhood to close a school and carry the children to one more centrally located, as statistics that have been collected by state authori- ties from real estate agents show. It has been proved that where it can be stated that children are transported to a cen- tral graded school this fact has often helped in the sale of property.
Several changes were necessarily made in teachers at the close of the school year in June, and two at the beginning of the winter term. Mr. Henry S. Griffith succeeded Miss Gif- ford at the South Grammar school; Miss Florence Vaughn, Mrs. Rogers at the South Primary: Miss Matilda Allen, Miss "Cowan at Pope's Point, who has since been succeeded by Miss Jennie M. Gammons of South Middleboro; Miss Edith P.
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Sweetzer, Mr. Veazie at North Grammar; Miss Lois H. Fin- ley, Miss Russell at North Primary; Miss A. May Bowley, Miss Russell at Wenham, at the beginning of-the winter term; Mr. R. Arno Burn, Miss Waite, as assistant at the high school.
Following is the school calendar for the remainder of the year of 1905, the date of the opening of the fall term corre- sponding to that of the present school year :
Fall term. October 3, 1904, to December 23, 1904; I2 weeks.
Winter term. January 2, 1905, to March 24, 1905: 12 weeks.
Spring term. April 3, 1905, to June 23, 1905 ; 12 weeks.
Summer vacation. June 23, 1905, to October 2, 1905.
Fall term. October 2, 1905. to December 22, 1905: 12 weeks.
Respectfully yours. CHESTER W. HUMPHREY, Superintendent of Schools.
Carver, Mass., January 23. 1905.
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REPORT OF LIBRARY TRUSTEES.
Financial Statement.
Received from dog fund,
$99 75
Balance from 1903. 15 35
$115 IO
Paid Dewolfe, Fiske & Co.,
Balance to new account, $115 IO
FINES.
Cash on hand Jan. 1, 1904,
$20 96
Received from Librarian, 9 54
$39 50
Paid-
Map.
$2 75
Books,
4 10
Cards.
II 60
Cabinet.
8 25
Surplus,
2 80
$39 50
HENRY S. GRIFFITH, SETH C. C. FINNEY, OSCAR F. STETSON. Trustees Carver Public Library.
Carver, January 2, 1905.
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SUPPLEMENT TO CATALOGUE, 1904.
Miscellaneous-
Harry Lorrequer, Charles Lever, 2180
The Splendid Idle Forties, Gertrude Atherton, 218I
Lost Man's Lane, Anna Katherine Green, 2182
The Fiddle and the Fawn and Other Stories, 2183
Blix, Frank Norris, 2184
South Tyrol, Around Lake Garda, The Dolomites, Stoddard. 2084 I-2
In the Counsellor's House, E. Marlitt, 2185
The Reproach of Annesley, Grey, 2186
The Shadow of a Dream, W. D. Howells, 2187
The Spy Company, Gunter, 2188
Fromont and Risler, Daudet, 2189
Cuba's Great Struggle for Freedom, 2190
Heroic Ballads. 219I
Century Book of Facts, 2192
Wild Flowers of Plymouth and Vicinity, 2193
Ade, George. People You Know, 2195
Allen. James Lane.
The Mettle of the Pasture. 2196
Avery. Elroy M.
Complete Chemistry, 2197
Balzac. Honore De.
Eugenie Grandet Pierrette, 2198
Barr, Amelia E.
A Song of a Single Note, 2199
The Black Shilling, 2200
Barrie, J. M. The Little White Bird, 220I
Bell, J. J.
.
Wee Macgregor, 2202
Bigelow. John.
The Mystery of Sleep, 2203
r
.
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Brown, Alice.
Judgment, 2204
Bynner. Edwin Lassetter.
The Begum's Daughter, 2205 Agnes Surriage, 2206
Carey, Rosa Nouchette.
The Highway of Fate,
2207
Caster. Andrew. Pearl Island, 2208
Cooke, John Esten.
Virginia, 2209
Crawford, F. Marion.
Corleone.
2210
The Heart of Rome,
22II
Adam Johnstone's Son,
2212
To Leeward,
2213
A Roman Singer,
2214
Crockett, S. R.
A Lilac Sunbonnet, 2215
Deland, Margaret.
Dr. Lavendar's People.
2216
Dixon, Thos.
The One Woman, 2217
Eggleston, G. C.
Signal Boys,
2218
Captain Sam. 2219
The Big Brother, 2220
The Wreck of the Red Bird,
2221
Eliot, George. Silas Marner, 2222
Ely, Helena Rutherford.
A Woman's Hardy Garden, 2223
Freeman, Mary E.Wilkins. Six Trees, 2224
Gage, A. P.
Elements of Physics, 2225
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Greene, Sarah P. McLean.
Winslow Plain, Harkins, Edward F.
2226
Among the Men Who Have Written Famous Books, 2227 Harraden, Beatrice. Katharine Frensham, 2228
Henty, G. A.
By Sheer Pluck, 2229
Facing Death, 2230
The Lion of the North, 223I
With Wolfe in Canada,
2232
The Young Carthaginian,
2233
True to the Old Flag, 2234
Hill, Grace Livingston.
According to the Pattern, 2235
Johnson. Clifton.
The Land of Heather, 2236
Johnston, Mary.
Sir Mortimer, 2237
King, Basil.
In the Garden of Charity, 2238
Lloyd, John Uri. Red-Head, 2239
Lorimer, George C .
The Master of Millions, 2240
Lubbock, Basil.
Round the Horn Before the Mast, 224I
Major, Charles.
A Forest Hearth, 2242
Martin, George H. New Civil Government, 2243
Martin, George Madden.
Emmy Lou ; Her Book and Heart, 2244
Mason, Caroline Atwater.
A Lily of France, 2245
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Merriam, Florence A.
A Birding on a Bronco, 2246
Minot, H. D ..
The Land-Birds and Game-Birds of New England, 2247 Mitchell, J. A.
The Pines of Lory, 2248
That First Affair and Other Sketches, 2249
Life's Fairy Tales, 2250
Norris, Frank.
A Deal in Wheat,
225I
Optic, Oliver.
Going West, ·
2252
Out West,
2253
Lake Breezes,
3354
Going South,
2255
Down South,
2256
Up the River, 2257
Page, Thos. Nelson.
A Captured Santa Claus,
2258
Gordon Keith, 2259
Pansy,
·
Echoing and Re-echoing,
2260
Cunning Workmen,
226 I
The Older Brother, 2262
Profiles,
2263
Miss Dee Dunmore Bryant,
2264
What She Said,
2265
Reuben's Hindrances,
2266
A Sevenfold Trouble,
2267
Dr. Deane's Way,
2268
Mrs. Deane's Way,
2269
Divers Women,
2270
Miss Priscilla Hunter.
227 I
Peake, Elmore Elliott.
The Pride of Tellfair, 2272
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Rich, Chas. Edward.
The New Boy at Dale,
2273
Richards, Laura E.
The Golden Windows,
2274
Love and Rocks, 2275
Geoffrey Strong, 2276
For Tommy, 2277
Riis. Jacob A.
Children of the Tenements, 2278
Scarborough, Mildred.
The Signal Light, 2279
Scott, Sir Walter.
The Antiquary, 2280
Seton, Ernest Thompson.
Two Little Savages,
228I
Stockton, Frank R.
The Captain's Toll-Gate,
2282
Strong, Rev. Josiah.
Expansion,
2283
Our Country,
2284
The New Era,
2285
Tarkington, Booth.
Cherry, 2286
Watauna, Onoto.
The Heart of the Hyacinth, 2287
White, Stewart Henry.
The Forest. 2288
Miscellaneous-
College Requirements in English, 2289
Morse's Universal Geography, Vol. I. 2290
Morse's Universal Geography, Vol. 2. 2291
History of the Carnegie Steel Company, 22.92
Poe's Works, Introductions and Poems, Vol. I. 2293
Poe's Works, Tales-Marvelous Adventure, Vol. 2, 2294 Poe's Works, Tales-Marvelous Adventure, Vol. 3. 2295
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Poe's Works, Tales-Detection of Crime, Vol. 4, 2296
Poe's Works, Horror and Death, Vol. 5, 2297 Poe's Works, Tales-Mystery and Occultism, Vol. 6. 2298 Poe's Works, Tales-Fantasy and Extravaganza, Vol. 7, 2299
Poe's Works, Essays-Philosophy, Vol. 9, 2300
Poe's Works, Tales-Humor, Vol. 8, 230I
Poe's Works, Essays-Criticism and Miscellany, Vol. 10, 2302
BOOKS FOR REFERENCE.
Vital Records of New Braintree, I 36
Vital Records of Gill, I37
Vital Records of Great Barrington, I38
Vital Records of Holden, I39
Vital Records of Washington,
140
Vital Records of Manchester,
14I
Vital Records of Marblehead,
142
Vital Records of Shrewsbury, I43
Vital Records of Waltham, I44
Vital Records of Arlington, · I45
Vital Records of Middleton,
I46
Vital Records of Petersham, I47
Manual for the General Court,
148
Vital Records of Upton,
149
Vital Records of Chilmark,
150
Vital Records of Bellinghanı, 15I
Trial of John C. Best. 152
Sixty-Seventh Annual Report of the Board of Education, 153
Acts and Resolves of Massachusetts, 1904, 154
Journal of the Senate, I55
Journal of the House of Representatives, 156
The Third Massachusetts Cavalry. I57
The Equestrian Statue of Major General Hooker, 158
-79-
DONATIONS.
Mr. John E. Dunham, I book.
Mrs. Leander Cole, 15 books.
Mr. William Savery, "The Outlook," from September, 1903, through August, 1904.
Pub. Middleboro "Gazette" and "Woman's Journal," I paper each week.
Carver Center W. C. T. U., "Our Message," I paper each Month.
STATISTICS.
Number of patrons, 235
Number of books taken from the Library, 2978
Number of books added during the year, 124
Total number of books in the Library, 2304
Number of books for reference, 158
FINANCIAL STATEMENT.
Balance on hand from 1903, $5 52
Received for fines, etc., after paying running expenses and I year's subscription to the Booklover's Maga- zine at $3, 5 02
Total, $IO 54 BERNICE E. BARROWS,
Librarian Carver Public Library.
1
STATISTICAL TABLE.
SCHOOLS.
TEACHERS.
No. weeks.
Wages per week.
Total membership
Average member-
Average attend-
Average absence
Per cent of attend-
No. between ? and
No. over 15 years.
Average member-
ship for year.
ship in town.
ance for year.
Average attend-
Whole number of
Cost per scholar
per average
member.
Amount paid each teacher.
High School
1
A. S. Burnham Prin.
12
$15.00
11
14
13.3
12.17
4.46
92
0
00
13.55
12.12
2
W. L. Waite. Asst.
14
9.50
15
16
14.71
13.65
4.09|
93
0
3
14
13
12
11.46
10.56
4.8
93
0
6
1
Albert S. Veazie
12
9.00
13
23
20.46
16.44
10.09
80
19
0
19.4
16.66
2
15
12
23
16.85
14.55
9.34
86
19
0
3
Lillian G. Murdock
12
9.00
33
32
29.53
25.75
4.56
97
2
A. Lillian Parker
12
9.00
27
31
29.3
24.27
9.73
91
0
29.91
3
J. L. D. Russell .
12
9.00
21
32
30.9
26.68
7.54
86
29
0
1
12
4
15
13.53
11.26
7.99
83
12
0
2
Jennie L. F. Cowen
12
5
11
10.9
8.16
12.5
75
7
0
124-
10.12
Total average Total aver.
attendance memb'h'p&.
for year.
336
No. 3 Grammar
2
Ellis G. Cornish
12
9.00
17
18
16.43
13.4
10.23
82
16
1
15.21
14.1
15.11
151
32
No. 3 Primary
2
Elva B. Tillson
12
9.00
13
12
12.
9.53
11.
79
8
0
12.18
11.1
12
37
14
13.66
12.62
4.93
92
8
0
1
Anne R. Gifford
12
9.00
17
23
21.89
17.86
9.15
81
23
0
3
12
29
22
20.38
17.89
6.31
88
22
0
1
Mary C. Rogers
8
9.00
12
25
23.66
19.61
9.08
87
3
Josie. L. D. Russell
11
8.00
12
15
13.43
12.4
10.13 12.
89
0
12.1
10.97
192
No. 5 Ungraded
Abbie G. Pottle .
11
8.00
13
12
14
12.66
11.43
10.5
90
0
·
12
.
7.50
11
15
13.93
12.12
6.47
87
12
0
13.58
12.41
3
Grace R. Gammons 12
8
12
. .
.
46
16
14.83
13.8
4.15
93
12
0
.
.
9
23
22.25
20.55
3.08
92
19
0
No. 1 Grammar
1
.
. .
.
5
16
13.88
12.9
11.6
93
15
1
1%
.
.
.
29
12
11.79
11.24
2.53
95
8
0
1
12
.
.
.
50
23
20.55
18.75
4.17
91
23
0
20.94
18.16
216
No. 4 Grammar
=
50
25
21.78
20.5
2.48
94
13
0
22.39
19.56
216
No. 4 Primary 2
12
.
.
54
26
21.75
18.58
11.05
85
15
0
1
3
13
8.00
20
12
12.
11.32
3.41
9.4
0-1-10
0
17.16
3
ão
11
19
18.33
16.
6.57
16
0
3
12
17
14
12.76
10.93
7.65
86
11
0
1
0
108
108
No. 1 Primary
108
180
No. 2 Ungraded
9
.
.
Visitors.
per term.
ship per term
ance per term.
per term.
ance.
14 years.
Terms.
Average member-
Average attend.
ance in town.
pupils enrolled.
for year.
324
.
-08-
270
No. 8 Ungraded
1
0
15
0
98.50
10 2
9.1
92
3
12
7.50
$27.86
$645 350
.
23
८
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