USA > Massachusetts > Plymouth County > Carver > Town annual reports of Carver 1906 > Part 3
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March meeting. ( Disposition of old North Carver school- house. )
l'oted, to accept the first fourteen sections of chapter 28, R. L. (Park Act).
N'oted. to have the warrants for Town meetings posted in the several post offices in Town, and that the custom of posting them on the Town house, and on the ash tree in Wenham, be discontinued.
MARRIAGES RECORDED IN CARVER 1905.
Jan. I. Fred W. Vickery and Ada S. Dimond.
Feb. 24. Freeman N. Stevens and Lillian F. Fuller, both of Plympton.
March II. John Kaurane and Mary Laija.
March 18. Zenas A. Tillson and Mary F. Fuller of Winthrop.
May 2. Howard C. Long of Brockton and Elmie C. Bump.
May 27. Albert C. Dimond and Bertha L. Potter.
June 17. William Neimi and Lizzie Kangas.
June 29. Donald McFarlin and Anne R. Gifford of New Bedford.
July 29. Otto Halunen and Johanna Rajanierni.
August 4. Arthur C. Perkins of Plympton and Flora M. Perkins.
Sept. 20. Rev. Charles G. Johnson and Carrie A. Co- nant of Westerly, R. I.
Oct. 7. Mike Ericson and Valpuri Pukki.
Oct. 13. Victor Savonen and Marija Matintytar.
Oct. 17. Anson F. Cornish and Wilhelmina L. Waite of Cambridge.
Dec. 2. Wilhelm Haapakaski and Hilda J. Keskitola.
Dec. 26. Arthur F. Nye of Plymouth and Gertrude L. Mahler.
Carver
DEATHS RECORDED IN CARVER IN 1905.
AGE.
CAUSE OF DEATH.
BIRTHPLACE.
PARENTS.
DATE.
NAME.
Yrs
Mos Dys
Cancer of Stomach
Carver
Joseph and Betsey W. (Cobb) Geo. H. Appling, Lucy (Finney)
66
11
Mildred M. Thomas
38
1
14
Tuberculosis of Throat
Carver
Feb. 2
Franklyn H. Dunham
0
5
1
Pneumonia
Ireland
..
3
Ann Wrightington
0)
25
Consumption
Wareham
..
10
Benj. S. Hatch
70
0
26
Middleboro
James Davis and Betsey Stevenson
..
18
Susan A. Shaw
82
0
3
Gall Stones
Carver
Mar. 28
Susan C. Shaw
26
5
27
Acnte Urinary Suppression
Sweden Carver
E. Watson Shaw and Mary (Whidden)
:
18
Carrie N. Blanding
26
S
1
1
4
0
Acute Væmic
18
Frank Collrad
20
Western Islands
Aug.
8
Annibal Cobral
0
3
69
10
27
Failing Vitality
Sept. 11
14
18
Eliza A. Lncas
85
3
29
Bright's Discase Indigestion
Boston Carver
Oct. ..
24
Harriet McFarlin
66
0
22
..
30
Cæsar C. Hebert
41
0
0
Alcoholism
Canada ..
Dec.
3
Wilfred B. Broullerd
9
2
11
Internal Hemorrhage
Edward and Albena (R.il)
Jan. 2
Joseph W. Sherman
Typhoid Pneumonia
Nova Scotia
29
Annie Perkins
55
5
Typhoid Fever
Carver
Albert ('. and Laura A. (Braddock)
13
Jason Southworth
85
8
Old age
Cincinnati, O.
Oliver L. and Annie G. (Peckham)
James S. Hudson and Julia (Rickard)
April ..
1
Angust Hoganson
52
Pelvic Peritonitis
Cholera Infantum
Albany, N. Y.
July 24
William E. Savery
63
10
Pulmonary Tuberculosis
Cape Verde Isl'ds
August and Hannah (Kankaslara) William and Mary (Van Schaack) Manuel and Mary Castodia and Maria
Ralph E. and Mary A. (Weeks)
14
Louise F. Holmes
Cholera Infantum
Plymouth Westport
Isaac Fish and Annie (Gray)
Annie B. Recd (Stillborn)
Bela Beal and Mary (Marsh) Sumner Atwood and Clio (Humphrey)
Kerrier and ---
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Walter H. and Ethel F. (Morse) (Unknown)
4
Alvin C. Bradford
Indigestion-Malaria
Samuel S. and Mercy (Delano) Thomas and Lucinda (Haskins)
16
Old age
Doris M. Shurtleff
0
1
Peter Hoganson
Phthisis Pulmonalis
May 28
Tempi S. Nyland
Tuberculosis
Thomas Wilber, Isabel (Grant)
5
.
.
28
BIRTHS IN CARVER IN 1905.
DATE.
NAME.
PARENTS.
BIRTHPLACE OF PARENTS.
Feb. 27
Earl Watson Blanding
Thomas E. and Carrie W. (Shaw)
March
24
Carroll Deane Griffith
Alton H. and Lena F. (Tillson) Oliver L. and --- --- (Peckham)
April
5
Clarence Theo Thomas
Clarence and (King)
6
Ella Bassett
May
5
Illegitimate
June
19
Arvi Zalmar Hahnneng
Svante and Elsie (Johnson)
July
6
Everett Warren Robbins
Manrice F. and (Linton)
7
Joseph Leo Wilfred Lorogne
26
Maynard Franklin Vickery
Geo. W. and Lena F. (Shurtleff)
August 6 Katharine Lewis Demoranville
Herbert and Lillian F. (Lewis)
66
13 Eino Johnson
Oscar and Alvina (Karpenen)
Finland
Sept.
14
Stillborn
19 Jacob JJohnson
Joseph and ----- (Hill)
Finland
Oct.
10
Roy Alexander Lewis
Richard C. and Ellen (House)
Father-Michigan Mother-Newfoundland Canada Canada
Nov. 46
9 Annie Marie Stone
Carl A and - ----- (Rinteela)
Finland
Dec.
6 Albert Wnnikainen
Albert and Edla (Personen)
Finland
. .
20 Hazel Alberta Dimon
Chas. E. and Winifred A. (Delano) Carl and Bertha (Johnson)
Massachusetts Massachusetts
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Wilfred and Philcmina (Gondrean) Fred W. and Ada L (Dimon
31 Arlo Franklin Savery
Finland Father-Massachusetts Mother -- New Brunswick Canada Massachusetts Massachusetts Massachusetts Canada
6 Marie Engelina Bermies
John and --- (Bermies)
Massachusetts Massachusetts Massachusetts Massachusetts Father-Massachusetts Mother-Newfoundland
25
Dorris May Shurtleff
Charles S. and Annie (Fries)
..
20 Herman Garman
Frank and ----- (Michand) Thomas and Josephine ( --- )
15 Oscar David Carlson
Cathcart
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SUMMARY.
Marriages,
I6
Deaths, Births,
24
24
Dogs licensed :
Males,
105
Females,
20
I have copied the vital statistics of Carver up to 1840, and when completed to 1850 the work will be published and . a copy filed in the Town Library. This will result in much saving to the Town Clerk, and also to the records in saving them from a too constant handling, as an official printed copy will be accessible to the public. In consideration for this labor the Commissioner of Public Records has had re- bound from funds available the first and second volume of Carver Town records, and our records up to 1860 are in good condition for preservation. I have opened new rec- ord books for births, marriages and deaths with this year, and our books which have been in constant use since 1860, s1 uld also be diminished and rebound.
HENRY S. GRIFFITH,
Town Clerk.
ANNUAL REPORT
OF THE
School Committee
1905
P
١
REPORT OF SCHOOL COMMITTEE.
In submitting the report for the past school year we men- tion those things which it seems to us the town will be most interested to know.
The support of schools requires so large a percentage of the total income of the town that we naturally inquire, "What use is made of it? What are we doing for the chil- dren during the years they are in school? Are the results commensurate with the cost?"
We will try to give a clear statement of the total income for the support of schools, the sources from which it comes, and the manner in which it is expended; also the results we hope, in a measure, to get from the teaching.
There is a tendency to emphasize the value of new things in educational, as in other work; sometimes without being sure that they are better than the old. Changes should be made only after careful consideration, and we should take advantage of the successful experience of others. We like to be looked upon as the originators of ideas, and to enjoy the feeling of being in the front. If we yield too much to this desire we may betray the trust imposed upon us in the care of children, and seek our own good more than theirs. It is the duty of the committee, superintendent and teachers to work quietly and conscientiously, without show or haste, or undue thought of themselves, to make the lives of the children intrusted to their care full of sunshine and happi- ness for the present, and to train them, so far as we may, to make such men and women as will add to the sum of the world's happiness. If we succeed in this we have done our
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work well. It is our duty to do the things we believe to be best, and which the judgment of our superiors approves, and their experience justifies; and to do it without regard to adverse criticism, and without fear or favor.
The most difficult problem that confronts educators is to decide what can be taught in school that will prove to be of the greatest value in making useful men and women. Out of all that might be taught, what is the most essential ?
We believe the aim of teaching should be to make the children acquainted with their surroundings and at home in the world. When they go out of their own home town they find so many new things, and new people that they are bewildered. They cannot understand the new life that surrounds them; they do not see things in their true per- spective. Real knowledge of men and things comes only with actual contact with them; but we can teach them much in school that will make that first contact less abrupt, and an understanding of them more readily acquired."
The object of teaching is not simply to store the child's mind with facts, useful as they may be to him. It is to so train him that he may do today what they could not do yesterday, and do next year what he cannot do this. We hear people speak of having finished an education when one has graduated from high school or college, when they have only been learning how to go on educating themselves. It is by solving the problems in school that they learn to solve the more difficult ones of business life.
It is well agreed that certain studies shall be taught in all elementary schools. They are the English language, his- tory, geography and arithmetic. All these help the chil- dren to become acquainted with their surroundings and un- derstand the world in which thev live.
In planning the work to be done in these studies we should keep in mind that the majority of children leave school at the end of the eighth or ninth year, and should try
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to make the education they get as symetrical as possible; not to carry one subject beyond another, but give a small working knowledge of all. No child of grammar school age can get more than an elementary knowledge of any sub- ject ; but he can be taught in such a manner that he can car- ry on his own education.
It should be clearly understood that we do not aim to teach anything in the elementary, and little in the secondary schools that can be used directly and at once in earning a living. The object of the work in these schools is to so train the child's mind as to lay a foundation on which to build a special work. The teaching of this special work must be done in the technical or professional school, in the shop, the office, or on the farm. The right kind of train- ing in school, training to think and act independently, pre- pares one to do better any kind of work in which he is en- gaged.
If the studies mentioned above, and in addition to them drawing, music and nature study, are the ones to be taught, we then have to determine what are the essential things in each subject. On the ability to select these essentials, to arrange them in an orderly course of study, and direct the teaching of them depends the success of our work. It will help us to decide what the essentials are if we can deter- mine what use children will make of the knowledge they gain, and how it helps to make them acquainted with their surroundings. And as the majority of the children do not go beyond the grammar school we must plan the work with this in mind.
Their mathematics should be such as they will make di- rect and constant use of. The real use for arithmetic, after leaving school, while constant, is mostly of a very elemen- tary character; it is measuring things exactly, and estimat- ing measurements. We try to teach thoroughly to do these things.
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The manner in which history puts one in touch with life is well illustrated by the situation of a stranger who moves into a town to make it his permanent home, and who has the intelligence and desire to take an active part in its pub- lic life. For a time he can do little but get acquainted with the people and the traditions of the place. He cannot give an intelligent opinion on the affairs of the town, for he does not know the causes that have been at work or the condi- tions they have produced. He does not know its past history.
One having little or no knowledge of history cannot un- derstand the social, political or religious conditions under which he lives. He can not be as useful in a public way or as safe a man to follow. He is likely to lack wise conserv- atism, and forget that "customs long established should not be changed for light or transient causes." Moreover, the pleasure of the study is very great, once a taste has been acquired for it.
We try to teach in history to see why things are as they are, to know what course of action makes for stability of social and economic conditions, hoping that we may do something toward making good citizens, having respect for law and order, and willing to sacrifice something for the public good.
We believe the primary object in teaching geography, and the part of the study that will put one in closest touch with public affairs, is to fix in the mind a map of the earth's surface; and with it some knowledge of the characteristics of people and places. If one is a reader, hardly a day passes that that knowledge does not make his outlook on affairs more comprehensive. It greatly increases his ac- quaintance with men and things. The object of the teach- ing is to make one at home in the world; he wants to know the world much as he knows the roads and villages in his home town.
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The other of the four subjects that all elementary schools must teach is the English language; to speak, to read and to write it.
Of the three, perhaps learning to talk well is the most important. The ability to do this requires a thorough un- derstanding of ones subject, the power to arrange his thoughts in logical order, and tell them clearly, simply and correctly in good language. In ordinary talking we do not expect or want absolutely complete and correct lan- guage, it takes all the flavor out of conversation; but in any other case careful arrangement and expression are highly desirable. Correct ideas plainly stated are more important than grammatically correct expression. We can do some- thing toward teaching to talk well in recitation work, and much can be learned from reading. If the reading matter used in schools is carefully selected with reference to pure, forceful English, children unconsciously imbibe something of the author's style.
We teach to read that children may read for their own pleasure and profit. The teaching and practice in school has to be largely oral, but the use of oral reading outside of school is slight compared with silent. It is for some one else, while silent reading is for one's self. It is the study par excellence that gives one a broad outlook on life.
Written English in the lower grades is not for the pur- pose of doing nice writing, but solely to teach the children to say with pencil or crayon what they can say in spoken words. It is too much to expect them to express them- selves in the, to them, new and difficult way of writing their thoughts, and at the same time to make carefully formed letters. Neither is the writing intended to teach them to express themselves easily and fluently, that is learned in talking; it is to teach them the mechanics of written language, so that later they may readily and cor- rectly write their own thoughts. The object of teaching
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written English throughout the grades is to help the chil- dren to have something to say, and to say it accurately, in logical order. in clear, simple and correct language. There has been a noticeable improvement in this work in some of the schools.
The teaching of grammar seems to be unsatisfactory in most elementary schools. High school teachers say that pupils come to them knowing little about the subject. The reason for this is that it is a subject, most of which, is be- yond the comprehension of children of grammar school age. No grammar should be taught before the sixth or seventh grade, and not much before the high school. It is largely a high school study. Those things that are neces- sary to know in order to use good English are few. These should be taught first, that those pupils who do not go be- yond the eighth or ninth grade may get them. To show what we believe to be some of the essentials we give the course in grammar in grade six, which has just been pre- pared.
GRAMMAR IN GRADE VI.
Subject and Predicate-Teach the subject as the part of the sentence that tells the person, thing or event we talk about ; and the predicate as the part of the sentence that tells what we say about the subject.
Give practice in analysis of sentences into these two parts.
Simple Subject -- The single word or words, without modifiers.
Simple Predicate-The single verb or verb phrase.
Nouns-Teach these as the words in sentences that name persons, things, events, etc.
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Common and Proper Nouns-Teach these that they may know which to begin with a capital.
Collective Nouns-Teach these that they may learn to use the singular form of the verb with them when they think of them as naming a company or group taken as a whole, not individually.
Adjectives-Words in sentences that describe the things that nouns name.
Teach that some adjectives have three forms; and to use the form that ends in "er" with only two things.
The most important thing to teach is to choose appropri- ate ones.
Proper Adjectives-Teach to commence with a capital.
Forbs-They are the words in sentences that tell what the subject does or has done to it.
Object of a Verb-The thing that the subject does some- thing to is called the object of the verb.
In teaching verbs, select sentences, divide them into sub- ject and predicate, find the simple subject. then the word that tells what it does or has done to it.
Copula-The words am, is, are, was, were, be, been are also verbs, and are called copulas. Their chief use is to connect the subject with an adjective or noun in the predi- cate that describes it, thus: Sugar is sweet. Winter is cold. I am tired A whale is not a fish.
Commit these copulas to memory, and memorize the list of sentences, given later, using the nominative case of pro- nouns after them.
The following words are also sometimes copulas : appear, become. continue. feel, look. remain, seem, sound, taste, smell: "He appears happy." "Velvet feels soft." "Sugar tastes sweet." "Violets smell sweet."
Pronouns-Words that we use to avoid repeating names Teach to recognize them when seen. Do not classify in this grade.
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Antecedents-The words for which we use pronouns.
Adverbs-They are words in sentences that tell how much, in the sense of degree; and how, when, where and why a thing is done. Sometimes a group of words is used instead of one word.
Teach to use the form ending in "er" with only two things, and to select appropriate ones.
Prepositions-The following words are called preposi- tions: there are many more. Memorize the list to the ex- tent that they will be recognized when seen, and teach to use "whom" after them, by much drill.
At, above. about, across, after. against, among. around, by. before. behind, below. beneath, beside, beyond, for, from, in. near, on, over, of. past. to, toward, through, under, upon, with, without.
Also teach to use "whom" as the objective of a verb. "Whom did you see?"
Me as the Object of a Verb-Teach to use "me" as the object of a verb. "Father brought mother and me some grapes." "The boys found Frank and me on the hay- mow."
Mc after a preposition-"This dog belongs to my broth- er and me." "My music teacher sang for Carrie and me."
Obscure Subjects, in the Singular-Teach to find the simple subject in such sentences as the following, that they may use the singular form of the verb :
"One of my gloves feels too tight." The meaning is, one glove, of my two gloves, feels too tight. Show that the real subject is glove, consequently takes the form feels, not feel.
"Each of the children carries flowers": meaning that each child, of all the children, carries flowers.
Plurals-Teach the following rules for making plurals, but not at one time. Exceptions to the ordinary rules given in the text books should be taught as other spelling lessons.
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I. Add s to the singular if you can say it easily; if not. add es, but do not have two e's come together.
2. All words ending in y that are spelled like the words "day." "key." "bov," add s; others use ies. These three words, the plural of which all children can spell, fix the rule. When in doubt. compare the word to be spelled with these. It is the simplest rule to use.
3. Proper names ending in y simply add s: The two Henrys. Both Marys.
4. Nouns ending in o, preceded by a consonant, add es; others add s. Teach vowel and consonant, if not already known.
5. Teach to write : a's, b's, 3's, 7's. &'s. $'s, etc.
Possessives-Teach to make possessives by adding 's to the singular and ' to the plural, or 's if the plural does not end in s.
Teach to write "Cobb, Bates & Yerxa's stores are in many cities," if it is a firm name; but "Keith's, Emerson's and Packard's shoe stores are scattered throughout the country." if they are separate owners of stores.
Use of pronouns after the copula-Drill on the follow- ing; sentences until the correct use of the nominative case of the pronouns is fixed :
It is 1. It is he. It is she. It is we. It is they. It was I. It was he. It was she. It was we. It was they. Is it I? Is it he? Is it she? Is it we? Is it they? Was it I? Was it he? Was it she? Was it we? Was it they? It may be I. It may be he. It may be she. It may be we. It may be they. If I were you. If I were he. If I were she. If I were they.
Past and Past Participles-Teach to use the following, a few at a time :
Past-Drank. ate, sat, swam.
Past Participles-Beaten, beat, broken, broke, chosen, drunk, eaten, fallen, forgotten, hidden, ridden, rung, swum,
5
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shown, sung, spoken, stove, staved, stolen, swelled, swollen, swum. woke, waked.
Teach to use the forms of verbs in sentences.
Give special attention to the use of lie and lay and sit and sat.
Lie and Lay-
Present-Lie still. I lie down when I am tired.
Past-I was so tired that I lay on the couch a long time.
Past Participle -- After I had lain there a while I felt rested.
Present Particple-Your history note book is lying on the table.
Present-Lay down your arms.
Past-I laid my knife down, and now I cannot find it.
Past Participle-I have laid some pears away to ripen.
Present Participle-I saw a mason laying bricks for a chimney.
Sit and Set-
Present-Sit still. I sit by the river fishing, but I catch no fish.
Past-"By the rivers of Babylon, there we sat down."
Past Participle-Some times I have sat up all night to read a good book.
Present Participle-I saw a robin sitting on her nest in the old apple tree.
Present-Set your basket down and help me shake off these apples.
Past-I set a hen on ducks' eggs yesterday.
Past Participle-After I had set her I wondered how she would like her children. Eggs for setting should be very fresh, when they are put under a sitting hen.
This course is typical of those in other subjects, and shows what we try to teach in all studies-the essential
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things, those that we can make direct and constant use of in every day life. This is the aim in all our teaching.
In addition to the four studies mentioned for all ele- mentary schools drawing is an important addition. Few teachers can teach it successfully without the direction of a special instructor. Over ninety per cent. of all pupils in the state are taught under such direction. It is compul- sory by statute law. It is not as generally appreciated as it would be if it were better understood what the object of the work is.
The subject is divided into three parts: freehand, me- chanical and design. Freehand is to train the eye to see and the hand to execute; mechanical is to teach the me- chanic or artisan to plan his work with a pencil that he may see more exactly what he is to do, and to work from the drawings of others who plan his work for him; design is to teach to make for others, or choose from what others have made. those things which enter into the making of attrac- tive homes. It has to do with the furnishing of a house, the dressing of one's self or children, and the care of one's home surroundings, with the object of producing that which is simple, beautiful and attractive, without more than the common cost.
We hope the foregoing gives you some idea of what we try to do for the children during the few hours each day that we have the care of them, while in the elementary schools. We try to do such teaching as will help them to think for themselves, to better understand their surround- ings, and give them the ability to do better work in what- ever occupation they choose for their support.
The number of pupils enrolled in the different schools at the beginning of the present term, January I, 1906, is : South Grammar, 20; South Primary, 28; Bates Pond, 16; Center Grammar, 22: Center Primary, 16; Popes Point, 13: North Grammar, 12: North Primary, 22; Wenham, 15; High School, 11 : making a total of 165.
Carver
6
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The record of attendance for the year ending June, 1905, is as follows :
Avg. Memb.
Avg. Attend.
Per Cent.
Attend.
South Grammar,
18.0
15.0
84.0
South Primary,
25.4
21.0
82.7
Bates Pond.
13.8
12.9
93.0
Center Grammar,
16.7
14.7
88.0
Center Primary,
15.5
13.5
84.0
Popes Point.
13.5
10.0
73.0
North Grammar.
15.3
13.3
87.0
North Primary.
27.2
24.3
87.0
Wenham.
12.5
12.1
95.0
High School,
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