USA > Massachusetts > Plymouth County > Carver > Town annual reports of Carver 1907 > Part 3
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8 50
E. G. Cornish,
3 25
Geo. Lincoln,
9 75
Geo. Shurtleff,
109 25
$230 18
Transportation-
M. E. Dunham,
$12 50
J. S. McKay,
25 00
August Nyland,
28 00
Charles Carleson,
60 00
Roswell Shurtleff.
160 00
$285 50
Cleaning --
Edith Hart,
3 00
H. S. Griffith,
50
Isadore Howland,
6 25
Abbie Adams,
3 00
$12 75
Repairs -
Z. W. Andrews,
$23 40
Geo. E. Blair,
2 00
N. G. Winberg,
7 70
W. M. Shaw,
9 00
F. E. Blanding,
23 25
J. K. & B. Sears,
64 86
John Cobb,
II 30
H. F. Atwood.
4 20
Carver 5
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J. E. Dunham, 82 85
Elmer McFarlin, 2 65
$231 21
School Books and Incidentals-
D. M. Ross,
$3 92
E. B. McFarlin, 4 70
Carleton Shurtleff,
75
P. J. Holmes,
3 00
Charles Scribner & Son,
4 80
Newson & Co.,
II 50
Doubleday, Page & Co.,
13 50
D. Appleton & Co.,
4 35
American Book Co.,
4 32
Eagle Pencil Co.,
25 IO
Little, Brown & Co.,
2 60
Plymouth Hardware Co.,
3 25
Davis Press,
1 00
L. J. Hammett,
2 18
Linus Faunce,
1 00
Bausch, Lomb & Co ..
96
Milton, Bradley & Co.,
6 05
A.W. Peterson,
6 15
Ginn & Co., 25 81
F. W. Woolworth & Co.,
2 40
C. W. Humphrey,
5 19
Thompson, Brown & Co.,
4 79
L. E. Knott & Co.,
47 50
Houghton, Mifflin & Co.,
43 87
E. E. Babb & Co.,
87 14
E. B. Tillson,
35
A. S. Burnham,
30
$316 48
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SUPERINTENDENT'S ACCOUNT.
Town appropriation,
$300 00
Received from State, 300 00
$600 00
Paid C. W. Humphrey,
$600 00
MASSACHUSETTS STATE SCHOOL FUND.
Received from State,
$550 29
Surplus,
242 38
$792 67
Paid-
August Nyland,
$36 00
Mary Dunham,
22 50
J. S. McKay,
45 00
F. F. Tillson,
72 00
Surplus,
617 17
$792 67
ROLL OF HONOR.
The following pupils had perfect attendance for one or more term :-
Three terms-Harold Dunn. Myrtle Gardner. Bennie Kel- ley, Helen Mahler.
Two terms-Howard Gardner, Katharina Goetz. Alton Kenney, Eva Perkins, Forrest Perkins. Myrtle Perkins. One term-Robert Andrews, Elinor Atwood. Anna Bruce, Etta Bruce, Elsie Cole, Frank Cole, Percy Crocker, Irving Dunham, Grace Gardner, Clyde Griffith, Ada
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Hall, Jesse Hall, Otis Linton, Karl Mahler, Lucy Mes- sier, Arthur Mckay, Angus Parker, Fanny Parker, Olive Perkins, Grace Pratt, Gertrude Robbins, Henry Robbins, Aravesta Shaw, John T. Shaw, Mildred Story, Cora Shurtleff, Robert Washburn, Henry Wash- burn.
The following pupils were not absent for one or more terms but were tardy :
Three terms-Jennie Bailey, Fred Dimond, James Laird. Two terms-Charlotte Atwood, Lawrence Atwood, Ray At- wood, Ernest Gardner, Emma Hudson, Harry Morris, Preston Mckay, Lucile Shaw.
One term-Ruth Baker, Andrew Griffith, Helen Griffith, Anna Holmes, Gertrude Shaw, Henty Noponen.
Av. Memb.
Avg. Attend.
Per Cent. Attend.
High School,
II.2
10.4
91.0
North Primary,
23.6
21.6
91.0
North Grammar,
12.9
II.7
90.9
South Grammar,
19.0
17.3
90.0
Wenham,
13.7
12.3
89.4
Carver Grammar,
20.9
18.6
89.0
Bates Pond,
15.1
13.2
88.0
South Primary,
28.0
23.6
86.0
Centre Primary,
16.0
13.0
82.4
Pope's Point,
15.7
12.7
81.0
REPAIRS.
At Pope's Point the school house was painted, one side
-69-
of the roof and one end of the biulding shingled and a new floor laid. The school building at North Carver was paint- ed and a flag pole erected. At South Carver the school yard was graded.
TRANSPORTATION.
At present five pupils are brought from South Carver to the High School, three from North Carver, and two from Wenham. Six pupils are carried from Snappit to North Carver, and two from Federal Furnace to South Carver.
The statutes of 1906 require the school committee to ap- point school physicians to whom may be referred for exam- ination and diagnosis (not for treatment) all school children who show signs of being in ill health or suffering from in- fectious or contagious diseases; and they shall cause notice of such disease or defect to be sent to the parents or guard- ians of children so affected. A necessary amount for this purpose is to be appropriated at the annual town meeting. The expense should be small, since the school physician is not to give treatment, but to decide, when called upon to do so, if treatment is necessary. He would be the one with legal authority to decide if a child, on account of physical condi- tion, was a menace to the other children in the school where he attends.
The same statute requires that all school children shall be tested at least once each year to ascertain if any defect exists in sight or hearing, and that if such defect exists, notice shall be sent to the parent or guardian. The state supplies the necessary testing cards and record blanks, and the work is done by the teachers.
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APPROPRIATION.
The committee recommend an appropriation of $4,400 for the support of schools the present year.
Respectfully yours, MRS. ALICE G. SHAW, Chairman of School Committee of Carver.
SUPERINTENDENT'S REPORT.
--
School Committee of Carver :-
I have been frequently asked, What is the work of a dis- trict superintendent of schools? Those not directly con- cerned in school work do not understand what he has to do, or why it was considered necessary that the office of district superintendent should be created by statute.
To those whose time is spent in educational work and who made themselves familiar with the schools throughout the state, it seemed advisable that some one who had special training in teaching and organizing schools should be placed in charge of them; and that the number of schools under his care should not be more than he could carefully supervise. The number in a district was fixed at not more than fifty nor less than twenty-five.
The plan has been in operation in Massachusetts for a number of years. Its success has been such that the state of Vermont has passed a somewhat similar law, creating the office of District Superintendent of Schools, and giving the superintendents somewhat greater power than were confer- red by the Massachusetts law.
The first and most important, and it might be added, the most difficult work of a superintendent is to select teachers. In selecting a teacher, if she is a beginner, and is a student in a normal or training school, he looks up her record for character, scholarship, and success in the training depart- ment of the school. and gets the opinion of her teachers whose judgement he considers most reliable. By talking with her, he endeavors to find if she has general intelligence
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and good sense; if she has read and seen sufficiently to make her broadminded, to understand somewhat the people and things she meets, and has an intelligent outlook on life; if she has been brought up to work, to appreciate the value of things, and to rely upon herself; if she is neat and attractive in appearance, and has tact to get along with people. It is difficult to learn these things on seeing a person once, for possibly half an hour; and if a candidate should prove to have all these qualifications, she still might be a failure as a teacher. If she lacks any of them, she is not likely to suc- ceed well. If she is already teaching, he visits her school, and there endeavors to learn the same things about her. When vacancies occur during the summer vacation, he some- times has to engage a teacher without being able to see her personally, and can judge of her qualifications only from her letters and the recommendation of others. When pos- sible, he finds it wise to engage teachers well before the close of the school year in June, for the following year.
It is the duty of the superintendent to lay out a course of study. In doing this he has to determine not so much what studies are to be taught-that is pretty well agreed, below the high school-as what is to be taught in each subject. It is sometimes asked why there is not a general course of study for all schools, or why a superintendent can not adopt one that is already made. Superintendents do not agree as to what is the best course of study, and there probably is no best one. The course has to be adapted somewhat to the school, and to the ability and experience of the teachers commonly employed in the towns in which it is used. He must also select the text books to be used. It would seem as if there were so many text books publish- ed that it would be an easy matter to select suitable ones, but it is not so. Really good ones are rare. Besides text books there are reference books on many subjects with which he must be somewhat familiar, that the few he can
-73-
buy may be well chosen. He must know the general sup- plies, their cost, quality, and fitness for his particular work, and where they are to be got at the best advantage. He must also know of teachers of special subjects who are rec- ognized authorities in their line, or those who are doing special work of any kind, that as occasion arsies for it, he may know where to go for information and advice. He must attend meetings for the discussion of educational mat- ters, to keep in touch with what others are doing. In every occupation men are working for improvement. They are seeking for ways to do more and better work in less time. Someone has to take the initiative in all changes; and in school work it is the superintendent who largely does this.
Having chosen his teachers, given them a course of study and written directions for carrying it out, provided books and supplies, and got his schools started, he must then visit them to see that his teachers understand and carry out his directions. He must watch the work carefully, suggest ways of improving it, determine if the teaching is effective, and the pupils are advancing; answer the many questions that await him, and help to settle the difficulties that arise. He must be the friend of the teachers and pupils. During his visits to the schools he often learns that his directions do not work out as he thought they would. He must find
where the trouble lies, and change them to remedy it. As his knowledge of his work grows, and he learns more of children, he sees more clearly the relation of school work to their later life. He finds that a course of study is never a finished thing; he is constantly working it over. He seeks to find those things that are essential, and general in their application, and embody them in his course. The number of subjects to be taught, and the short period of school life, make it imperative that all the work the children are required to do shall produce results of value. It should help to make them more completely masters of themselves, better able to use themselves effectively.
-74-
It might seem that the superintendent would not be as well qualified to decide what to teach or how to teach it as the teacher herself, who is constantly doing the work. He is always learning from the teachers and puplis; he is all the time seeing many teachers in many schools, and can bring to one what he learns from another. He has an opportun- ity to see the work in all grades. He can see the effect of the teaching in the primary school on the work in the grammar school, and that of the grammar on the high school; and in this way he is better able to decide what should be taught in the different years. Also he sees things more from the outside; and he has an opportunity to see them from the business man's point of view. The crit- icism of an intelligent business man is often worth more than that of a teacher or scholar. He is far enough re- moved from the details of school to be unhampered in his judgment; and he can see more clearly than we the defects and excellencies of the teaching as they show in the work of those whom he employs.
The frequency of the superintendent's visits depends somewhat on the character of his district. If it includes a large territory, and the schools are widely scattered, he can- not, if it were wise, make frequent visits of short duration. Much time would be wasted in travel from one to another. Besides one can learn but little in a fifteen minute or half hour visit to a school. A better plan is to have the schools divided into twos, and visit, usually, the same two in one day. On one trip over the district, one of these is visited in the forenoon, and the half day spent there. On the next trip these two are again visited together, but the order is re- versed. In this way the superintendent sees practically all the work of his schools. His visits are farther apart, but he stays long enough to know a school, and what is being done in it. By following this plan, in such a district as ours, at least three weeks are required to get once over it.
-75-
During the time between the visits of the superintendent many questions arise which the teacher wishes him to an- swer. Many of these he cannot answer off hand; he will need time to think them over, and some will have to be answered by written directions. Still others will suggest new lines of work, which will have to be thought out and got into shape to use. In some cases a new device for pre- senting a subject clearly is needed, and if it is not at hand, must be obtained in some manner. All this work requires much time apart from that spent in visiting the schools, and is of equal importance with it. The superintendent, like the teacher, finds that no knowledge comes amiss in his work. If, besides teaching, he has done many kinds of manual labor; knows something of the fields and the woods; has had experience in business, and is accustomed to meet- ing people, and has learned tact in getting along with them; has some knowledge of town affairs, and the business and resources of the towns, he is worth more to his district. These are some of the things a superintendent has to do. But though he do them ever so well, the success of his work must depend upon the work of the individual teachers.
There were five changes in teachers at the beginning of the fall term. Those who resigned at the close of the term in June were Miss Grace Gammons from the Bates Pond school, Miss Ida Gurney from the Center Primary, Miss Flora Campbell from the North Grammar, Miss Celia Bag- ster from the North Primary. Miss Mildred Jameson, as- sistant at the High School, resigned in the summer vaca- tion, to accept a position in Dedham. The present corps of teachers, their preparation for teaching, their schools and number of pupils at the beginning of the school year is :
Miss Ruth R. Padelford, Taunton; Bridgewater Normal School, 4 years; at the North Grammar School, 20 pupils.
Miss Nellie L. Barker, Bridgewater; Bridgewater Normal School. 3 years; at the North Primary, 24 pupils.
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Mr. Ellis G. Cornish, Carver: at the Center Grammar, 17 pupils.
Miss Laura H. Bump, Carver; Bridgewater Normal School, I 1-2 years; at the Center Primary, 17 pupils.
Mr. Henry S. Griffith, South Carver; at the South Gram- mar, 21 pupils.
Miss Elva B. Tillson, South Carver; Hyannis Normal Summer school; at the South Primary, 26 pupils.
Miss Sadie A. Bowen, Brockton; Bridgewater Normal School, 2 years; at the Bates Pond, 14 pupils.
Miss Blanche E. Vinal, Carver; at the Pope's Point, 19 pupils.
Miss Lula A. Pease. Medford; Bridgewater Normal School, 2 years; at the Wenham, 17 pupils.
Mr. Atherton S. Burnham. Biddeford, Me .: Dartmouth College: Principal at the High School, 19 pupils.
Miss Mary E. Hadley, Goffstown, N. H .; Bridgewater Normal School, 4 years; assistant at the High School.
Five of our teachers have taken a full course of two. three or four years in a normal school, above their high school course, and two others have taken a partial course. There are some who have graduated from our high school, and others now there, who expect to be teachers. To such I would say, do not think of teaching without taking a full course in a normal school. The extra years of education, in addition to the training for teaching. are very necessary to secure good positions.
I wish to commend the spirit of both teachers and pupils at the high school. So far as I can judge, nearly all are working well, and some of them seem to have caught the true spirit of study.
There is one advantage which a small high school has
-77-
over the large one, the pupils get more of the time and at- tention of the teacher. There is more individual teaching. In a large class of say seventy-five pupils, with a recitation period of forty-five minutes, each pupil could get but three minutes per week for recitation. In our school each pupils can get two or three times that every day, in each study. He can also have individual help from the teachers at any time.
It is natural for children to want to enter the high school as early as possible; but it would be a mistake to do so, if they could, without sufficient preparation. I think those now there find their preparation none too good. The work if well done, is hard, and very few pupils can do it without study at home. In some of the cities and towns acknowl- edged to have the best schools in the state, the pupils enter- ing the high schools average fifteen years of age. An ex- tra year spent in preparation, in most cases, imposes little: hardship on the parents, and the children miss the time not at all.
In a way we are not free to do as we like in regard to the course. When a law was passed a few years ago granting $300 for the support of a high school in towns under a cer- tain valuation. it contained the provision that it should be given only on the approval of the school by the State Board of Education. A new law was passed in 1906 granting to all towns of less than five hundred families the sum of $500 annually for the support of a high school, such high school to employ at least two teachers, and to comply with the law in regard to the course of study. It will thus be seen that we are required to maintain a course of study approved by the State Board of Education in order to receive the grant; and the preparation for entering must be such as will enable the pupils to do the work required by it. We cannot afford to endanger the grant by lowering the requirements for entering, or the work done there.
-78 -.
To do satisfactory work it is necessary that all pupils of the ninth grade should work together a year before entering on their high school course. When this is done, their prep- aration is more uniform, and they can then go on together. The ninth grade pupils from the North and Center gram- mar schools are together this year. Some from the South grammar school, who entered last fall, expecting to begin at once on their high school course, found they were not pre- pared to do so except in one or two studies. It will be nec- essary for them to spend five years at the high school in or- der to complete a course.
The change from the grammar school work, as we can do it in the grammar schools, to that of the high school, is too abrupt. Pupils must begin at once to do work they are not ready for. They can begin this work gradually in the ninth grade, if it is done in the high school, as we have there the necessary appliances for doing it, but they are too expensive to be had in each grammar school. Also there is more time there: forty-five minutes can be had for a reci- tation period, and there are four weeks more in the school year. The plan of teaching all ninth grade pupils in one school is followed in most towns such as ours.
A much needed change is in the age at which some of the children enter school. It would be better for them in every way if they did not enter an ungraded school before seven years of age, and a primary school before six years. Some are sent to be taken care of rather than to learn, the parents thinking that five is the legal age for entering. This is not so, as the law leaves the matter in the hands of the committee until seven years of age. It would be for the good of the children if the committee would require them to be at least five and a half years old when they enter in the fall, and if younger than that at the beginning of the term, to wait another year. They can learn a little for the few minutes the teacher can work with them; but the rest of
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the day, which to them is exceedingly long and wearisome, they must sit idle, or do work devised only to kill time. I think if the parents could see them as the teachers do, sit- ting all day long, they would look at the matter differently than they do.
I think the parents will be interested to know the list of books from which we select the reading for the different grades. In making the selection there are two things to be considered, the spirit of the story told, and the purity and excellence of the language used. It is well to remember that the world's greatest teacher taught people by telling them stories.
BOOKS FOR READING.
Grade I.
Cyr Primer. Morse Reader, Book I.
Cyr Reader, Book I. Child Life Reader, Book I. Hawthorne Reader, Book I.
Grade II.
Morse Reader, Book II. Cyr Reader, Book II. Hawthorne Reader. Book II. Child Life Reader, Book II. Verse and Prose for Beginners.
Grades III. and IV.
Cyr Reader. Book III. Morse Reader, Book III. Hawthorne Reader, Book III. Child Life Reader, Book III.
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Fables and Folk Stories. Hans Anderson Stories. Robin Crusoe. Grimm's German Household Tales.
Grades IV. and V.
Grimm's German Household Tales.
Ruskin's King of the Golden River, and seven other stories.
Grimm's Fairy Tales.
Robin Crusoe.
Fifty Famous Stories Retold.
Grades V. and VI.
Out of the Northland.
Jackanapes : The Brownies.
Church's Story of the Odyssey.
Pyle's Adventures of Robinhood.
Muloch's Little Lame Prince.
Grades VI. and VII.
Hawthorne's Wonder Book.
Jackanapes: The Brownies.
Dog of Flanders: Nurnburg Stove.
Song of Hiawatha.
Long's Ways of Wood Folks, and Wilderness Ways. Old Greek Folk Stories Retold.
GRADES VII. and VIII.
Rip Van Winkle : Legend of Sleepy Hollow.
Evangeline.
Courtship of Miles Standish.
Lamb's Tales from Shakespeare.
The Man without a Country.
Grades VIII. and IX.
Longfellow : Building of the Ship.
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. Holmes :
Grandmother's Story of Bunker Hill.
How the Old Horse Won the Bet.
Ballad of the Oysterman.
Old Man of the Sea.
Bill and Joe. Old Ironsides.
The Chambered Nautilus.
The Deacon's Masterpiece.
The Broomstick Train.
Browning :
The Pied Piper.
Incident of the French Camp.
Herve Riel.
Through the Metidja to Abd-el-Kadr.
How they Brought the Good News.
Hawthorne :
The Gray Champion.
The Gentle Boy,
The Great Carbuncle. Lowell :
Vision of Sir Launfal.
Hale :
The Man without a Country.
Lamb :
Tales from Shakespeare.
Adventures of Ulysses.
Grade IX.
Warner :
A-Hunting of the Deer, and other selections. Whittier :
Snow Bound. Coleridge : Rime of the Ancient Mariner.
Carver 6
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Shakespeare : Mid Summer Night's Dream. Arnold :
Sohrab and Rustum.
Scott : Lady of the Lake.
Lay of the Last Minstrel.
Kipling: ( from the Day's Work)
The Maltese Cat.
The Bridge Builders.
My Sunday at Home. Homer :
Ulysses among the Phaecians; Odyssey. Books V, VI, VII, VIII.
I want to say to the teachers that I believe they are all do- ing their best, and I thank them for their faithful work. 1
would also say this :
Remember that all you teach the children is new to them. and that new ideas are comprehended slowly; that many of the things you teach are not always clear to you, although you have been to school much longer than they; that in many cases where good work is not done, it is because they do not know exactly what is wanted of them.
Follow the directions given in your courses of study. Teach those things that are essential, and have a few things well done. Do not require a child to do any work that is not of value.
Make the children interested in their work if possible: but when you give them something to do, make them understand that they are to do it. interestedly if possible, but do it. whether they are interested or not: for we who are older know that they will need it by and by. They are in school to work, not to be amused.
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Remember that you are the greatest lesson the children are learning.
Make your interests in life varied, and keep your mind fresh. Try to read a little each day apart from school work.
Don't worry; cultivate kindness and good nature : "Wear a smile upon your face and a flower in your button-hole."
Respectfully yours, CHESTER W. HUMPHREY, Supt. of Schools.
Carver, Mass., Jan. 1, 1907.
SCHOOL CALENDAR, 1906-1907.
Fall Term, Oct. I, 1906 to Dec. 21, 1906, 12 weeks.
Winter Vacation, Dec. 21, 1906 to Dec. 31, 1906, 9 days.
Winter Term, Dec. 31, 1906, to March 22, 1907, 12 weeks.
Spring Vacation, March 22, 1907, to April 1, 1907, 9 days.
Spring Term, April 1, 1907 to June 21, 1907, 12 weeks. Summer vacation, June 21, 1907 to Sept. 30, 1907.
Fall term, Sept. 30, 1907, to Dec. 20, 1907, 12 weeks.
PUBLIC LIBRARY.
REPORT OF THE TRUSTEES OF THE PUBLIC LIBRARY.
Citizens of Carver-
By referring to the Selectmen's report you will see that we have a good balance in our account. We have no out- standing bills. It is for you to decide whether we shall curtail our purchases of books or you shall provide us with more commodious quarters. The Selectmen have allowed a part of the insurance, on the books in the Library, to lapse.
Following find our Fine account, Librarian's Report and catalog of such books as have been added during the year.
HENRY S. GRIFFITH, SETH C. C. FINNEY.
Trustees.
FINE ACCOUNT.
Bal. on hand Jan. 1, 1906,
$5 84
Paid for case,
$1 48
Paid for books,
2 00
Bal. on hand, Jan. 1, 1907,
2 36
$5 84
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CATALOGUE-1906.
Miscellaneous-
The Madigans, 2494
World's Best Histories, England, 2495
World's Best Histories, England, 2496
World's Best Histories, England,
2497
World's Best Histories, England, 2498
World's Best Histories, France, 2499
World's Best Histories, France, 2500
World's Best Histories, France, 2501
World's Best Histories, France, 2502
World's Best Histories, France,
2503
World's Best Histories, France. 2504
World's Best Histories, France, 2505
World's Best Histories, France,
2506
World's Best Histories, Ireland,
2507
World's Best Histories, Ireland,
2508
World's Best Histories, Mexico,
2509
World's Best Histories, Mexico,
2510
World's Best Histories, Peru.
2511
World's Best Histories, Peru, 2512
World's Great Events, Vol. I, B. C., 4004-1184, 2513
World's Great Events, Vol. 2. A. D., 79-1477, 2514
World's Great Events, Vol. 3. A. D. 1485-1692, 2515
World's Great Events, Vol. 4. A. D., 1704-1830, 2516
World's Great Events, Vol. 5. A. D., 1830-1903, 2517
Nations of the World, China, 2518
Nations of the World. Italy,
2519
Nations of the World. Egypt.
2520
Nations of the World, Japan.
2521
Nations of the World, Norway,
2522
Nations of the World, Spain,
2523
Nations of the World, Turkey,
2524
The Story of the Universe, Vol. I, 2525
The Story of the Universe, Vol 2, 2526
J
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The Story of the Universe, Vol 3, 2527
The Story of the Universe, Vol. 4, 2528
Electricity in Every-Day Life, Vol. I, 2529
Electricity in Every-Day Life, Vol. 2, 2530
Electricity in Every-Day Life, Vol. 3, 253I
Library of Electrical Science, Vol. I,
2532
Library of Electrical Science, Vol. 2,
2533
Library of Electrical Science, Vol. 3, 2534
Library of Electrical Science, Vol. 4,
2535
Library of Electrical Science, Vol. 5,
2536
Library of Electrical Science, Vol. 6,
2537
The Great Events, Vol. I,
2538
The Great Events, Vol. 2,
2539
The Great Events, Vol. 3,
2540
The Great Events, Vol. 4,
2541
The Great Events, Vol. 5,
2542
The Great Events, Vol. 6,
2543
The Great Events, Vol. 7,
2544
The Great Events, Vol. 8,
2545
The Great Events, Vol. 9,
2546
The Great Events, Vol. 10,
2547
The Great Events, Vol. II,
2548
The Great Events, Vol. 12,
2549
The Great Events, Vol. 13.
2550
The Great Events, Vol. 14.
2551
The Great Events, Vol. 15,
2552
The Great Events, Vol. 16,
2553
The Great Events, Vol. 17,
2554
The Great Events, Vol. . 18,
2555
The Great Events, Vol. 19,
2556
The Great Events, Vol. 20,
2557
Works of Charles Reade, Vol. I,
2558
Works of Charles Reade, Vol. 2,
2559
Works of Charles Reade, Vol. 3, 2560
Works of Charles Reade, Vol. 4,
2561
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Works of Charles Reade, Vol. 5, 2562
Works of Charles Reade, Vol. 6, 2563
Works of Charles Reade, Vol. 7, Works of Charles Reade, Vol. 8, Works of Charles Reade, Vol. 9, Works of H. Ryder Haggard.
2566
She. 2567
Mr. Meeson's Will,
2568
King Solomon's Mines,
2569
The Witch's Head.
2570
Beatrice,
257I
Swallow.
2572
Nada, the Lily,
2573
Jess,
25733
Montezuma's Daughter,
2574
Eric, Bright Eyes,
2575
The Wizard,
2576
Dawn,
2577
The People of the Mist,
2578
The Heart of the World,
2579
Lysbeth, 2580
Colonel Quaritch,
2581
Pearl Maiden,
2582
Elissa. The Black and White Heart,
2583
Joan Haste,
2584
Allan Quartermain.
2585
The World's Desire,
2586
Cleopatra,
2587
Stella Fregelius,
2588
Works of Washington Irving.
Vol. 3.
2589
Vol. 5.
2590
Vol. 8. 2591
Works of Wilkie Collins.
Vol. 10, 2592
2564
2565
-88-
Vol. II, Vol. 25. 2594
2593
Works of Frank Norris.
The Pit, etc.,
2595
McTeague, etc.,
2596
Blix, etc .. The Octopus,
2598
In the Brooding Wild,
2599
At the Moorings,
2600
Pleasures of Life,
2601
The Transfiguration of Miss Philura,
2602
A Collection of Orations,
2603
Stoddard's Works,
20813
The Jungle, Sinclair,
2604
The Tides of Barnegat,
2605
Forging the Fetters,
2606
The Red Cross,
2607
The Complete Library of Universal Knowledge,
2608
Some of New York's "400",
2609
The Russo-Japanese War,
2610
The French Blood in American, Lucian J. Fosdick,
261I
Text Book of Geology, Vol. 29,
2612
Text Book of Geology, Vol. 30,
2613
Text Book of Geology,. Vol. 31,
2614
Text Book of Geology, Vol. 32.
2615
Pictures of the Old World, 2616
Japan; Her Strength and Beauty,
2617
Nations of the World-Germany, Vol. I. 2618
Nations of the World-Germany, Vol. 2. 2619
Nations of the World-Germany, Vol. 3, 2620
Nations of the World-Germany, Vol. 4, 2621
Nation of the World-Greece, Vol. I. 2622
Nations of the World-Greece, Vol. 2. 2623
Nations of the World-Greece, Vol. 3. 2624
Nations of the World-Greece, Vol. 4, 2625
2597
-89-
Nations of the World-Greece, Vol. 5, 2626
Nations of the World-Greece, Vol. 6, 2627 Nations of the World-Greece, Vol. 7, Nations of the World-Greece, Vol. 8, 2629
2628
Nations of the World-Greece, Vol. 9, 2630
Nations of the World-Greece, Vol. 10, 2631
Nations of the World-Greece, Vol. II, 2632 Nations of the World-Greece, Vol. 12, 2633
Story of France, Vol. I, 2634
Story of France, Vol. 2, 2635
Personal Memoirs of Madame Roland,
2636
Books for Reference.
The University Encyclopedia, Vol. I, 178
The University Encyclopedia, Vol. 2, 179
The University Encyclopedia, Vol. 3, 180
The University Encyclopedia, Vol. 4,
18I
The University Encyclopedia, Vol. 5,
182
The University Encyclopedia, Vol. 6, 183
The University Encyclopedia, Vol. 7, 184
The University Encyclopedia, Vol. 8,
185
The University Encyclopedia, Vol. 9,
186
The University Encyclopedia, Vol. 10,
187
Vital Records of Beverly,
188
Vital Records of Dalton,
189
Vital Records of Douglas,
190
Vital Records of Edgartown,
19I
Vital Records of Grafton, 192
Vital Records of Lynn,
193
Vital Records of Norton,
194
Vital Records of Phillipston,
195
Vital Records of Sturbridge,
196
Vital Records of Wenham,
197
Vital Records of Royalston,
198
Journal of the Senate, 199
Carver 7
-90 --
Sixty-ninth Annual Report of the Board of Edu- cation, 200
Report of Committee on Charles River Dam, 1903, 20I Ist. Regiment Infantry. M. V. M., 1861, 202 Manual for the General Court, 1906, 203
Benjamin Franklin, 204
Journal of the Senate, 1906, 205
Journal of the House of Representatives, 1906, 206
History of Third Regiment, M. V. M., 1861-1863, 207
Acts and Resolves of Massachusetts, 1906, 208
DUPLICATES ADDED DURING 1906.
The World's Great Events, Vols. 1, 2, 3, 4, and 5.
DONATIONS.
Mr. Seth C. C. Finney, six books.
Publishers, Middleboro Gazette, Carver Transcript, Our Dumb Animals, and The Woman's Journal, paper each issue.
STATISTICS.
Number of Patrons, 24I
Number of books taken from the library during the year, 2854
Number of books added during the year, 143
Total number of books in the library, 2636
Number of books for reference, 208
FINANCIAL STATEMENT.
Received for fines, etc., after paying running expenses, $3 46
BERNICE E. BARROWS, Librarian Carver Public Library.
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