USA > Massachusetts > Worcester County > Worcester > Town annual reports of the several departments for the fiscal year ending December 31, 1878 > Part 5
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It has been recently announced in public, and applauded, that frequent and needless changes in text-books are a burden to the people. So such changes would be. It is a burden for the mounted police horses to be shod with gold; but are they shod with gold ?
Would those who talk about changes in text-books, and those who applaud, like to know the facts in the case ? No city makes so few changes. The reading books have been in use five or six years; those displaced had been used fifteen or twenty
52
CITY DOCUMENT .- NO. 33.
years ; the copy books and spelling book, nobody knows how long ; the arithmetic about twenty years; the geography twelve or fifteen years ; the history eight or ten years; a change in the grammar was effected gradually, without cost, some five or six years ago.
As pupils advance in study they must of course have a higher book. Of course, also, improved text books must occasionally be had, just as better tools are bought in shops. The school authorities may safely agree not to change text-books so long as the factories and shops will agree to buy no new machinery or tools.
THE HIGH SCHOOL.
It was unfortunate for the city to lose from the principalship of this school, in the middle of the year, a man fitted by nature, by experience, and by scholarship to adorn the place, and attached to both pupils and citizens by three or four years' acquaintance. He had been in the school long enough to get every part well in hand; he was no longer looked upon as a new-comer; the business of the school alone occupied the minds of the pupils. His influence was in the direction of noble manhood and womanhood, and not merely of the narrow tech- nicalities of study-just the man for training youth.
By rare good fortune a successor was found who has already shown that all this can be said of him. By experience, scholar- ship and good sense, he was able to take the helm without any set-back to the school, and with less of the shock of change than was to be expected. Now the question arises, how long will it be before the dangerous experiment of a change will be tried again? The history of this school for the last fifteen or sixteen years is not reassuring. In all that time no principal has remained long enough to see a single class go through the course. With so frequent changes, it is surprising that the school has any character at all-much more that its character is so good. Now that a thoroughly competent man is at the head, his place ought to be made secure for ten years ; and now that business is depressed, the salary ought to be irrevocably fixed; and nobody else ought to be allowed to out-bid us and take
53
SCHOOLS .- SUPERINTENDENT'S REPORT.
the man away. This city can afford to pay such a man what any other city can afford; it is not economy to do otherwise.
As showing by whom the privileges of the High School are enjoyed, the following is of interest :
Number of pupils whose parents (many of them widows) pay no tax,
Number who pay poll tax only, Who pay tax on $1000 or less,
On $1,000 and less than $2,000,
55
2,000
66 3,000,
34
29
4,000
5,000,
18
5,000 66 66 10,000,
66
" 10,000 66
20,000,
45
" 20,000
50,000,
28
" 50,000 or more,
12
By a somewhat arbitrary and rough classification, the occupa- tion of the parents is as follows :
Professional,
41
Merchants, 60
Manufacturers,
67
Farmers,
15
Mechanics,
149
Contractors,
5
Laborers,
45
Unknown,
17
Capitalists,
3
Widows,
42
Agents and Clerks,
49
Non-residents,
6
40
123
49
3,000
4,000,
This school is emphatically a democratic institution. To their mutual advantage, children from families of every degree of wealth here meet on common ground. The parents of these children represent every industry in which the people of the city are engaged. This is not the rich man's school; for the man who pays only a poll tax or no tax, sends his child to it. It is not the poor man's school; for the man taxed for his hun- dreds of thousands finds no better place in which to educate his children; and between these extremes every class is fully rep- resented. The same is true of all the lower schools tributary to this. "The rich and the poor meet together; the Lord is maker of them all."
54
CITY DOCUMENT .- NO. 33.
The following is the programme of the graduating exercises, June 25th, 1878.
PROGRAMME.
MUSIC.
CHORUS : "The German Fatherland."
Reichardt.
1. Salutatory, with Essay : Duties of young Men, with reference to active Life.
GEORGE SPRING TAFT.
2. Essay : Monuments. MARY GERTRUDE GRIGGS.
3. Essay : The Philosopher's Stone. ANNA DANIELS STOWELL.
MUSIC.
SEMI CHORUS .- "Come, sing while our Silk we gather." Gounod.
4. Oration : Charles Sumner.
JOHN IRA SOUTHER.
5. Essay : Que Sais je ?
ELLEN TYLER CHEEVER.
6. Oration : Constantinople. PHILIP MOEN WASHBURN.
7. Essay : The Marble waiteth.
*MARY AUGUSTA BICKNELL.
MUSIC.
CHORUS. - " Far away the camp fires burn."
Mercadante.
8. Oration : By courage, not by craft.
FRED. H. CHAMBERLAIN.
9. Essay : Labor the Universal Law.
CARRIE ELLEN GRIGGS.
10. Essay : High Aims. SARAH L. WHITE.
11. Oration : Circulation in Plants.
*CHARLES PHILIP HUNT.
MUSIC.
DUET :- "Fairy Dell." Abt.
12. Essay : The City of Worcester.
*EMMA FRANCES OTTO.
13. Essay : Queries, Have we a sphere ? Can we be what we wish to be ?
ALICE ELIZA MERIAM.
14. Poem : The Spirit of Freedom.
MICHAEL JOHN RIORDAN
15. Essay : Darkness brings out the Stars. FLORENCE SNOW.
MUSIC.
CHORUS :- "The Earl King." Callcott.
16. Essay, with Valedictory : Physical Culture of Girls. EMMA GODDARD.
Presentation of Diplomas by His Honor the Mayor.
*Excused.
55
SCHOOLS .- SUPERINTENDENT'S REPORT.
CLASS SONG.
-
BY GRACE WHITING.
How fast the moments glide away, In school days' happy hours ! When minds are fresh and hearts are gay, The future grandly towers.
Friendships are woven, firm and strong, Which last till life is done; And pleasant memories linger long, As clouds at set of sun.
But school-days end, and hands must meet, As farewell words are said : Each one steps forth in noonday's heat, Through untried paths to tread.
Still keep secure deep in thine heart, These hours so fair and bright; And where in life thou bear'st thy part, They'll shine with fadeless light.
MUSIC. CHORUS :- "Night's Shade no longer." Rossini.
The Chorus consists of pupils of the High School.
GEO. W. SUMNER, ORGANIST. S. RICHARDS, CONDUCTOR.
Miss ISABEL J. GIBBS. Class of '78, Pianist.
56
CITY DOCUMENT .- NO. 33.
GRADUATES.
George Fuller Barnard.
Anna Barton.
Frederic Russell Bartlett.
Mary Augusta Bicknell.
Eva Thurston Blenus.
Eugene Francis Brosnihan.
Sarah S. Metcalf.
Fred. H. Chamberlain.
Ellen Tyler Cheever.
Nettie Mabel Clarke.
E. Nannie Cobb.
Michael Joseph Courtney.
Emma Frances Dearborn.
Nicholas Joseph Drohan.
William Thomas Finneran.
Thomas Joseph Fitzgerald.
Lizzie Adelaide Forbush.
Hattie Grant Gates.
Isabel J. Gibbs.
Anna Daniels Stowell. Thomas P. Sullivan. Helen Swan.
George Spring Taft.
Nellie Olive Thayer.
Philip Moen Washburn.
Anna Theresa Weixler.
Nellie Houghton.
Carrie Ellen Howe.
Charles Philip Hunt.
Arolin Lovilla Johnson.
· Catherine Elizabeth King. Fred. E. Knight. Maggie Agnes Mahony. Daniel Francis McGillicuddy. Alice Eliza Meriam.
Emma Frances Otto. William Joseph Palmer. Arthur Charles Perry. Ralph Leon Phipps.
Emma Louisa Richmond. Michael John Riordan. Maria Eugenie Sherman.
Florence Snow.
John Ira Souther.
Addie Louise Stearns.
Emma Goddard.
Carrie Ellen Griggs.
Mary Gertrude Griggs.
Etha Emmazetta Higgins.
Edward Earle Hopkins.
Lucy Stella Whitcomb. Camilla Gertrude Whitcomb.
Sarah L. White. Grace Whiting.
57
SCHOOLS .- SUPERINTENDENT'S REPORT.
THE STATE NORMAL SCHOOL,
though "not a city school," operates favorably upon the schools of the city, both because some forty of our teachers have been trained there, and because of its influence in elevating the tone of teaching. The city has invested in that institution $15,000, which pays ample dividends.
The apprentice system, so called, was first inaugurated here ; it has been adopted in at least one of the Pennsylvania Normal Schools.
Instruction in a school of this kind presupposes a large degree of academic culture, and is devoted mostly to training in what concerns the art of teaching. This must be largely theoretical. If this were all, its graduates would find difficulty at first in practice. Moreover, not every good scholar has an aptitude for teaching. To guard against that difficulty as far as possible, and to discover and eliminate from the school those who have not that aptitude, is the purpose of the apprentice system.
For weeks and months, as long as possible, the students go among the schools of the city and are helpful to the teachers ; they see how things are done; they take charge of the school more or less, each remaining in one school several weeks and then visiting another. In this way the theory and the practice explain each other; the student of pedagogy learns how to teach by teaching. This plan, thus briefly outlined, is better than a school of observation, for the young teacher does, as well as sees ; it is better than a model school, for the dealing is with real pupils, and not with little dummies, so to speak, who have been often practiced upon; and the student sees many schools and comes in contact with the individuality of many experienced teachers. She gets the swing of the school, as it were, just as one best learns a language among those who speak it.
Management, ability to perceive what ought to be done and what can be done, to do that and not attempt the rest, what Mrs. Stowe calls faculty, is essential for a teacher. It can be developed; but it cannot be created. Scholarship alone will not make a teacher. A dictionary is full of knowledge and very useful, but no teacher. This faculty finds a chance to grow in
58
CITY DOCUMENT .- NO. 33.
the Normal School. Young teachers will not, of course, have it at first, like those of long experience ; but those who have been well trained will acquire it faster than others, and then surpass them through the reserve force of a broader culture.
THE ORGANIZATION
of the schools has not been materially changed within the year. On that subject reference is made to the report of our schools for 1871, pages 27-30; to that of 1872, pages 28-29; to the historical sketch in the report for 1876; and to the Inaugural Address of Mayor Edward L. Davis, January, 1874 - title, Schools. It appears that this classification was begun soon after the incorporation of the Center District in 1823. About the year 1842 a closer classification had been made; and with the great increase in school population, it afterwards became more minute. When the city becomes still larger it is prohable that further division of classes will have to be made, as is now done in the excellent schools of St. Louis, and in other large cities. It is impossible for city schools to be taught otherwise than in grades. This organization was not made; it grew, as exigen- cies step by step called it forth. It will live till something is devised that will better perform its functions. No such plan has as yet been proposed.
POWERS OF THE SCHOOL COMMITTEE.
This body has been regarded by some persons as a depart- ment like the Fire, the Highway, or the Water department, created by and accountable to the City Council. This mis- conception has led to delays in building school-houses, and sometimes to unnecessary expense; as in printing the school report last year. It is the duty of the City Council to make appropriations for school purposes, and to build school-houses which are needed and called for by the school committee; but the entire control and management of the schools belongs to this committee. They are not accountable to the city council for their administration of the schools, any more than the council is accountable to them for their management of high
1
59
SCHOOLS .- SUPERINTENDENT'S REPORT.
ways. Members of the School Committee are responsible to their constituents, as members of the council are responsible to theirs.
On this subject the following from the report of the Boston School Committee for 1878, is applicable here :
" By their votes the citizens of Boston have elected us to exercise the powers in the management of the schools delegated to school committees by the Legislature ; we are responsible to the citizens of this municipality, and not to the Council, for our action; we are elected by the people to represent them and to exercise their powers in school affairs, and neither branch of the City Council has supervisory powers delegated to it, directly or indirectly, by law or by usage.
" The School Committee are an independent body, intrusted by law with large and important powers and duties,' says the Supreme Judicial Court of this Commonwealth; and again : ' The Legislature have imposed on the (School) Committee the duty of seeing to it that the public schools are in a condition of character best calculated to advance the improvement and promote the good of the pupils.'
" The City Council has no connection with the schools, except in the matter of voting the necessary appropriations to carry them on. But even this particular power is limited, for the School Committee have entire control in fixing the salaries of teachers, and the city is bound by the contracts thus made by the School Committee. 'The power to fix the compensation (of teachers) is chiefly entrusted to the committee for the full, appropriate, and most useful discharge of their duties. This power the Legislature, for the most satisfactory and conclu- sive reasons, have expressly given them.' [Bachelder vs. City of Salem, 4 Cush. 599.] In some of the large cities of the Union the powers of the School Committee are even greater than they are here, they exercising the right of making the tax levy for public school purposes. *
" It cannot be said that the School Committee are less careful of the city's interest than any other branch of the city govern_ ment. * * In the salaries of teachers, and in the inci- dental expenses of this most important branch of the city
60
CITY DOCUMENT .- NO. 33.
government, the Board have carefully, and, it is to be hoped, not unjustly, brought their needs to a minimum."
THE FREE PUBLIC LIBRARY
is so important a factor in popular education, its connection with the schools is so intimate as to demand a word in this place. Good schools have reference to future study full as much as to present attainments. Our pupils take books from the library ; our teachers in many instances encourage this practice, and try to guide them in their selections, and to cultivate a taste for profitable as well as entertaining reading. Some of the studies in the schools, especially the High School, are so conducted as to induce pupils to search in the library for facts, and to create an interest in literature. In some of the schools more ought to be done in this direction.
There is, however, a widespread misapprehension about the utility of reading. Some people seem to think that a boy is necessarily improving if he has a book in his hand. Whether he is or not depends altogether upon what he is reading. He may be receiving positive injury. Sensational stories, giving false ideas of life and character, are the source of untold evil.
In the selection of books for both public and private libraries, two theories have been acted upon: First, to select those books only whose influence is salutary ; and Second, to select such as will be read, including the most sensational, in the hope that, a habit of reading having been formed, the, boy will afterwards acquire a taste for what is improving. The last seems to some people like trying to create an appetite for bread by feeding a child upon candy.
At any rate, good books and bad books are within the reach of our children. The aim of the schools should be to cultivate a discriminating taste in the pupils; to introduce them to the calm and rational delights to be found in books of elevated tone, and to contrast those delights with the disgust at their own life and surroundings, the nausea, that comes from reading trash. Such a healthful influence is to be found in our schools; and the library cooperates. It is the city's university.
61
SCHOOLS .- SUPERINTENDENT'S REPORT.
IN GENERAL.
You are to be congratulated, members of the School Commit- tee, the city, parents and children are to be congratulated on a year of quiet work and fair progress in our schools, in the face of obstacles engendered by the times. That there is chance for improvement in these schools, everybody knows; that they are perfect, nobody ever thought of claiming; that the public are not in danger of letting slip their great birth-right of popular education, through apathy, is evident ; for they have been often warned, and when a real danger threatens they come to the rescue.
There are criticisms upon the schools. With more than eight thousand children, the dearest objects to their parents, it is sur- prising that there are not more complaints; with two hundred teachers, some of them comparatively inexperienced and nearly all of them without children of their own, it is surprising that there is not more just cause of complaint.
A real grievance can be easily remedied by consultation with the teacher, by appeal to the committee, or if this fails, to the school board itself; and if these representatives, many of them fresh from their constituents each year, were to fail in their duty, the people may be trusted to take the matter in hand as our fathers once did the tea in Boston harbor.
A fancied grievance is a different matter ; it evaporates when put on the plain course of fair investigation; it lives only in loud declamation on street corners, and in letters to the news- papers ; and it expands with every repetition. One such case makes more talk than is made about ninety-nine children who go faithfully about their duty, and whose progress is satisfactory to themselves, their parents, their teachers and the school authorities.
Criticisms upon schools are very much the fashion. They are not to be feared, but rather courted. It is by judicious criticism that any good institution is made better; while unwise criti- cisms do little harm ; and they may be amusing to their authors -and others.
That the intelligent people of this city are, on the whole, well
62
CITY DOCUMENT .- NO. 33.
pleased with our schools, and with the progress of their child- ren in them, appears from the following: In no city of its size are there fewer private schools. Of the eight thousand child- ren actually in school, the number of complaints from parents about the progress or the treatment of their children, is insig- nificant, as is shown by the reports of each member of the board from month to month. No better proof of the excellence of our schools could be furnished than their calm and steady progress in these times of depression, and in the face of much irrational criticism.
With renewed acknowledgements of courtesy from those with whom official duty has associated me, this report is
Respectfully submitted,
A. P. MARBLE,
WORCESTER, January, 1879.
Supt. of Schools.
SECRETARY'S REPORT.
FINANCIAL STATEMENT.
RESOURCES.
Books, &c., sold,
$235 98
Dividends, insurance,
15 06
Desks, lumber, etc., sold,
96 95
Tuition, non-resident pupils, .
$1 00
Miscellaneous, .
9 60
From appropriation by City Council,
141,289 90
$141,678 49
EXPENDITURES.
Salaries of Teachers, .
·
$110,166 55
Salary of Superintendent,
2,677 50
Salary of Clerk,
800 00
Salaries of Truant Officers,
1,800 00
Fuel,
5,414 33
Janitors,
5,429 80
Cleaning buildings and yards,
1,043 58
Brooms, brushes, pails, etc.,
591 88
School Books,
1,173 02
Stationery, ink, etc.,
665 91
Apparatus,
462 66
Printing and advertising,
716 45
Tuning and repairs of pianos,
124 50
Horse hire,
267 75
City Water,
379 71
Gas,
397 40
Miscellaneous,
478 08
Less income,
$132,589 12 276 58
Ordinary expenses of schools,
.
$132,312 54
Ordinary repairs of school houses,
4,101 22
Ordinary repairs of stoves,
951 37
Ordinary repairs of furniture,
572 29
Total for repairs,
$5,624 88
Less income,
112 01
Net cost of repairs,
·
.
5,512 87
.
64
CITY DOCUMENT .- NO. 33.
EXTRAORDINARY EXPENDITURES.
Right to use Houghton Ventilator,
$250 00
7 Houghton Ventilators,
125 45
Alteration at Washington Street,
175 77
New rooms at Ledge, Belmont and Woodland Streets,
166 30
Out-buildings at New Worcester and Lamartine Street,
270 27
Vault and Lowering pipe at Ash Street,
236 95
Vault at Pleasant Street,
146 72
New urinals at Ledge and Thomas Streets,
105 38
New fountains at Ledge Street,
47 56
Connecting with sewer at Union Hill,
20 65
Connecting with sewer at Washington Street,
68 89
$1,613 94
New furniture,
388 80
Rent of schoolroom at New Worcester,
187 50
Rent of schoolroom at Green Street,
274 25
Rent of Superintendent's office,
1,000 00
$3,464 49
Net cost of schools,
$141,289 90
Add total income,
388 59
Total amount paid,
$141,678 49
Amounts expended by the City Council, and charged to appropriation for schools:
Insurance,
$100 00
Snow from sidewalks,
52 64
Regulator on boiler at Belmont Street,
48 13
Sidewalk at Ledge Street,
230 93
Sidewalk at Belmont Street,
134 29
Sidewalk at East Worcester,
93 34
Water at High School
50 00
School Reports,
171 51
Sanford & Co., error,
100 00
$980 84
STATISTICAL TABLE
SHOWING THE NUMBER, ATTENDANCE, ETC., OF THE PUPILS IN THE PUBLIC SCHOOLS FOR THE YEAR ENDING NOV. 30, 1878.
SCHOOLS.
TEACHERS.
Whole number registered
Males.
Females.
Average number belong-
ing for the year.
Average attendance.
Per cent. of attendance.
No. over 15 years of agc.
Number belonging at the
First Term.
Second Term.
Third Term.
Fourth Term.
Number of cases of tar-
Average to each scholar
No. of & days absencc.
Average to each scholar
Average age Jan. 1, 1879.
ENGLISH AND CLASSICAL HIGH SCHOOL
|Samuel Thurber.
| 609|306|303| 458.3| 441.1|96.4|321| 480|186 238|225|220/ 249| .54| 1497| 3.2|16.2 | 1 session a day.
GRAMMAR SCHOOLS.
GRADE IX.
Belmont
Street.
Arthur G. Lewis.
50| 24
26
31.8
30.5|95.8| 38
35
14|
17
17|
15
33 1.04
485| 15.2|14.9
Dix
William H. Bartlett.
31|
32,
39.5
38.0 96.2 17
41
18
20
23
11
8
.20
559 14.1 15.1
Woodland
Edward I. Comins.
75
36
39
48.4
47.0 97.0
42
50
22
20|
17
24
35
.72
522 10.8 14.10
Washington
Charles T. Haynes.
59
23
36
45.6
44.4 97.3
29
43
33
31
27|
12
.26
447
9.8 14.11
Ledge
Charles C. Woodman.
52
35
17
36.1
34.7|96.1
14
34
18
14
10
11
48 1.33
522 14.4 14.9
New Worcester.
Charlotte H. Munger.
35
10
25
28.7
27.1 94.6
12
26
7
6
7
4
47|1.63
595
20.8 15.5
334 159.175
230.1
221.7 96.3 152
229|112 108|101
87
183 7.95
3130 13.1|14.11
GRAMMAR SCHOOLS.
GRADE VIII.
Belmont Street.
Mary H. Warren.
54|
30 24
33.7|
32.5|96.4|
13
40
19| 18|17|
19 13
.37
447| 13.2|14.4
Dix
Eldora M. Aldrich.
50
24
26
33.8
32.5 96.1
7
36|
16: 18
14
19
13
.38
485|14.3 14.1
Walnut
Etta A. Rounds.
37
24
13
35.2
33.7 95.7
1
29
20
21
12
14
6
.17
559 15.9 13.11
Woodland
Ann S. Dunton.
47
22
25
43 5
41.9 96.1|
14
39
28
23
24|
20
191
.44
597 13.7 14.1
Washington
M. Ella Spalding.
46
27
19
32.5
30.2 93.1
17
32
6
10
6
5
108|3.32
858 26.4 14.6
Ledge
Olive G. Davis.
67
50
17
35.3
33.1 94.0
13
· 48
12
14
10
24
41 1.16
821
23.2 14.4
Thomas
66
Harriet G. Waite.
63
39
24
34.7
33.1 95.5
4
43
19
15
16
13
24
.69
597|
17.5|13.9
Sycamore
Abbie E. Clough.
66
32
34
38.9
35.7 91.8
5
41
131
13
15
12
80 2 06
1193 30.7 13.11
South Worcester.
59
32
27
31.3
30 2 96.5
6
39
12
11
6
15
44 1.41
411
13.1 13 5
489:280 209
318.9|
302.9 94.9 80 347 145|143|120 141
348|1.09
5968| 15.6|14.
CITY DOCUMENT .- NO. 33.
99
REMARKS.
close of the year.
PERFECT IN ATTENDANCE.
during the year.
diness.
for the year.
for the year.
-
Carrie A. George.
63
22
GRAMMAR SCHOOLS. GRADE VII.
Belmont
Street.
Sarah L. Phillips. Josephine M. Wilson.
55
27
28
40.7
38.5 94.0
1
44
9
6
5
13
.36 .31
597|15.5|13.6 820 20.1 12.9 485 11.1 13.2
Walnut
Nellie C. Thomas.
51
24
27
42.7
41.4 96.8
4
45
18
32
22|
8
.19
.07
48
1.1|12 9
Walnut
Kate A. Meade.
47
21|
26
43.0
42.6 99.1
3
43
Woodland
Mary M. Lawton.
61
35
26
43.9
42.5 96.8
8
43
18
26
24
39
522
1.41
970 21.1 13.7
Ledge
Maria P. Cole.
60
37
23
47.0
45.0 95.8
5
43
25
23
16
33
.70
Ledge
Eliza E. Cowles.
46
27
19
45.3
43.8 96.6
4
45
15
12
9
17
98 2.29
783 18.3|13.4
Sycamore
M. Louise Rice.
59
29
30
42.7
40.6 94.7
3
48
14
18
15.
15
55|1.49
709 18.3 12.10
Quinsigamond.
Mary S. Eaton.
37
22|
15
39.4
36.0 91.5
5
9
7
2
140
3.55
1265
32.1|12.11
587 333|254
467.8|
447.4|95.6
42| 478|144|154|134|200|
490|
1 05|
7126 15 2 13.2
GRAMMAR
SCHOOLS.
GRADE VI.
Belmont
Street.
Tirzah S. Nichols.
52
29|
23
47.7
45.5,95.4
1
48|
19
22|
20
.41
814|17.1|12.6
Belmont
Jennie L. Dearborn.
39
20
19
39.8
35.3,88.8
2
39
Dix
Minnie Meade.
62
26
36
44.0
42.4 96.3
49
20
23
21
25
11
.25
Walnut
Caroline H. Metcalf.
36
16
20 37.4
34.1 91.2
5
34
3
14
11
22
.64
1231 32.8 12.3
Woodland
Janet Martin.
68
39
29
48.2
44.6 92.4
1
56
15
27
23
22
64 29 .60 1.62
485
12.3 12.3
Ledge
Kate A. McCarthy.
59
51
8
35.7
34.1 95 5
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