USA > Massachusetts > Middlesex County > Newton > Town of Newton annual report 1875-1877 > Part 20
Note: The text from this book was generated using artificial intelligence so there may be some errors. The full pages can be found on Archive.org (link on the Part 1 page).
Part 1 | Part 2 | Part 3 | Part 4 | Part 5 | Part 6 | Part 7 | Part 8 | Part 9 | Part 10 | Part 11 | Part 12 | Part 13 | Part 14 | Part 15 | Part 16 | Part 17 | Part 18 | Part 19 | Part 20 | Part 21 | Part 22 | Part 23 | Part 24 | Part 25 | Part 26
Hill's First Lessons in Geometry would add great inter- est and profit to the work of the fifth and sixth classes. In this book the simple geometrical truths and typical curves are presented in so attractive a manner, that, without at- tempt at reasoning, the imagination and judgment receive the best of training, at the same time that original thought is awakened, and the pupil is more easily led, when prop- erly taught, to attempt greater efforts in all his studies.
The addition of this book to the teacher's desk only for useful object-lessons to the class is earnestly recommended to the Board.
PROMOTION.
GRAMMAR AND PRIMARY GRADES.
PER CENT OF PUPILS IN EACH GRADE.
GRADES.
DATE.
Total.
I.
II.
III.
IV.
V.
VI.
VII.
VIII.
IX.
September, 1873
19.8.
12.5
12.1
15.6
12.8
11.1
6.5
5.5
4.0
100.
September, 1876
14.6
14.7
12.9
16.1
10.8
9.7
10.0
6.3
4.9
100.
September, 1877
15.9
12.1
13.6
14.0
14.8
8.5
8.0
7.5
4.7
100.
91
SUPERINTENDENT'S REPORT.
NUMBER IN EACH GRADE-
GRADES.
DATE.
I.
II.
III.
IV.
V.
VI.
VII.
VIII.
IX.
Total.
September, 1873
498
316
304
390
323
280
163
137
101
2,512
September, 1876.
380
383
338
420
282
252
261
165
129
2,610
September, 1877
424
321
361
398
394
225
214
199
126
2,662
NUMBER IN EACH GRADE BY DISTRICTS, SEPTEMBER, 1877.
GRADES.
DISTRICTS.
I.
II.
III.
IV.
V.
VI.
VII.
VIII.
IX.
Newton
67
53
54
85
74
48
44
38
18
481
Newtonville
111
81
85
84
81
34
61
41
19
597
West Newton
71
51
75
60
86
43
32
36
29
483
Newton Centre
127
104
110
123
101
61
56
50
29
761
L.Falls & Auburndale,
48
32
37
46
52
39
21
34
31
340
Totals.
424
321
361
398
394
225
214
199
126
2,662
PER CENT BY DISTRICTS, SEPTEMBER, 1877.
DISTRICTS.
GRADES.
Total.
I.
II.
III.
IV.
V.
VI.
VII.
VIII.
IX.
Newton
13.9
11.0
11.2
17.7
15.4
10.0
9.1
7.9
3.8
100
Newtonville
18.8
13.5
14.2
14.1
13.5
5.7
10.2
6.9
3.2
100
West Newton
14.7
10.6
15.5
12.4
17.8
8.9
6.6
7.5
6.0
100
Newton Centre
16.7
13.7
14.5
16.2
13.2
8.0
7.3
6.6
3.8
100
L. Falls & Auburndale,
14.1
9.4
10.9
13.5
15.8
11.5
6.2
10.0
8.1
100
Total.
At the request of the Board, special attention has been given to the matter of promotion of pupils from class to class, especially to the cases of failure for the second time to secure promotion. The above table, giving the per cent of pupils in the different districts in all the grades, and the same for all the schools of the city, will show at a glance the condition of the schools as a whole, and the points requiring attention. The number of pupils in
92
REPORT OF SCHOOL COMMITTEE.
each district does not admit of giving a single grade only to each teacher. Were the number of pupils in each district doubled, the ideal classification of a single grade to each teacher would, perhaps, be practicable : at pres- ent it is impossible, for lack of pupils, even if it were desirable and consistent with a wise economy. It is by no means certain that this is a disadvantage to the schools : indeed, some of our ablest educators in our largest cities are inclined to favor either the giving of two classes to a teacher, or else sections of the same class upon the different quarters of the year's work; which really amounts to the same thing, if the classes are prop- erly divided, as giving successive sections of two classes to each teacher. Such a system of classification would work the least injustice to the pupil, encouraging the weak, and giving every desirable advantage to the ambitious and strong.
The number of pupils in the several districts of the city will not admit of the single-class system, with a minimum of forty pupils or even less than that number, and do jus- tice to all. Semi-annual promotions, with two classes in a room, would be a great improvement; and promotion of pupils from section to section of the same class at the end of every quarter of ten weeks would be a still greater stimulus to the apt and diligent, and much less discour- agement to the idle or backward, obliging them, in case of failure of promotion, to go over a second time a quarter only of the year's work, instead of losing a whole year's rank as now, whether occasioned by sickness, or inca- pacity, or want of effort.
With two, three, or even four consecutive sections in a room, belonging to the same grade, or to two consecutive grades, the writing, music and drawing, and spelling, could be done by all sections at once : in the other studies, it is much better for teacher and pupil to hear the recitations in sections. While one section recites, the rest study ; thus securing more time for work in school,
93
SUPERINTENDENT'S REPORT.
under the eye of the teacher, and giving more variety, life, and spirit to all the work of the schoolroom. No teacher can continuously educate a class of forty pupils in the best manner, and have them all doing the same thing at the same time, in arithmetic, language, and geography ; for in these branches, as in the others, it is what the pupil can tell, can do himself, and not what he hears told or sees done, that determines his progress. If the divis- ions belong to one class only, recitation and study should occupy the whole time of teacher and pupils : they can do no more if they are parts of two classes instead of one.
By the above method, some of the most serious objec- tions to our systems of graded schools may be obviated.
INSTRUCTION.
With fine schoolhouses, an excellent school-system, and a faultless programme of studies, there is needed an active, progressive corps of teachers, or the results obtained will fail to justify the expenses incurred. To secure such a corps is a prime necessity ; to make good the ranks as changes occur, a matter of no little difficulty.
In the absence of any general regulations in the matter of granting teachers' certificates of a uniform standard, determining the grade of certificate to which a teacher is entitled, under the direction of a competent Board of State Examiners, undoubtedly the best thing for a city to do is to have regularly appointed examinations for all can- didates, fixing its own standard of qualifications for graded certificates, and selecting the best only for the vacancies occurring. Such examinations, under the direction of a committee of this Board, are almost indispensable, if the character of the instruction in the schools is to continue of the highest order.
In the Report upon the Mason School for 1876 the fol- lowing language is used : ---
" The increase in the number of lessons, together with the decrease in the time devoted to their preparation, of
94
REPORT OF SCHOOL COMMITTEE.
necessity brings the pupil to his recitations with a less thorough mastery of them : in fact, he is learning to de- pend so largely upon oral instruction, that the severer study necessary to a previous preparation of his lessons seems in danger of becoming a thing of the past, if, indeed, it has not already become so. The system of other days may have been too rigid, and too destitute of helps. But are we not fast drifting to the other extreme ? Does not the present system tend to make the children less self-reliant, and more dependent upon the teacher's aid, than is wise? The present system seems to imply that the pupil is to be taught as an end to be accomplished rather than to be taught how he himself may learn. In the severer branches of mathematics this method cannot be otherwise than defective : from it we need not expect independent and vigorous thinkers. And, when your Committee say that these results are witnessed in the Mason School, they must be allowed to say that the dis- cussions in this Board during the past year show that they are by no means peculiar to that school."
It would be very difficult for your superintendent to express the present condition of the schools, as they appear to him, in more truthful and forcible language. The remedy is unquestionably more skill in teaching. It is also quite evident from other sources, as well as from the masters themselves, that such condition is not to be attributed to a lack of teaching ability, but rather in the demand that has been made upon the talent employed.
Here, as elsewhere, the character of the instruction, however able, and the consequent condition of the schools, will depend in large measure upon the kind of results required at the hands of the teacher; the purpose of intelligent teachers being, of course, always to satisfy the wishes of those who direct or employ them as to quan- tity and quality of work done. But, with the best of intentions to obtain required results, there is still oppor- tunity for failing at first, from a misapprehension of what is really required.
95
SUPERINTENDENT'S REPORT.
Again : educationally, the visible results obtained, forti- fied by the flattering array of percentages displayed at the end of the year, are of little consequence, compared with the methods by which those results have been ob- tained, and the inspiration that has been gained for greater future progress. To take cognizance of these is the most difficult and at the same time the most important duty of school supervision.
The pupils of our schools in their normal condition are apt to learn, quick to perceive, and thirsting for knowl- edge : when it is found to be otherwise with a class, or any considerable portion of it, the first place to look for the difficulty is in the quality of the instruction. So to take advantage of these normal conditions of the child's nature as to make learning pleasant, to train properly the percep- tive faculties, to require in the process only the sufficient amount of useful knowledge, to avoid wearisome details, in short, so to put the pupil in possession of his powers, that the future acquisition of knowledge may be easy and pleasant to him, is the difficult task required of the teacher.
Hence it is evident that the teacher cannot have too much knowledge, nor too much skill in the use of it. It would be too much to expect that one not in the fair pos- session of his or her own powers could very successfully put others in possession of theirs. Thus the teacher's work, as the departments of learning multiply, is an ever- increasing one in its possibilities and duties.
To be educated is to be active, prompt, self-reliant. Therefore, at every step of his progress, the pupil's powers must be properly challenged with tasks suited to his years and ability ; not with riddles and puzzles to vex his pa- tience, and confuse his judgment as to the real value of knowledge, but with simple processes involving the fre- quent application and verification of those general princi- ples that he is to find constant use for in his future work and the affairs of life. For example, arithmetic is admira-
96
REPORT OF SCHOOL COMMITTEE.
bly adapted to strengthen the child in its ability to master not only that, but any other task that may be required at school. The few and simple principles underlying all common arithmetical operations make it a field full of sure and attractive victories for the young pupil.
And the triumphs easily won here, if the pupil be not allowed to lean upon the class or the teacher as to the accuracy of his work, will never fail to excite him to at- tempt like conquests in other fields. At every stage of his progress in arithmetic, from the very beginning, the pupil must be required to exercise his own judgment upon the accuracy of his own work; and, whether he can give the reason or not for the process, the correctness of the result, granting that of the process, is always within his compre- hension. Of course, until he is familiar with the processes, he should not be troubled with reasoning upon them. Nei- ther is it to be supposed that he can always be ready to play all the tricks possible upon vulgar fractions, or solve on the instant all the intricacies of percentage, brokerage, and banking, the application of which he cannot possibly com- prehend ; and yet he may be sufficiently educated therein. The roots, progressions, and mensuration are much more within his comprehension, and skill in them of far greater use to him in life, and its acquisition a much greater pleasure. Notwithstanding the great educating power of arithmetic, properly taught, it is difficult to understand why the few principles it contains for the common pur- poses of life should be allowed to occupy so large a por- tion of the pupil's time.
TEACHERS' MEETINGS.
In compliance with the rules of the Board, teachers' meetings of the different grades have been appointed for the year. The meetings for September were very fully attended, and gave promise of being of advantage to the schools. It is the purpose of the superintendent to dis- cuss at these meetings matters pertaining to the special
97
SUPERINTENDENT'S REPORT.
work of the grades represented, as well as general meth- ods of school-management. They afford the best oppor- tunity to criticise the work of the schools, and consider the merits of different methods of doing class-work in the schoolroom.
Confidence in the ability of the teacher of every grade must be absolute, that the pupil may be benefited by the instruction given ; and great care must be taken that this childish faith be not shaken. For that reason alone, it is vastly better that teachers should be allowed to visit other rooms, and witness the best models of teaching, and listen to the discussions at the teachers' meetings, than to receive special instruction in presence of the class, or surrender the class occasionally to a superior teacher for drill upon a special topic of the regular teacher's work ; both of which courses must inevitably weaken the influence of the regu- lar teacher.
The spirit of progress manifested by attendance upon these meetings cannot be too highly commended. Teach- ers who thus cheerfully give a portion of their time out of school-hours to improvement in their profession are sure of winning a higher rank, finding a tenfold gain there- by to themselves and to their pupils. We do not forget that their salaries are paid for the year, and that holidays and vacations are granted them quite as much for the city's advantage as for their own, -for rest, recreation, and improvement in their profession. It would be emi- nently proper to recognize such professional enthusiasm by greater permanency of position, and by rewarding the labors of such in proportion to the value of services ren- dered. In this respect the Board is to be especially con- gratulated upon its appointments. It only remains to provide the means for maintaining the character of the instruction at a high standard by providing careful exami- nations of candidates for the office of teacher; and to this end the early action of the Board is recommended.
Reading, writing, and arithmetic must ever hold the
98
REPORT OF SCHOOL COMMITTEE.
important places in a common-school education ; and, as we believe, they are generally named in the order of their im- portance. Good articulation is more important than fine elocution. An easy, natural style of reading, giving the idea of the author, is the end to be aimed at in this branch. To secure this, the drill in articulation must not monopolize the time to be given to reading. The ability to read well is so important to all, but especially to those who leave school before or at the end of the seventh year of the course (being about fifty per cent of all who enter school), every facility for improvement in this most difficult of all their tasks should be afforded. If to the word- method, now generally adopted in the first grade, and printing, which should be more generally practised, books in Leigh's type could be added, it is pretty generally con- ceded that from six months to a year would be gained in . time to the pupil. My own observation corroborates this view; and therefore their introduction into the lowest grade is recommended to the Board.
The several other branches not formerly attended to in the public schools should serve to give an agreeable variety to the pupil's work, without overtasking him, or wearying him with endless repetition.
The music, drawing, and penmanship seem to have received their proper share of attention under the able supervision of the special instructors having them in charge.
The per cent of pupils attending the high school, ex- ceeding that of any other city within our knowledge (being about twenty-five per cent of all those who enter school), attests at once the value put upon a higher educa- tion by the citizens, and at the same time recognizes the importance of sustaining an institution of so high a char- acter, exerting so powerful an influence upon the commu- nity.
99
SUPERINTENDENT'S REPORT.
CONCLUSION.
Called to this office by the Board at so late a period of the school-year, May 15, and under circumstances so de- pressing to all interested in the progress of the schools ; pupils, teachers, committee, and citizens keenly impressed with a sense of the great loss they had sustained by the sudden decease of my distinguished predecessor in office, - the loss of whose earnest, energetic labors in the cause of education was severely felt, not only here, but everywhere that his devotion and enthusiasm had made known the value of his services, - a more complete and circumstantial review of the year's work does not seem to me practica- ble. The able reports of the several sub-committees ren- der such a review by me of less importance at this time. Suffice it to say, that with but two or three slight inter- ruptions, caused by changes of teachers, the schools have all earnestly entered upon the work of the year.
Highly appreciating the able and faithful efforts of the teachers to meet the expectations of the Board, and ear- nestly endeavoring not only to maintain the present high rank of the schools, but also to realize the standard of excellence aimed at by the Board and the able men who have preceded me in office, this Report is respectfully sub- mitted.
E. HUNT, Sup't Public Schools. NEWTON, Oct. 24, 1877.
SECRETARY'S REPORT.
SECRETARY'S REPORT.
STATISTICS.
NAMES OF TEACHERS.
Department.
Class.
Whole No. of
Pupils during
the Year.
Average
Whole No.
Average
Attendance.
No. of Pupils
under 5.
No. of Pupils over 15.
High School.
261
244.4 228.5
217
Francis A. Waterhouse
Ezra W. Sampson
John F. Kent.
Henry W. Smith.
S. Alice Worcester
Louise A. Dennison
Carrie, Spear
M. Isabel Hanson.
District No. 1.
909
694
627.3
23
Albert L. Harwood.
Master.
Mason School.
Mary L. Searle
Head Assist. Assistant.
8, 9
Emma M. Lunt.
7
Maria F. Wood ..
6
Clara A. Curtis ..
5
Isabel Ward ..
=
4
Lottie P. Harbach.
3
Ellena Thompson.
2
Ellen M. Cook.
1
Prospect School.
Martha L. Perkins
Head Assist. Assistant.
8, 9
Maud Mc Williams
6, 7
Ella F. Crooker.
4, 5
Mary P. Guilford.
3, 4
M. Ella Hildreth.
2
Emma L. Bullard.
1
Hyde School.
Lizzie L. Smith.
Assistant.
4,5 1, 2, 3
Alotta E. Stearns
Oak-Hill School.
Mary E. Minter
Principal.
1, 2, 4,6,7,9
335
291.5
272.1
1
16
Luther E. Leland.
Master.
Hamilton School.
Ellen M. Leland.
Head Assist.
7,8
Anna G. Swain.
Assistant. 66
4,5
Sarah E. Pratt.
1, 2, 3
District No. 2.
Master. Sub-Master. Assistant.
104
REPORT OF SCHOOL COMMITTEE.
NAMES OF TEACHERS.
Department.
Class.
Whole No. of
Pupils during
the Year.
Average
Whole No.
Average
Attendance.
No. of Pupils
under 5.
No. of Pupils
over 15.
Prospect School.
Phebe W. Bunker
8,9
Mary F. White
6, 7
Mary Tenney ..
4,5
Annette E. Clark
3, 4
Ann B. Smith
1,2
District No. 3.
1,002
792.9
735.9
4
85
Levi F. Warren
Master.
Peirce School.
Sarah A. Warren
Head Assistant.
9
Hattie E. Gove
Assistant. .6
8
Mary J. Pickering
7
Eliza E. Simmons
6
Davis School.
Ella G. Bates.
Principal. Assistant.
4, 5
Nellie J. Butler
3, 4
Calista S. Wood
2
Sarah E. Foster.
1
Franklin School.
Emma J. Thompson
Principal. Assistant. 66
5, 6
Susan P. Richmond.
3, 4
Mary E. Tufts.
2
Martha S. Stacy
1
Adams School.
M. Abby Smith.
Head Assistant.
8,9
Annie F. Hills
Assistant.
7
Estella M. Haynes
3, 4
Lydia A. Brierly
1,2
Claflin School.
Adelaide Reed ..
Principal. Assistant.
6
Louise W. Stearns
66
4, 5
Mary R. Ware.
3, 4
Lizzie Flint
1, 2
District No. 4.
835
661.6
590
39
H. Chapin Sawin
Master.
Bigelow School.
Clara C. Prince.
Head Assistant.
Eudora Sanford
Assistant.
Martha M. Bakeman.
6
S. Louise Shelton.
Josephine H. Waters.
Annie E. Abrahams
Mary H. Dwyer
9 8 6 5 4 PA99486
7
Lilla T. Wilder.
Head Assistant. Assistant.
105
SECRETARY'S REPORT.
NAMES OF TEACHERS.
Department.
Class.
Whole No. of
Pupils during
the Year.
Average
Whole No.
Average
Attendance.
No. of Pupils
under 5.
No. of Pupils over 15.
Underwood School.
Emma M. Cleary
Assistant.
3
Annie L. Wood ..
2
Josephine W. Littlefield ....
1
Lincoln School.
Alotta C. Wilmarth
Assistant.
1, 2, 3
Jackson School.
Alice Pitts.
Principal. Assistant.
5, 6
H. Augusta Millard.
66
3
Ella M. Hotchkiss
60
2
Jeannette A. Grant
66
1
Ellen F. Dalrymple
66
Special Teachers.
William S. Tilden
Mrs. Emma F. Bowler. ..
1
Music. ยง Writing and Drawing.
4
Sarah E. Hayes.
The following Table gives the Statistics of Monthly Attendance and the Aggregate Attendance for School -Year ending June 29, 1877.
SEPTEMBER.
OCTOBER.
NOVEMBER.
DECEMBER.
JANUARY.
FEBRUARY.
Average
Whole No.
Average
Per cent
Average
Average
Attendance.
Per cent Attendanee.
Average
Average
Attendance.
Per cent Attendance.
Average
Average
Attendance.
Attendance.
Whole No.
Attendance.
Attendance.
Average
Average
Per cent
Attendance.
Mason . .
360
333.4
92.9
370.6
324.7
87.2
367.6
325.4
88.9
374.3
301.5
83.7 90.7
373.2 220.5
341.1 205.2
92.9
373.8 218.6
336.9
90.2
Prospect ..
278.4
264.7
95.3
255.3
239.9| 94.1
235.5| 215.2
92
229.9
208.8
Hyde ..
65.8
63
95.9
64.3
60.5
93.9
64.2
56.7
89
66.6 20.3
56.9 17.3
86.4 85.2
64 20.6
18.8
91.2
23.1
21.1
91.3
District No. 1.
726.4
683.1
95.8
714.3
647.9
92.4
688.5
616.4
90
691.1
584.5
86.5
678.3
623.2
91.7
683.8
622.7
91.5
Williams .
198.2
189.7
95.2
202.4
189.4
94.1
194
177.3
92
184.5
167.5
91.1
182.6
165
176.2
163.7
93.2
Hamilton .
103.2
99.6
96.5
106.2
102
96
108.5
104.4
96.5
107.3
99
92.7
109.2
103.6
105.9
101.8
96.3
District No. 2.
301.4
289.3
95.8
308.6
291.4
95
302.5
281.7
94.3
291.8
266.5
91.9
291.8
268.6
92.7
282.1
265.5
94.7
Peirce .
131.3
124.1
96
132.5
124.9
94.2
133
125.4
94.3
128.5
122.1
95.2
131.4
125.6
95.5
135.6
129.1
95.1
Davis .
176.8
170.3
96
180
174.1
96.7
176.9
163.7
92.1
171.8
159.4
92.1
167.6
162.1
96.4
172.7| 163.7
94.1
Franklin .
160
153
95.3
160.1
147.7
92
157.5
144.2
91.5
145.6
134.9
92.1
151
143.8
94.8
156.2
148.5
93.1
Adams.
161.9
155.8
96.1
163.1
152.3
93.4
161
146.3
90.5
160.7
141.6
87.7
157.3
145.7
92
157.9
149.3
94.2
Claflin .
193.3
185.1
96.2
202.8
191.5
94.3
202.7
180.6
89.4
185.9
163.3
88.3
180.6
168
93.1
182.5
171.3
93.9
District No. 3. ..
823.3
788.3
95.9
838.5
790.5
94.1
831.1
760.2
91.6
792.5
721.3
91.1
787.9
745.2
94.4
804.9
761.9
94.1
Bigelow .
299.4
286.1
95.6
313.7
293.3
93.4
305.5
278.4
91.5
295.4
270.2
92
292 140.9
265 114
91.3
290
267.3
93.2
Underwood .
152.5
141
91.7
148.4
136.1
91.1
153.5
129.6
83.2
148.3
119.6
79.6
80.2
143.5
124.4
86.2
Lincoln ...
25.7
24.9
96.8
25.5
23.3
91.3
24.7
21.6
87.4
22.7
18.2
80.1
24.9
22.1
88.7
26
22.8
87.6
Jackson ..
195.9
179.3
91.5
183.8
161
87.7
195.4
171.5
88.3
193.3
160.1
83.3
192.4
173.7
90.4
197.9
170.3
86.9
District No. 4.
673.5
631.3
93.9
671.4
613.7
90.9
679.1
601.1
87.6
659.7
568.1
83.8
650.2
574.8
87.6
657.4
584.8
88.5
High ..
239.7
228.9
95.4
252.2
236
93.5
258.7
242
93.5
258
240.4
93.4
253.5
238
94
249
234
93.9
Total .
2764.3 2620.9
95.3
2785
2589.5
93.2
2759.9 2501.4
91.4
2693.1
2380.8
89.3
2661.7 2449.8
92.1
2677.2 2478.9
92.5
.
22.2
22
99
24.1
22.8
94.6
21.2
19.1
90
Whole No.
Per cent
Average
Average
Per cent
Whole No.
Attendance.
68.3
62.9 92.3
Oak Hill
.
REPORT OF SCHOOL COMMITTEE.
106
.
Attendance.
Attendance.
Whole No.
Whole No.
SCHOOLS.
91.2
201.8 92.2
58.1 91.5
90.6 94.9
..
The following Table gives the Statistics of Monthly Attendance and the Aggregate Attendance for School -Year ending June 29, 1877.
MARCH.
APRIL.
MAY.
JUNE.
YEAR.
YEAR.
YEAR.
Average
Average
Per cent
Average
Average
Per cent
Average
Average
Per cent
Average
Whole No.
Attendance.
Attendance.
Whole No.
Average
Per cent
Attendance.
Mason ..
361.9
321.5
89.8
342.4
377.5
339.7 231.2 209.1| 85.1 17
90.6 91.1 91 90.5
16.6
15.2
91.5
..
. ....
District No. 1
662.6
592.4
91.1
698
635.5
91.5
710 8
641.2
90.8
686.1
625.6
92.1
694
627.3
91.4
Williams. .
165.9
152.3
92
178.6
161.5
90.7 96
188.4 109
174.5 104.3
95.9
107.7
103.3
96.4
. .
269.4
252.2
92.7
285.8
264.3
93.3
297.4
278.8
94.4
283.8
263.1
93.9
291.5
272.1
93.9
Peirce ..
130.8
119.4
91
124.9
114.3
91.7
120.1
111.9
93.1
117.7
106.7
90.2
158.9
145.7
91.6
131.1
121
92.4
173.6
161.7
93.1
170.2
169.9
95.7
Franklin .
152.8!
141.6
92.3
164.8
152.3
92.3
164.6
149.2
90.4
162
149.9
92.4
Adams ..
148.6
134.9
90.5
150.3
138.1
91.5
137.8
122.7
89.1
135.6
125.3
92.1
Claflin .
182.1
163.4
90.1
189.2
172.9
86.7
163.3
135.5
85.7
172.2
155
90.7
.
District No. 3
773.2
705
91.1
760.3
698.6
90.9
759.4
681
90.3
757.7
706.8
Need help finding more records? Try our genealogical records directory which has more than 1 million sources to help you more easily locate the available records.