USA > Massachusetts > Plymouth County > Norwell > Town of Norwell annual report 1890-1899 > Part 20
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1898. Shakespeare's Macbeth ; Burke's Speech on Con- ciliation with America ; DeQuincey's Flight of a Tartar Tribe ; Tennyson's The Princess.
(b) One only of the three languages, - Latin, French
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and German. The translation at sight of simple prose, with questions on the usual forms and ordinary constructions of the language. The candidate is earnestly advised to study Latin and either French or German."
The course of study for the High school has been so re- vised and arranged as to cover the above requirements, and on account of the uniformity of the work in the other schools, the entering class can begin directly upon some of the High school studies; and if thoroughly pursued, will be able at the completion of the course to pass the examinations for admission to the Normal schools.
CONCLUSION.
In conclusion I wish to express my thanks to you for your assistance and co-operation, and to the teachers for their faithful services and the kindly spirit they have shown in receiving my suggestions.
Respectfully submitted,
A. J. CURTIS, Superintendent.
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CITIZENS' CAUCUS.
The citizens of the Town of Norwell are requested to meet at the Town Hall, Norwell, on Saturday evening, Feb. 20, 1897, at half past seven o'clock, to nominate town officers for the ensuing year, and to transact any other business that may properly come before them.
Per Order of the Selectmen.
TRANSCRIPT OF ARTICLES IN THE WARRANT
For the Annual Meeting, March 1, 1897, at 9 o'clock A. M.
Article 1. To choose a Moderator.
Art. 2. To choose a Town Clerk.
Art. 3. To hear and act on the report of the Selectmen, Overseers of the Poor, Auditor, Collector and Treasurer.
Art. 4. To choose all such Town Officers as the laws of the State and by-laws of the town require.
Art. 5. To bring in their votes "Yes" or "No" in answer to the question : Shall licenses be granted for the sale of intoxicating liquors in this town for the ensuing year ?
Art. 6. What amount of money will the town raise for the support of poor and incidental expenses.
Art. 7. What sum of money will the town raise for the support of schools.
Art. 8. What sum of money will the town raise for highway repairs.
Art. 9. What compensation will the town make for re- moving snow.
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Art. 10. In what manner and time shall the taxes be collected the ensuing year.
Art. 11. Will the town accept the list of Jurors as pre- pared by the Selectmen.
Art. 12. Will the town authorize the Treasurer, with the approval of the Selectmen, to hire money in anticipa- tion of taxes.
Art. 13. To hear and act on the report of any committee heretofore chosen.
Art. 14. To make allowance to town creditors.
Art. 15. What sum of money will the town appropriate for the use of Post 112, G. A. R., on Memorial Day.
Art. 16. What sum of money will the town appropriate for the payment of State and military aid.
Art. 17. What sum of money will the town appropriate to pay the Superintendent of Schools.
Art. 18. Will the town appropriate a sum of money to pay for the transportation of scholars to the High School.
Art. 19. Will the town give any instructions to town officers.
Art. 20. Will the town cause a statement of their finan- cial affairs to be printed in February next.
Art. 21. Or act or do anything relative to the above.
Citizen's desiring additional articles in the warrant will present them to the Selectmen on or before Feb. 19, 1897.
THOMAS BARSTOW, GEORGE W. GRIGGS, ALPHEUS THOMAS,
Selectmen of Norwell.
Norwell, Feb. 10, 1897.
COURSE OF STUDY
IN THE
PUBLIC SCHOOLS &
OF THE
TOWN OF NORWELL.
ROCKLAND : ROCKLAND STANDARD PRESS. 1897.
COURSE OF STUDY.
ARITHMETIC.
FIRST GRADE.
Teach by means of objects the numbers from 1 to 10. · Teach each number and all its combinations before proceed- ing to the next number ; thus :- teach four, first as a whole by showing four objects; then in succession three and one, four less one, one and three, four less three, two and two, four less two, four less four ; two twos, four ones; ones' in four, twos in four, four in four. Accustom the pupils to make easy problems using the combinations, as, "I had four apples and gave away two," illustrating the separation with counters (use for counters blocks, shoepegs, toothpicks &c).
Teach one-half of 2, 4, 6, 8, 10; "one-third of 3, 6, 9; one-fourth of 4, 8 ; one-fifth of 5, 10 ; also the signs +, -, X, ;, =. Count to 20. Teach Roman numerals to X and the use of pennies, five-cent piece (nickle) and dime. Prac- tice in adding single columns, sum not to exceed 10. For drill work keep on the board or large sheets of paper the following :-
321 5 4 6 7 8 4 3 6 5 7 89 2 2 2 2 3 5 X2 3453.I
+2 4 5 3 4 3 2 2 -3 2 4 2 3 4 4
When the pupils have thoroughly learned the combinations, drill on the same combinations without objects. If the pupil is not sure of a combination require him to learn it with the counters. Watch carefully the way figures are made and correct faults. Insist on neatness and order in work, and accuracy in statement, accept nothing else. "Aim first at ac- curacy and then at rapidity."
:
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SECOND GRADE.
Teach numbers to 50; all combinations to 20. Fractional parts 多, 圣, 중;忌, 舌,張;}, 구 ·
Read and write numbers to 100 ;. Roman numerals to L; coins to $1. Practice measurements with pint, quart, inch, foot, dozen; teach abbreviations of the same. Add and subtract by twos, threes, fours, fives, &c. to and from 20. Practice in adding single columns. Let pupils make and recite tables in addition, subtraction multiplication and divi- sion as far as numbers are taught. Combine multiplication with addition, subtraction and division, as, 3 × 2 + 4 = ? , 3×4-5 =? , 4×5:5 =? For rapid drill keep forins on blackboard or on large sheets of paper hung on the wall.
THIRD GRADE.
Numbers to 100; reading and writing numbers to 1000 ; · Roman numerals to M. Written addition, subtraction, mul- tiplication and division, using multipliers and divisors of one figure only. Fractions with one to ten for numerator to 12ths. Always use objects in teaching fractions, - something which can be exactly divided. Cardboard circles cut carefully into the different fractional units to twelfths. Have much practice in changing and combining fractions. Multiplication table to 10 X 10. Measurements with gallon, yard, peck, bushel, ounce, pound, score, seconds, minutes, hours ; and have pupils make easy problems involving the above measurements. Teach pupils to tell the time of day. Practice adding and subtracting by twos, threes, fours, fives, &c. to and from 100. Add columns of two figures, and practice adding long single columns for accuracy and rapidity.
FOURTH GRADE.
Reading and writing numbers to 1,000,000. Addition, subtraction, multiplication and division with multipliers and divisors of two and three figures. Teach to combine like and unlike fractions to twelfths ; also to change fractional num- bers to integers and mixed numbers, and the reverse. Decimal fractions, addition, subtraction and multipli-
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cation of tenths and hundreths. Easy problems in United States money and practice in making change. Make change by adding, thus : - 27 cents from a half dollar, 27+3+10+ 10 == 50. Add in columns United States money, using the dollar sign and the decimal point.
FIFTH GRADE.
Reading and writing numbers to billions ; continue drill in the fundamental operations, three and more figures for multipli- er and divisor. Drill on fractions as laid down in First Book. Decimal fractions beyond thousandths. Continue examples in U. S. money and make out bills. Finish First Book.
SIXTH GRADE.
Begin Complete Arithmetic and drill thoroughly in Nota- tion, Numeration and the four fundamental operations. Complete Common and Decimal Fractions, U. S. Money, bills and accounts. Have pupils make problems from things studied and observed.
SEVENTH GRADE.
Compound numbers. Reduction ascending and descending, with fractional applications. Give pupils much practice in measuring the length of objects in and about the school building, and teach them to estimate lengths and distances, horizontal and vertical. As fast as the units of measure are learned they should be used in problems. The pupils should find by trial how many of each kind of units make one of the next higher, and then make their own tables. Give practical problems in measuring surfaces and in finding the contents of rooms, bins, boxes, lumber and piles of wood. Avoid all difficult and perplexing problems. Begin Percent- age and apply it not only to money but to all kinds of units ; Profit and Loss ; Commission ; Insurance and Taxes.
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EIGHTH GRADE.
Interest, simple and compound, with a few examples in Partial Payments; Discount, bank and commercial ; Stock Investments ; Ratio and Proportion, simple and compound ; Partnership.
NINTH GRADE.
Metric System, Square Root, Mensuration and General re- view of the book. Begin Algebra.
SUGGESTIONS FOR ALL GRADES.
To secure independent work and prevent copying, as- sign different work to different pupils, also require them to make examples. Use the drill tables in the books, and have a great variety and number of examples in all subjects written on numbered cards, with the answers in a book kept for the purpose. Blackboard work should not be concert work, nor work that has been previously done by the pupils, but practical and interesting problems. Pupils should analyze their examples and express the work in detail. Have the work diagramed whenever possible.
LANGUAGE.
Give particular attention to language in all exercises of the school. The use of correct language is acquired only by constant practice. No incomplete statement or ungrammati- cal expression should pass unnoticed by the teacher. In all dictation exercises, dictate distinctly and but once. Plan the language work in connection with the work in other studies. "Accept none but the best work the pupils can do."
FIRST GRADE.
Accustom the pupils to talk freely and easily about familiar things. Teach the names of things; as the things in the room, parts of the house ; the qualities of things ; as large, small, long, short, rough, smooth, &c .; the use of the forms is, are, was, were, have, has ; capitals in writing their names ; the period.
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SECOND GRADE.
The work of the previous year continued with short de- scriptive sentences of objects and pictures. Discourage the too frequent use of and in these exercises. Have pupils copy from the board or book simple sentences, the name of the town, days of the week, months, &c. In these short sen- tences teach the use of capitals, period, question mark, words I and O, and abbreviations Mr., Mrs., Dr. Give short dicta- tion exercises.
THIRD GRADE.
Continue dictation exercises. Reproduction of short stories told or read to them. The writing of simple letters by copy- ing. Teach the abbreviations used in letter writing.
FOURTH GRADE.
Review the principal work of the previous grades. Teach the use of to, two, too ; there, their ; vowels syllables and pro- nunciation ; silent letters and accented syllables. Exercises in dictation and reproduction. Some of the rules for the use of capitals and punctuation marks.
FIFTH GRADE.
Teach letter writing : (a) the heading ; (b) the address ; (c) the salutation ; (d) the close ; (e) the superscription. To fix the use of capitals, punctuation and spelling give frequent exercise in dictation and reproduction. The lessons in geog- raphy will furnish good reproduction exercises. Teach com- mon names and the possessive form of nouns, singular and plural ; the use of this, that, these and those, a and an; the sounds of the consonants ; the apostrophe ; paragraphing.
SIXTH GRADE.
Quotations direct and indirect ; verb forms ; combination of statements ; use of who, whom, which ; words to use after is and are. Teach simple sentences to distinguish subject, pred- icate and object ; use of words in a sentence; the parts of speech. Review the use of capitals and punctuation marks by.
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giving frequent dictation exercises. Continue letter writing and have pupils write replies to "Wants" cut from papers.
SEVENTH GRADE.
Arrangement of declarative, interrogative, imperative sen- tences ; nouns, common, proper and collective ; pronouns, personal, compound, antecedent ; verbs, transitive and intran- sitive, complete and incomplete ; verb phrases ; Be as com- plete verb ; sentences, simple and compound ; clauses, adjec- tive, adverb and noun ; analysis and synthesis. Give atten- tion to additional business forms, as letters of applications, advertisements, telegrams, and the answers appropriate to each of them.
EIGHTH GRADE.
Teach rules of construction ; analysis of compound and complex sentences ; inflection, number, gender and case of nouns and pronouns ; comparison of adjectives and adverbs ; verbs, regular and irregular, copulative and attributive ; tense, voice and mode ; conjugation ; word building and derivatives. Drill on irregular verbs and review all the grammatical forms.
NINTH GRADE.
Study the construction of words according to kind, form and relation. Teach the idea of synonym. Study selec- tions from American classic authors. Teach the pupils to write short essays and current events. Figures of rheto- ric should be observed and described.
GEOGRAPHY.
Simple lessons preparatory to the study of geography may be given the first, second and third years. No text book.
Teach directions, N., S., E., W., and N. E., S. E., N. W., S. W. Oral lessons on winds, rain, snow, ice, sunrise, sunset, the sun at noon, &c. Observations of some of the more important features in the neighborhood, - hills, valleys, springs, brooks, rivers. The third year have the
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pupils draw plan of school grounds with house, trees, &c., then a map of the town, locating the ponds, hills, valleys, brooks, rivers, streets, churches, schools, stores, halls, rail- roads. Its position in the state and county, length and width in miles, its population, business, manufactured arti- cles, vegetable productions, climate and soil.
The fourth year use the geography and all other means available for study and reference ; as pictures, railroad maps, clippings from newspapers and extracts from books of travel. Encourage the pupils to use the public library, and to locate important places in their history and reading lessons. Have pupils make collections of products, relief maps and produc- tion maps.
FOURTH GRADE.
Geographical objects : - Bodies of land and water, Projec- tions of land and water, Climate, Soil, Productions-minerals, plants, animals. People. Occupations - hunting, fishing, agriculture, grazing, lumbering, mining, manufacturing, com- merce. Settlements-city, town, village. States of Society- savage, barbarous, half-civilized, civilized. Study the hemi- spheres, North and South America, using the above topics.
FIFTH GRADE.
The earth as a whole : - Its position in space, size, rota- tion, poles, axis, equator. Land and water hemisphere. Continents, Islands,-continental, oceanic. Main features of continents, - form, coastline, highlands, lowlands, rivers, lakes. Climate, soil, productions and people. Study the United States, Europe, Asia and Africa.
SIXTH GRADE.
Review the study of the earth as a whole.
Study North and South America, using the following topics : Position - in hemisphere, in zones, latitude. Size. Outline - general shape, projections and islands. Surface -highlands,
.
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lowlands. Drainage - river systems, lakes. Climate, Life, Resources, Political divisions.
SEVENTH AND EIGHTH GRADES.
Study Europe, Asia Africa and Australia, using the same topics as for North and South America. The United States, first as a whole, then by sections.
Special study for Massachusetts : Position-in its group in the United States, latitude. Boundaries - natural, artifi- cial. Size- compare with other states and foreign countries. Seacoast, land and water projections. Islands. Surface - highlands, lowlands. Rivers and Lakes -location, valuation. Industries, Products, Cities - location, size, leading indus- tries, history.
READING.
FIRST GRADE.
The first lessons must be in script from the blackboard. The first two months the following words to be taught by the sentence method. Add new words slowly and teach them thoroughly. Keep on the board a list of words learned and review them often. Whenever possible teach the words by means of objects: cat, dog, doll, hen, nest, bird, egg, hat, cap, whip, fox, cup, mug, boy, girl, top, drum, bee, apple, dress, gun.
· Has, have, see, saw, is, are, was, ran.“
A, an, the, black, white.
'I, it, this, my, that, he, his.
And, in, not, no, on.
Third month. Cage, horse, sled, book, hand, frog, goat, cart, mouse, corn, duck, tail, fur, eye, ear, nose, mouth, head, face, hair, feet, kitty, chicken, coop, paper, bell.
Do, did, may, can, spin, play, come, tell, like, eat, smell, h ear, wash, comb, catch, make, wait.
Big, red, old, one, two, three, four, five, little, blue, gray, right, left.
She, you, me, her, him, who.
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Here, away, with, to, as, fast, so, yes, for, these, near, now.
Fourth month. Man, tree, leaves, grass, hay, sand, pail, boat, spade, fish, water, slates, desk, chair, floor, pencil, school, teacher, papa, mamma, flower, garden, day, night, bed, morning, evening, sister, brother.
Let, will, think, draw, come, grow, row, swim, read, write, go, say, think, please, love, buy, give, gave, should, bring, speak, shake, sing, walk.
Pretty, small, large, many, all, nice, new. six, seven, eight, nine, ten, green, yellow, brown, dark, bright, polite.
Your, us, our, they, them, their.
Where, any, by, of, at, into, but, why, when, if, always, yes sir, no sir, yes ma'amı, no ma'amn.
Second Term. - First month. By the same method teach : Baby, house. bat, ball, puppy, book, line, barn, yard, street, shoe, board, window, summer, winter, snow. ice, pocket, pond, hill, wood, coal, stove, clock, time, o'clock, sun, moon, star, sky, rain, letter.
Feel, try, fly, gather, help, live, slide, ride, wear, read, shines, laugh, fall, fell, burn, tick.
Tall, short, warm, cold, hard, soft, sick, happy, beautiful, young, kind, cross, clear, glad, pleasant, dull, sweet, funny, round.
Whose, which, those, these, what.
Down, into, out, over, almost, such.
Add easy proper names at any time. Use singular and plural forms, declarative and interrogative sentences. Review constantly by combining the new words with those already learned. The above words at the end of the second term should be easily and fluently read at sight. Teach phonic analysis.
The last of the second term change from script to print, and use chart and First Readers.
SECOND GRADE. -
Continue First Readers supplemented by others of similar grade and such children's classics as are adapted to this
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grade. The teacher should read to the first and second grades selections from Esop's Fables, Seven Little Sisters, Mellen's Little Folks in Feathers and Fur, Seaside and Way- side No. 1, Pratt's Fairy Land of Flowers, and such other books as her experience leads her to think desirable.
THIRD GRADE.
Cyr's Second Reader supplemented by other second readers and children's classics, as Grimm's Fairy Tales, Æsop's Fa- bles, Garden and Field, Seaside and Wayside, Number 1, Life of Bryant, Columbus, Washington, Franklin, &c. Se- cure the attention of the children by requiring them to tell the substance of the passage read. Train pupils to read to the class. That all may hear and be read to, arrange the class in a circle or square, not in long lines.
FOURTH GRADE.
Harper's Third Reader and others of the same grade, with Hawthorn's Golden Touch, Three Golden Apples, The Miraculous Pitcher. These are suitably arranged to be read by children of this grade. The teacher may read to the third and fourth grades from the Seaside and Wayside series, Stories for children. Stories of Child Life, I, At Home, II, At Play, III, In the Country, IV, At School.
FIFTH GRADE.
Third Readers continued with the following supplemen- tary reading. Stories from American History, King's Geo- graphical Readers, Hooker's Child's Book of Nature.
Encourage the pupils to read out of school one book each term, either one of the following or of similar grade: Five Little Peppers, Black Beauty, Christmas Carols, Miss Muloch's Adventures of a Brownie.
SIXTH AND SEVENTH GRADES.
Fourth Readers with the following supplementary reading: Irving's Legend of Sleepy Hollow. Rip Van Winkle, Gold-
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smith's Deserted Village, Stories of Ancient Greece. To be read at home, if possible, one each term : Robinson Crusoe, Coffin's Boys of '76, Whittier's Snow Bound and Tent on the Beach, Butterworth's Zigzag Journeys, Seven Litttle Sis- ters, Five Little Peppers Midway, and Five Little Peppers Grown up.
EIGHTH AND NINTH GRADES.
Whittier's Snow Bound, Longfellow's Evangeline, Court- ship of Miles Standish, Bryant's Thanatopsis and other poems, Burroughs' Birds and Bees, Lincoln's Gettysburg Speech and other papers. To be read at home, two each term, if possible : Sketches of American Writers, Haw- thorn's Wonder Book, Tanglewood Tales, Longfellow's Hi- awatha, Scott's Lady of the Lake, Dickens' Christmas Sto- ries, Tennyson's Enoch Arden, Cooper's The Spy, The Pilot.
It is not expected that all the books that have been men- tioned will be read, but it is hoped that teachers will advise and encourage the pupils to read one book, at least, each term. A little effort on their part will repay them in a short time by having lessons better prepared and understood. I think many of the books named in all the grades above the fourth can be found in the library. The co-operation of pa- rents in this work is desired, which will be of great assistance to the teachers and benefit to their children.
HISTORY.
The study of history should begin by the reading and telling of stories embracing the essential truths of general history, and later, stories of our own history should be read by the pu- pils. If such work is continued to the sixth and seventh grades, the pupils will then be capable of studying history in an intelligent way and acquire a taste for historical reading.
PRIMARY GRADES.
Selected stories to be read and told by the teacher and easy stories to be read by the pupils. The material may be taken
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from Mythology, Fable, Romance, or Poetry, adapted to the capacity of the pupil. As pictures of persons and places will make the stories more interesting and educational, the teacher should make collections and encourage the children to do the same.
SIXTH GRADE.
Begin the study of Indians and Esquimaux as suggested by the following topics.
(1) Indians:
Life in tribes : Chiefs, Warfare. Indian child : Dress, Cradle, Pets, Games. Home : Wigwam, how made. Fire, how built, Food, how cooked. Furniture. Work of the women, Manners and Customs, Money, Medicine men. The Great Spirit, Happy Hunting Grounds, Treatment by the White Men.
(2) Esquimaux :
Appearance and dress.
Houses : Shape, size, how built, warmed and furnished.
Food: Kinds, how obtained and used.
Dogs: Description, how used, characteristics.
Sledges: How made, size, how used.
Boats: Weapons, Utensils.
Arctic animals: Bear, deer, seal, walrus.
Children: Life, dress, sports.
Social Customs: Home life, money, schools.
Country and Climate, summer and winter, day and night, sunrise, sunset and moonlight.
Vegetation: What grows.
BOOKS RECOMMENDED FOR USE OF TEACHERS.
Story of the American Indian. Brooks
Indian History for Young Folks. Drake
Among the Indians. Boller
The Myths of the New World. Brinton
Manners and Customs of American Indians. Catlin
Famous American Indians. Eggleston
Pawnee Hero Stories. Grinnell
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Adrift in the Ice Fields. Children of the Cold. Polar World. World of Ice.
Hall Schwatka Hartwig Ballantyne
SEVENTH GRADE.
The following are suitable topics for this grade. Stories of the Indians, Columbus and Queen Isabella, The Discovery of America, Captain John Smith and Pocahontas, The Pilgrims, The Quakers, Roger Williams, William Penn and the Indians, The Boston Tea Party, Gen. Washington and his Army, Youth of Washington, Stories of the Revolution, Benj. Franklin.
BOOKS FOR THE PUPILS TO READ.
Stories of American History. Dodge Watson
The Boston Tea Party.
Customs and Fashions of Old New England. Alice Earle
Boston Town. Scudder
BOOKS FOR TEACHERS.
Beginnings of New England, Fiske
Book of American Explorers,
Discovery of America by the Northmen,
Higginson Beamish
History of Massachusetts-Colonial Period, Barry
How New England was Made, Humphrey
EIGHTH GRADE.
Formal study and recitation begin. Early Settlers :-
Northmen, Mound Builders, Indians, American Explorers, Colonial Development, Virginia, Grants of Territory, Charac- ter of the Colonies, Negro Slavery, Bacon's Rebellion, Mas- såchusetts Puritans in Holland.
Plymouth Colony, Mass. Bay Colony, Settlement of Boston, Growth of the Colony.
Connecticut Emigration from Massachusetts, Colonies Unit-
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ed. Read the narrative of other colonies and note the dis- tinctive features of each. The Intercolonial Wars.
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