USA > Massachusetts > Middlesex County > Reading > Town of Reading Massachusetts annual report 1878-1879 > Part 4
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There is but one way to learn to speak and write any language cor- rectly, and that is by practice under judicious criticism. Practice in writing should begin as soon as the pupil can form easy sentences upon his slate. It should not be given in the form of set composi- tions, once in a week or month, upon subjects the pupil knows little about; but ordinary descriptions of the things about him should be frequently required. Familiar letters to the teacher might be written. Let these exercises supplement the object lesson. They need not be models of literary style, but plain, simple accounts of common things.
Conversation should enter much more largely than now into the entire school course. Most young children like to talk. In the primaries a question is sure to bring a shower of answers, so ready are they to put what they know into words. But as they grow older
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they lose confidence, and seldom acquire the power of distinct and accurate statement. As before remarked, let the pupil tell what he sees. Subject him to the kindly criticism of his associates. Point out the defects in his language. Make him feel that the end of all this practice is to enable him to express himself clearly. Every pu- pil should not be required to explain his work or recite his lesson in the same way. No two minds are precisely alike. The unvarying explanation is apt to be the mechanical formula, memorized but not understood. Let everything be exact but not mechanical. The spontaneity of the child should be encouraged.
If this plan were pursued under the direction of a judicious teach- er, can any one doubt the result ? Should we hear as frequently as now this answer from a pupil when questioned concerning an opera- tion ; "I know how to do it, but I can't explain it." Or find him abashed at a question framed in terms slightly different from those to which he is accustomed? The art of expression, both oral and written, should be taught throughout the course. A change was made this year in the text-books in grammar. It is not intended that the pupil shall hereafter be burdened with grammar as a science until he has received such elementary instruction in language as shall prepare him therefor. Small time will be given to parsing as mental gymnas- tics. The methods employed are somewhat novel, but if the plan proposed realizes the expectations concerning it the results will just- ify its adoption. If not, let some other take its place. A text-book should be used as a guide merely. A competent teacher is superior to all text-books. The definitions and forms of the book are to crys- talize what has first been brought out orally.
THE STUDY OF HISTORY
will furnish much material for the cultivation of the pupil's power of language. The test of proficiency here, as elsewhere, should be his ability to give in his own words the leading points of the lesson. Nothing is more interesting to many children than stories of adven- ture and discovery-the brave deeds of noble men. American histo- ry is largely made up of such elements, and if properly presented will enlist the child's attention and engage his mind. It is possible, how- ever, for him to spend three years upon the study, and, in six months thereafter, know very little about it, and, worse still, have the sub- ject become so dull that its very name is distasteful. On the contra- ry, under good teaching he not only may gain a knowledge of the salient points in our country's history, but may have his taste for
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reading directed into beneficial channels. The teacher should never be at loss for illustrations and anecdotes bearing upon the lesson. In one of our rooms a piece of ancient pottery from the west, ac- companied by a brief account of its origin, no doubt did more to bring the mound builders vividly before the class than all the pre- vious memorizing of the text-book.
We who are familiar with a subject often forget how far removed from the actual its details appear when first presented to a child. The secret of the novelist's success lies in his ability to make us feel that we are in the midst of the scenes and characters described. In this very domain of history, it is Macauley's power of vitalizing the incidents of the story that renders his pages so fascinating. The teacher may profit from such examples.
Higginson's "Young Folks' History of the United States " and Mrs. Monroe's admirable "Story of our Country " lie upon the desk of one of our teachers. The pupils have free access to them, and are never tired of reading history when so attractively presented. The two completed volumes of Baker's "Library of History for Young People "- "The Voyages of Vasco de Gama," and " The Story of Pizzarro " - have recently been added to the Public Library. These books are not only interesting to the young, but are calculated to inspire a taste for historical and biographical literature. Carleton's " Boys of '76" and "The Story of Liberty" are kindred works ; while for the more advanced pupil, who is studying ancient history and the heroic age of Greece, there are Hawthorne's "Wonder · Book" and "Tanglewood Tales," and Mr. Alfred Church's "Stories from Homer " and " Stories from Virgil." Other similar works will be added from time to time, and the teacher may render good ser- vice by pointing them out to the student of history.
And here we cannot forbear alluding to the opportunity open to the teacher of fostering a taste for healthful
GENERAL READING
on the part of the pupil. In one of the schools some of "Rollo's Travels in Europe," by Jacob Abbott, were given to the class as read- ing-books during the general exercises customary on Friday after- noons. The pupils were taking up Europe in their lessons in geog- raphy. In these books they found narrative descriptions of the buildings, people and customs of the countries about which they were studying. Their interest in geography was increased, and they became acquainted with a series of books, not one of which they had
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previously read, and in which - as in everything Jacob Abbott has written - instruction and pure morals were blended. And before this, in the same school, pupils were found eagerly reading the novels of Mrs. Holmes, unaware of the existence of books so interesting as these by Abbott! The use of the "Nursery," as a companion to the reading-book in the primary classes, was followed by an increased interest in the reading lessons. The pictures and familiar stories contained in this magazine at once attract the pupil. Children read with spirit, and usually with proper emphasis, what they understand and are interested in. If we were able to supplement the " Nursery " with similar literature in the schools above, it cannot be doubted that two things would follow : first, a marked improvement in enunciation and emphasis ; second, the development of a taste for something higher than the trash which is coming to form so large a part of the mental food of the young. The " Child's Book of Nature," intro- duced in the medium schools some years ago, was a step in the right direction, but we are only beginning to do what might be done. It is to be hoped that in the future more liberal provision may be made for aiding the mental and moral growth of the child by proper read- ing material in the schools. Until then much may be accomplished by the enthusiastic teacher who will take the trouble to introduce good books for use in the general exercises, and who will direct her pupils to such healthful works in the Public Library as are adapted to their ages.
And what shall we say of the necessity for showing the pupil the bearing which certain studies have upon
THE PRACTICAL AFFAIRS OF LIFE ?
It is the teacher's duty to connect the school room with the world outside, and to teach the practical application of the principles un- folded to the varied operations of human industry and affairs - the use of money, the elementary transactions of commerce, the appli- cation of weights and measures, and the like. Nothing connected with any study that can possibly aid in training the senses and the judgment, such as estimating distances, map-drawing, etc., should be neglected ; for these directly tend to prepare the pupil for future usefulness, and help to interweave the school work with the pursuits of life.
Besides all this effort to develop the intellect and train the senses, the teacher should ponder long and seriously upon the duty which rests upon her of quickening the moral nature of the child.
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MORAL EDUCATION
should accompany intellectual culture at every stage of its progress. Some one has truly remarked that, though children have no intellect- ual life at first, they have moral life. The teacher should guard at every point against the temptations that frequently beset the inno- cence of the children under their control, and the evils that some- times appear in the schools where many pupils are gathered. And especially should she seek to impress upon the young the virtues of honesty, truthfulness and fair dealing in all the associations of school life. She should be watchful of the behavior of her pupils upon the street, and take the first opportunity of correcting rude manners and improper conduct. How she shall do all this must be left to her own tact and discretion. There should be as little preaching about the matter as possible. Much may be done by relating to the pupils a story embodying the faults observed, and leading them to draw out and apply the moral. The conduct of the personages referred to in history should be analyzed, and the difference in motives plainly put before the class. The moral taught in the reading lessons might also be dwelt upon.
More than all, the teacher must exemplify in her intercourse with her pupils the virtues she desires them to practice. She cannot be too scrupulous in her methods of conducting school work. The slightest unfairness in her treatment of pupils or the mildest decep- tions in examinations or records may work great injury to her influ- ence in the school. Children are quick to discover the motives of an action, and often understand the causes of conduct which we think quite beyond their penetration. "During the time of study and of play the teacher should observe the moral conduct of the pupil, and should lose no opportunity offered for training him to love that which is beautiful and true. A sound morality may be taught and made the basis of all moral conduct, and still no approach be made towards interfering in any way with the peculiar opinions that give rise to sects and parties. No teacher whose mind has been set free, by a liberal education, from prejudice, and from an inclination to make forms superior to principles, will have any tendency to introduce into his moral teaching that which is not essential to good morals, nor to the fundamental principles of Christianity." *
Closely allied to this subject of moral training is that of
* Hon. J. W. Dickinson.
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SCHOOL GOVERNMENT.
Here the lesson to be taught is self-control. The school should be a democracy where all are interested in maintaining order, not a des- potism ruled by a petty monarch. The moral sentiment among the pupils should cause an offender to feel that he has not merely broken a rule established by the teacher, but disturbed the well-being of the school. The pupils should stand upon an equality in their inter- course with each other, and all should receive equal consideration from the teacher. No class jealousy should be allowed to exist. Every one should understand that no disgrace can attach to a pupil, except through failure on his part to do his best to fulfil the teach- er's requirements. A resort to scolding or threatening by the teacher inspires neither respect nor obedience.
We cannot close these brief hints without a few words of personal reference to
THE TEACHERS.
It will be apparent that to carry out the spirit of these suggestions will require earnestness on the part of the teacher. If she would be successful in her work she must not rest satisfied with giving her attention to the school during the five hours of each day's session. She must employ every aid she can discover to accomplish the results sought. She must keep her mind fresh and open to the advances which are being made in every department of knowledge, and by reading and observation prepare for her work. She must be full of enthusiasm and energy before her classes. She must, in short, be everything she wishes her pupils to become. We believe our teachers to be faithful and desirous of doing all in their power for the welfare of the schools. That they should all be equally efficient is not to be expected. It would be invidious to draw any comparison in this report. We are all liable to errors both in judgment and execution. We sympathize most heartily with them in the difficulties and dis- couragements which constantly arise in their work. We know well how hard it is to reduce theory to practice, and realize that the short- comings and unfulfilments of the best-laid plans of school work are often as apparent to them as to those who so freely criticise their efforts. We have found them ready to adopt any suggestion which seemed to promise improvement, and have no doubt that they will continue to labor in the same direction in the future.
The qualities needed for success in teaching are rare, and not to be valued by a money standard. They entitle the possessor to the
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respect and consideration of society. No teacher will be retained by the committee who is unfaithful, or who is found after trial to be unadapted to the work. And while the committee and the town have a right to expect the best service of which each teacher is cap- able, the teacher who is doing her best - though that be far short of perfection - should receive the sympathy and co-operation of every parent so long as she holds her position. Without this support no teacher, however competent, can succeed. She should be made to feel, also, that her services are appreciated by the community, and that its recompense to her will be limited only by its ability.
EXPENSES AND ESTIMATES.
As we have alluded to the improvement secured in our schools during the past four years, we also ask your attention to the steady reduction of expenses during that time. Every opportunity for re- trenchment that would not injure the condition of the schools has been improved, and a total reduction in expenses of over 26 per cent. has been effected during the period named. The expense per pupil in Reading has been reduced more than 15 per cent. since 1874, while the decrease per pupil in the State at large has been but 6 1-2 per cent. in the same time.
While many towns have made but small reduction until recently, and are suffering from the effects of sudden retrenchment, entailing loss of teachers and consequent disturbance of schools, we have been able, by your generosity in making appropriations, to make this saving gradually, so that all friction has been avoided and steady progress maintained. There is, of course, a limit to the reduction of expenses beyond which it is not wise to pass, but we believe the record we present entitles the committee to your confidence that no expenditure will be authorized by them which is not consistent with true economy, nor necessary for the efficiency of the schools.
If instruction in music be discontinued, we think the sum of $8000 will suffice for the maintenance of the schools during the coming year, with $700 additional for incidentals. We recommend that these amounts be appropriated.
The terms of Messrs. Wadlin, Kittredge and Durgin expire, leav- ing three vacancies to be filled at the ensuing annual meeting.
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The usual statistics, reports of expenses, etc., are contained in the appendix, to which attention is invited.
Respectfully submitted :
HORACE G. WADLIN, Chairman, CHARLES F. BROWN, WILLIAM F. DURGIN, W. WALLACE DAVIS, HENRY G. KITTREDGE, WILLIAM J. WIGHTMAN,
SCHOOL COMMITTEE OF READING.
READING, March 14, 1879.
APPENDIX.
GENERAL STATISTICS.
Population of Reading. 3186
Number of children between 5 and 15 years of age, May,
1878 .. 475
Amount appropriated for instruction, fuel and care of rooms. . $8000 00
Amount appropriated for incidentals
700 00
Amount received from State school fund
200 85
Total receipts . $8900 85 Expended for instruction, fuel and care of rooms. $8016 00 Expended for incidentals. 612 08
Total expenditures
8628 08
· Balance unexpended
$272 77
PUPILS.
Whole number of pupils enrolled during the year 590
Average whole number (from returns of each term) 5º3
Average daily attendance. 457
Number of pupils admitted to High School. 34
Average age of pupils admitted to High School.
15 years.
Length of terms : Ist, 13 weeks ; 2d, 12 weeks ; 3d, 14 weeks.
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NAMES OF PUPILS GRADUATING FROM THE HIGH SCHOOL, JUNE, 1878.
Emma F. Adams,
Ada C. Andrew,
Kate L. Beard,
Nellie M. Blunt,
Lizzie E. Cummings,
Bertha C. Dole,
Minnie K. Eames,
Mary F. Eaton,
Augusta S. Hayes,
Maud F. Littlefield,
Nellie S. Loring,
Clara F. Nash,
Sarah E. Parker,
Nettie M. Skinner,
Lizzie Turner,
Mattie F. Wilkins,
Florence J. Wilson,
Adelbert H. Carter,
William S. Carter,
Joseph C. Clark,
George A. Forbes,
Arthur J. Foster,
Walter Gerritson,
George B. Holden,
William O. Richardson.
ROLL OF HONOR,
giving the names of those who have been neither absent nor tardy since March, 1878, and the schools to which they belong.
HIGH SCHOOL.
* Emma Adden,
* Nellie A. LaClair, Walter P. Gleason, Frank W. Kendall,
Leighton H. McIntire,
* Hannah E. Hibbert, L. Fannie Mitchell, * Edea R. Beers,
* Alice O. Dow, Mary C. Holden, George Hill, Grace H. Brown,
* Agnes H. Forbes,
* Lydia A. Holden, Wilbur F. Pratt,
t Sylvina F. Moulton, Charles L. Walker,
* Fannie A. LaClair, .
* Susan R. Nichols,
* Ellsworth McAllister,
William S. Manning.
* Neither absent nor tardy for two years.
t Neither absent nor tardy for three years.
*
* Almina Knight,
* Kate E. Perry, John R. Hutchinson,
* Warren H. Manning,
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FIRST GRAMMAR.
Lydia F. Cummings,
Mary A. Emerson,
* Hattie F. Damon, Hattie Foster,
Grace Holden, * Annie C. Lawrence,
+ Annie M. Moulton, * Laura C. Melendy,
Lizzie Pinkham, Fred Willcox.
SECOND GRAMMAR.
Carrie Baker, * Emma M. Damon,
Lora Potter, t Katie M. Trowe,
Lizzie Walker, Parker J. Gowing,
t Walter M. Kingman.
THIRD GRAMMAR.
Annie P. Channell,
Edna C. Potter,
Annie Whelton, Herbert L. Mckay.
UPPER MEDIUM.
Annie J. Riordan, Arthur J. Gowing.
LOWER MEDIUM.
George F. Dow, Emma Berry,
Matthew Forbes,
Nellie Riordan.
UNION STREET UPPER PRIMARY.
Willie Channell.
UNION STREET LOWER PRIMARY. Charles F. Kealey.
WALNUT STREET SCHOOL.
* Hattie E. Austin, * Rose Meuse, Jane Doucette, Cora Hunter, Hattie V. Stone.
Edward H. Stevens,
LOWELL STREET SCHOOL.
Nathaniel Hill, John Allen.
* Neither absent nor tardy for two years.
t Neither absent nor tardy for three years.
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MAIN STREET SCHOOL.
Mabel S. LaClair, Eddie E. Nichols,
Maud L. Taylor.
NOTE. Charles E. Blood, Second Grammar, has been absent one- half day only for two years. Lilla Sweetser, Second Grammar, and Amy P. Richardson, Walnut street School, have each been absent one day only during the year, the absence being caused by sickness. Fred Sweetser, Second Grammar, Walter Krook and C. Edward Mellen, Union street Lower Primary, have been absent one-half day only during the year. Neither of the above pupils have been tardy.
TABLE SHOWING SALARIES, ATTENDANCE, AND NUMBER OF VISITORS.
Names of Schools.
Teachers.
Salary now Paid.
Ist term. .
2d term ..
3d term . .
Ist term ..
2d term . .
3d term
under 5 years. .
Pupils during year
High School
91
S Cyrus A. Cole, Principal. ...
$1400 00 per year. 10 00 per we'k.
87
87
83
84
85
80
99
First Grammar . .
150 Miss Jennie R. Barrus.
13 00
do
28
40
38
25
39
37
27
Second Grammar .
162 Miss Sarah L. Stoodley ..
12 00
do
44
35
36
42
33
33
7
. .
Third Grammar.
72 Miss Annie M. Knight
12 00
do
44
37
34
39
36
33
2
. .
.
10 00
do
37
22
22
35
20
20
. .
..
Lower Medium. . .
61 tMiss Addie B. Howes
10 00
do
20
28
27
17
26
24
· ·
. .
Union Street Upper Primary . . .
196| Mrs. S. A. Goodridge
10 00
do
50
50
5 I
43
44
45
. .
.
Union Street Lower Primary . .
275
Miss Ruth L. Pratt .. ( Miss Sadie R. Lindsay.
11 00
do
49
53
49
41
47
41
2
Walnut Street Mixed ... ..
58
*Miss Vestina P. Converse.
2 25
do
Woburn Street Grammar
70
+Mrs. F. E. Haines. .
9 00
do
23
20
34
2I
IS
29
. .
..
Woburn Street Primary .
64
Miss Evelyn C. Bancroft.
6 00
do
27
29
23
26
24
19
. .
..
.
·
.
.
6 00
do
8
IO
IO
7
9
9
2
Haverhill Street Mixed
23
Miss Z. H. Wakefield
8 00
do
I5
13
14
14
12
13
. .
. .
Main Street Mixed .
64
Miss Evelyn Barrows.
8 50
do
27
25
21
24
22
19
2
Lowell Street Mixed.
89
Mr. L. F. Elliott.
Totals
1485
531
498
486
469
457
433
139
7
* Assistant two hours per day.
+ Term of service closed.
· 23
Number of Pupils.
Average Attendance.
itors
Number of Vis-
over 15 years . .
Pupils during year
..
5
10 00
do
72
49
44
5 L
42
31
.
Miss Mary L. Stinchfield, Assistant. .
·
Upper Medium.
ITO Miss Evelyn S. Foster .
·
. .
EXPENSES OF SCHOOLS.
[For names of teachers and salaries see previous page.]
INSTRUCTION.
Paid for teaching High School. $1893 30
First Grammar 491 40
Second Grammar 468 00
Third Grammar 468 00
Upper Medium .
390 00
Lower Medium. 390 00
Union Street Upper Primary . .. 390 00
Union Street Lower Primary. .. 390 00
Walnut Street Mixed . 506 25
Woburn Street Grammar 345 60
Woburn Street. Primary 234 00
Lowell Street Mixed . 331 50
Main Street Mixed. 312 00
Haverhill Street Mixed 234 00
instruction in music 250 00
-$7094 05
JANITORS.
Paid for care of Centre School buildings. $326 00
Walnut Street School buildings. . 55 25
Woburn Street School buildings. 48 75
Lowell Street School buildings. .
35 00
Main Street School buildings ... 29 25
Haverhill Street School buildings. 29 25
523 5°
Amount carried forward.
· $7617 55
(24)
25
Amount brought forward $7617 55
FUEL.
Paid J. C. Gleason, for coal . $273 75
town of Reading, for wood
88 95
labor on wood. 35 75
398 45
Total amount expended . $8016 00
Total amount unexpended . 184 85
$8200 85
Appropriation $8000 00
Received from State fund 200 85
8200 85
INCIDENTAL SCHOOL EXPENSES.
Paid F. E. Brooks, washing outhouses and labor . . $5 15
C. A. Loring, repairs and sundries. ... 5 65
Peters & Jones, waste-baskets and brooms . . 7 00 Citizens' Gaslight Company, gas to May, 1878. 3 50
A. W. Lovering, books ("Nurseries "). . . .
16 75
N. W. Broad, stock and labor on repairs .... 21 14
J. L. Hammett, erasers and school supplies. 14 03
J. L. Hammett, globes 45 00
Ward & Gay, ink.
I 20
A. E. Rowe, bell.
50
H. G. Wadlin, cash paid for ribbon for diplo- mas 2 10
H. T. Wier, mounting chart for High School I 50
Garfield & Co., lines on blackboards. 12 00
G. W. Atkinson, pails, brooms and sundries . A. T. Holden, repairs on pumps. 4 00
7 70
W. F. Brown & Co., printing programmes for High School graduation . 9 80
J. E. Simonds, tickets for same. 1 50
D. H. Nichols, labor on repairs 14 00
Amount carried forward.
$172 52
26
Amount brought forward $172 52
Paid E. Safford, extending platform at Lyceum Hall for High School graduation 7 50
Lyceum Hall Association, use of hall. 10 00
J. C. Cook, painting Lowell Street building. . 48 50
J. C. Cook, oiling floors at Lowell Street building . 5 75
Bancroft & Temple, stock and labor at Low- ell Street building 40 70
Edward Parker, mason work at Lowell Street building. 35 00
Edward Parker, mason work at Union Hall. 9 93
H. McElwin, blackboards at Lowell Street house . 12 00
B. Foley, labor 13 25
A. & E. Burton, feather duster 3 00
D. P. Babb, labor . 3 00
T. T. Bailey, books IO 26
Gustavus Loring, repairs
7 55
W. A. Hunter, labor
3 00
F. J. Bancroft, tuning and moving piano 5 50
C. T. Tolman, report cards 6 00
Hill & Tolman, report cards 2 00
M. Hanley, chairs. 4 50
Horace W. Blanchard, labor
I 95
W. W. Davis, cash paid for sundries 5 55
A. W. Danforth, books for teachers' desks .. 9 21 I. N. Willis, labor. 65
S. W. Fuller, gong at High School and hang- ing same .
21 00
J. H. Wentworth, pump at Haverhill Street building . 13 00
Citizens' Gas Co., gas at High School from May, 1878, to March, 1879. 22 IO
George Beasley, grading yards 9 00
L. E. Gleason, stationery 56
T. Littlefield, stove, sundries and repairs 37 82
Bancroft & Temple, stock and labor .
4 97
Amount carried forward. $525 74
27
Amount brought forward $525 74
Paid Mrs. Lahan, cleaning
2 00
WV. H. Willis, sundries. I 55
Lang's express, expressage. 2 45
Cummings' express, expressage I 65
J. N. Nichols, setting glass.
I 18
M. E. Nichols, setting glass. 55
Thompson & Brown, books
4 82
Estes & Lauriat, dictionary
8 50
W. E. Beard, thermometers and repairs.
2 90
G. O. Batchelder, rent of Main Street School lot, 1873 5 00
Journal Newspaper Co., for advertising. .
I 50
W. F. Durgin, cash paid for advertising .... 1 50
A. W. Danforth, for books for indigent pupils 52 24
John A. Blunt, chair irons 50
Total amount expended.
$612 08
Unexpended 87 92
Appropriation
$700 00
The sums of $10.30 for gravel removed from Walnut Street School lot, and $3 from Mrs. L. B. Smith, elocutionist, for gas con- sumed at High School, due the town, were not received prior to closing the accounts for the year.
TOWN WARRANT.
-
COMMONWEALTH OF MASSACHUSETTS.
MIDDLESEX, SS.
To either of the Constables of the Town of Reading,
GREETING :
In the name of the Commonwealth of Massachu- setts, you are hereby required to notify and warn the inhabitants of the town of Reading, qualified to vote in elections and town affairs, to meet in Lyceum Hall, in said Reading, on MONDAY, the SEVENTH day of APRIL, A. D. 1879, at 9 o'clock in the forenoon, to act on the following articles, viz .:
ARTICLE 1. To choose a moderator.
ART. 2. To hear and act on the reports of the Aud- itors, Treasurer, Collectors, Selectmen, Assessors, Over- seers of the Poor, School Committee, Road Commis- sioners, Engineers of the Fire Department, Trustees of the Public Library and Trustees of the Cemetery.
ART. 3. To see if the town will revoke its accept- ance of the provisions of the 158th chapter of the laws of this State, enacted in the year 1871, and abolish the Board of Road Commissioners, chosen and constituted under said law, or what they will do in relation thereto.
ART. 4. To choose a Town Clerk, Selectmen, Assessors, Overseers of the Poor, Treasurer, Collector,
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30
two School Committee for three years and one for one year, one Road Commissioner for three years, and all other necessary town officers.
ART. 5. To determine how much money the town will raise for the support of schools, and how much for incidental school expenses the ensuing year.
ART. 6. To determine how much money the town will raise for the repair of highways and bridges the ensuing year, and how the same shall be expended.
ART. 7. To determine how much money the town will raise for defraying the expenses of the Fire De- partment the ensuing year.
ART. 8. To see how much money the town will raise to defray the ordinary expenses of the ensuing year.
ART. 9. To determine how much money the town will raise to pay interest on the town debt.
ART. 10. To determine how much money the town will raise towards paying the town debt. ,
ART. 11. To determine how much money the town will raise for the support of the Public Library the en- suing year.
ART. 12. To determine how much money the town will raise for the improvement of the cemetery the en -· suing year.
ART. 13. To determine how much money the town will raise for the repair and decoration of soldiers' graves.
ART. 14. To see if the town will authorize the Treasurer to hire money, under the direction of the Se- lectmen, in anticipation of taxes.
ART. 15. To see what instructions the town will give their Treasurer and Collector.
ART. 16. To see for what purpose the town will ap- propriate the money received for dog licenses.
ART. 17. To see if the town will accept one hun- dred dollars in trust, in accordance with the will of the
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late Thomas Sweetser, that so much of the interest of the same as may be necessary shall be used for the pur- pose of keeping his cemetery lot in repair.
ART. 18. To see what instruction the town will give the Selectmen in regard to granting license for the sale of intoxicating liquors.
ART. 19. To see what action they will take in re- gard to the suit brought against the town by Frank E. Brown in relation to the Walnut Street Schoolhouse lot.
ART. 20. To see if the town will ereet and main- tain a street-light on the easterly side of Eliott street at Green street, and at the junction of Parker and Pleasant streets, also at the corner of Lowell and Lin- den streets.
ART. 21. To see how much money the town will appropriate to keep the Old South elock running, or what they will do in relation thereto.
ART. 22. To see if the town will establish a water- ing-place at the well near Preston Richardson's, on West street.
ART. 23. To see if the town will place flagstones or concrete the sidewalk on Haven street, from Simes' · Block to the bakery, or what they will do in relation thereto.
ART. 24. To see if the town will build a sidewalk on Main street, from Minot street to the railroad.
ART. 25. To hear and act on the list of jurors pre- pared by the Selectmen.
ART. 26. To see if the town will prohibit the de- positing of rubbish upon the highways.
ART. 27. To hear and act on the report of the Road Commissioners on rounding the corner of Washington and Village streets.
ART. 28. To hear and act on the report of Road Commissioners in relation to guide-posts.
32
HEREOF FAIL NOT, and make due return of this war- rant, with your doings thereon, to the Town Clerk at or before the time appointed for said meeting.
Given under our hands this twenty-sixth day of March, A. D. 1879.
J. B. LEATHE, Selectmen JAMES REID, of JOSEPH L. PRATT, Reading.
A true copy .- Attest: H. E. Cox, Constable of Reading.
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