USA > Maine > Lincoln County > Boothbay > Annual report of the municipal officers of the town of Boothbay, Maine, 1903 > Part 2
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Morris P. Seavey, poll, paid in Nobleboro .... 3.00 School Dist. 16 Imp't Ass'n R. E. vote of town 7.48 Mrs. Bradford B. Sherman R. E. unable to contribute. . 5.61
Gilbert A. Van Horn, poll, not in town.
3.00
-- $41.30
Total abatements for 1901-2 .. . $57.69.
DEDUCT.
Abatements for 1901 $16.39.
Abatements for 1902
$41.30
DISCOUNTS ALLOWED ON TAXES BY THE TREASURER.
Amt. coll. at 5 per cent dis. $6906.63 345.33 .. “3 . 1704.52 51.14
£ 777.07 15.54
-- $412.01
$453.31
Appropriation
$450.00
Overdrawn
.
3.31
-$453.31
BONDS PAID BY TREASURER.
Paid Gardiner Savings Inst, bonds No's 12 and
13 of '96. $200.00
Appropriation $200.00
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INTEREST ON BONDS AND NOTES PAID BY TREASURER.
Gardiner Savings Institution, one year's interest
on Bonds Nos. 12 to 16 inclusive . . $20.00 Boothbay Harbor FN Bank, on loans 45.84
$65.84
Unexpended. 4.16
$70.00
Appropropriation
$70.00
ORDERS DRAWN ON ACCOUNT OF CONTINGENT' EXPENSES.
Loring, Short & Harmon, books and stationery for office. .$26.65
CE Kendrick, printing town reports, etc. 78.25
S G Hodgdon & Son, tending draw 65.00
E P Corey, attendance with hearse. 22.00
C R Tupper, making contract for electric lights .50
A F Sidelinger, administering oaths as J P. .. .65
American Express Co, freight. 2.40
Nash & Greenlaw, sheep killed by dogs. .. 3.50
J R McDougall, administering oaths as J P ... .50 Town of Boothbay Harbor, Water System, water 34.00 Geo W Tibbetts, repairs to road machine .... 9.10
Warren A Holton, hauling road machine to East Boothbay for storage .. 1.00
Ingraham & Harris, repairs to road machine ... 2.90
A G Holbrook, maintaining public watering place. . 3.00
John H Welsh & Son, supplies for town office. 1.69 John E Kelley, expenses as Treas and Col .... 23.27 W H Dodge, repairs on road machine. .. 6.50
A O McDougall, supplies for town cffice. . . . .60
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John H Blair, surveying road at Ocean Point. . 4.50
Warren A Holton, wood for town office . ..... 3.25 Peter McGunigle, repairs for road machine and sharpening drill. 3.25
Geo E Giles, maintaining public watering place 3.00
C R Tupper. making deed town to Kimball .. . .50
John E Kelley, on acc't of sale of the Chas E
S Maccorey property sold for taxes 1901 .... 33.52
M K Hodgdon, services as Election Clerk .... 2.00
N S Fuller, services as Election & Ballot Clerk 2.00 Frank C Adams, services Election & Ballot Clerk 2.00 Jas A Reed, services as Election Clerk. 2.00 L A Somers, maintaining public watering place 1901-02. 6.00
G A Gregory, reporting births and deaths 4.50
Byron Giles, services as Health Officer. 4.47
A J Stimpson, reporting births and deaths. . .. 1.00 Paul Giles, maintaining public watering place. 3.00 H J Elden, repairs on hearse and fountain .... .70
Jas E Beath, stamps and postal cards for town office . 1.13
E C Blake, reporting births and deaths. ... 1.75
H E Fernald, medical attendance furnished
Frank Webber and family on acc't diphtheria 47.00 H E Fernald, Health Officer, cash paid for team on acc't Webber family. .. 2.00
H E Fernald, fumigating and material used .. 20.50 cash paid for cleaning out houses 3.00
burying seal . . . . . . 1.00
Chas Chapman, goods furnished Webber family 23.14 66 cash paid for whitewashing R H Emerson house . .50
John S Spinney, repairs and supplies for Town Hall .... 2.33
H E Fernald, vaccinating. 35.80
reporting births and deaths. 3.50
-- $498.85
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DEDUCT.
Rec'd from State, percentage on dog license .. $52.54
66
66 ' Treas. railroad and telegraph
tax. 4.75
66
66 ' on acct sheep killed by dogs 3.50
66 66 A. O. McDougall, wharf license .. 5.00
Oscar Poor, rent of R. H. Emerson house .. 17.50
66
Moses Brown, peddler's license ... 6.00
66 J. A. Hunter, grass from R Stover place. 3.25
66
66 Mrs Flora E. Tibbetts, tax against Irving Tibbetts, 1901, same having been abated by town 8.66
66
66 Fred S. Wylie, dis. on tax 1902 .. .40
.66 66 Parker Wylie .. .23
66
66 Town of Boothbay Harbor, use of road machine .. 8.00
" W D Boston, grass from common 7.75
Paid L A Somers acct of watering place 1901 3.00
Rec'd from J. S. Spinney, rent town hall. ... 16.00
-- $136.58
$362.27
Unexpended ..
37.73
$400.00
Appropriation
$400.00
SUMMARY OF UNEXPENDED BALANCES.
Repairs school buildings $ 53.87 Free text books. .19
Bridges and sidewalks. 117.07
Repair bridge over Dodge & Giles mill stream 1.00
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New Road at Barters Island 1.00
Supplies and care fire engine 4.25
Electric Lights. .
145.12
Interest paid on notes and bonds
4.16
Contingent expenses.
37.73
Overlay. 37.01
6.00
Supplementary Tax
-- $407.40.
SUMMARY OF OVERDRAWN ACCOUNTS.
Support of Poor. $154.94
Common Schools.
47.93
Apparatus and Appliances 13.07
Town Officers. 3.20
Highways.
25.56
Sidewalk near Mrs. Jacob Fullers' 13.08
Abatements and Discounts. 3.31
- -- $261.09
Resources greater than expenses
146.31
$407.40.
RECAPITULATION.
TOTAL AMOUNT OF ORDERS DRAWN FOR THE YEAR 1902.
Support of Poor. $ 998.94
66 Common Schools 3710.85
Free High Schools 500.00
Apparatus and Appliances
138.07
Repairs School Buildings
201.53
Free Text Books 150.61
Supt of Schools.
500.00
Payment Town Officers
678.20
Snow Bills 187.16.
Highways. 1931.05
·
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Bridges and Sidewalks 782.93
On acc't sidewalk Mrs Jacob Fullers . 43.08
Repair of Bridge over Dodge & Giles' mill stream. 74.00
New Road Barters Island.
80.00
Supplies and care of Fire Engine
55.75
Memorial Day
50.00
Electric Lights.
94.88
Storage Fire Engine
30.00
Mortgage on R H Emerson property. 40.00
Enlargement Town Hall (plans) . 25.00
Abatements .
57.69
Contingent expenses. 498.85
-- $10828.59
ADD.
Bonds paid by Treasurer $ 200.00
State tax 1522.43
County tax
753.46
Discounts allowed . 412.01
Interest paid by Treasurer
65.84
$2953.74
$13782.33
DEDUCT.
Amt deducted under head of Poor ..... .$ 26.00
Amt deducted under head of repairs school buildings.
5.40
Amt deducted under Highways
.70
for Abatements of 1901 16.39
66 for Contingent expenses 136.58
$185.07
Total expense of town for year ending Feb 25, 1903. $13,597.26 Resources greater than expenditures 146.31
$13,743.57
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ASSETS.
Amt of commitment .. · $11,368.90 6.00
Amt of Supplementary tax
Rec'd from State School fund. 1457.92
Boothbay Harbor tuition ... 2.50
.6 6 H M Miller, taition , . .
2.50
State Free High School ....
125.00
Due from . . ..
125.00
Rec'd from State on acc't Supt of Schls
250.00
Rec'd from Wm A McKenney ..... ....
18.00
L M McDougall, books sold .80
Treas, on acc't Snow Bills .. 187.16
Rec'd for old plank sold. 4.79
Rec'd from Linekin Imp Ass'n 100.00
Treasury for storage fire en- gine and road machine ... 30.00
Treasury, mortgage on R H Emerson property . 40.00
66 Treasury on acc't of enlarge-
ment Town Hall 25.00
---- $13,743.57
SUMMARY STATEMENT.
DR.
Gardiner Savings Inst:
Bond No. 14, due Jan. 1, 1904. $100.00
" 15, 66 1, 1905. 100.00
" 16, " 1. 1906 100.00
A
-
-$ 300.00
Balance net assets. 1449.36
$1749.36
CR.
By cash in treasury .. . $778.48 Resident taxes extended. 95.87
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Non-resident taxes unpaid . 232.44 Int. in the Maccorey Est. sold for taxes 1901 33.52 Due from State, bal. Free High School fund 125.00 Due from State on acct Matilda Anderson . . 74.25 R. H. Emerson property 400.00
Due from R. L. Hutchings for rent R Stover place. 9.80
-$1749.36
I have carefully examined the records of orders drawn by the Selectmen, also the Treasurer's accounts for the year nine- teen hundred and three, to date, and find the bills correctly cast and a proper voucher for each and every order. Very respectfully, ALPHEUS DODGE,
Auditor.
Boothbay, Me., Feb. 27, 1903.
APPROPRIATIONS RECOMMENDED BY THE SELECT- MEN FOR EXPENSES FOR THE YEAR 1903.
Support of Poor. $850.00
Payment Town Officers 675.00
Contingent .. 450.00
Repair Highways . 1700.00
Bridges and Sidewalks
900.00
Abatements and Discounts
450.00
Interest.
60.00
Bond becoming due Jan. 1, 1904.
100.00
Electric Lights 240.00
-$5425.00
JAMES E. BEATH,
Selectmen CHARLES CHAPMAN,
SILAS M. BARTER,
Boothbay. of
SCHOOL REPORT.
CITIZENS: Your schools during "the past year have been reasonably prosperous and profitable. Much excellent work has been done, and some, though not very much, of an in- different character. On the whole, I should say that the year's work ought to be considered satisfactory. The . teachers, as a rule, have been competent, and have faith- fully discharged their duties. For the most part, they are well acquainted with good methods of instruction, and pos- sess ability in the presentation of subjects. Some of them would take high rank anywhere ; others promise well for the future.
It is, I suppose, well understood that district schools are the most difficult of all schools to teach successfully. So true is this that successful teachers of these schools, when em- ployed in graded schools are uniformly successful there. But whether the schools be graded or ungraded, teachers should possess the same qualities-they should be able to govern firmly and kindly, and should have a comprehensive knowl- edge of the subjects to be taught, and the faculty of impart- ing instruction to pupils in such a way as to stimulate their powers and teach them independence of thought.
The prime essential of successful teaching is ability to control. This ability of itself would not make successful teachers, but it may well be doubted whether there can be much good teaching without it. The influence of teachers is in direct ratio to their strength, mental and moral; hence, if they cannot enforce order with kindness and discrimination, they had better leave the vocation of teaching.
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The difficulty with teachers, weak in this respect is, that advice, except in rare instances, does not appear to benefit them. They seem to be unable to distinguish between order and confusion, and so waste a large portion of their time which ought to be devoted to instruction, to the attempt to keep order, or they become so engrossed in the class they are hearing recite that they pay little or no attention to the re- mainder of the pupils, many of whom seize this opportunity to play. Sometimes such teachers make spasmodic attempts at discipline, and show that they have ability enough in this direction if they would only use it from the first to the last day of the term. But unfortunately they soon become weary with the effort, and allow their schools to relax into their former conditiou.
It has always seemed strange to me that so many persons who expect to earn their living by teaching give this matter of governing and school management so little consideration. It is presumed that this subject is taught in our normal schools, but whether it is, or not, it is certainly true that many graduates of these schools fail totally as teachers be- cause they do not understand children and how to govern them. Nor do I understand why this subject cannot be learned as well as any other. It seems to me that young teachers, and all others who are conscious of weakness in this respect, should study this matter carefully, and decide definitely in advance upon the course they are to pursue, and then adhere to it rigidly with whatever modifications may be necessary. An excellent plan for them would be to visit schools taught by those known to be capable disciplinarians, and observe the methods by which discipline is secured. By this course they would be greatly benefited. It is not neces- sary for a teacher to be severe or "ugly," in the sense in which this word is sometimes used. Firmness and kindness together with watchfulness, are the principal qualities re- quired; and these qualities should be exercised, not spas- modically, but continuously. The authority of a teacher
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should be constantly felt, but not in evidence. Pupils who see their teacher severe one moment and lax the next, are not. likely to have any great amount of respect for her authority ..
The above has been written, not because our teachers gen- erally have failed in the important matter of discipline, but because in some of the schools the discipline has not been all that could be desired.
The schools of this town, with the exception of the High , Schools, the Primary and Intermediate schools at East Booth- bay, must be classed as district schools. The difference be- tween these schools and those at the Harbor is simply the difference between ungraded and graded schools. The- teachers of these schools are confronted with many difficulties ;. from which the teachers of well graded schools are comparatively free. In graded schools, with the ex- ception of the primary schools, there are but two classes in a room; the pupils have all been trained and drilled in the lower grades, and have met all requirements necessary for promotion. The amount of work to be done in a term is not large, but pupils are required to do that work thoroughly, and to pass satisfactory examinations in all their studies be- fore being allowed to advance to the next grade. Hence, they receive a drill in all the elementary branches which it is impossible for them to receive in ungraded schools. And, as. a thorough knowledge of the elementary branches is the- foundation of all education, the advantages of the graded over the ungraded system can readily be seen. In ungraded. schools there is really no promotion-the pupils simply go> along, though often poorly equipped from lack of previous training to do the work they are attempting to do. For this reason a great deal of time and energy, which should be given to other work, is expended by teachers in attempting to sup -- ply this lack.
On the other hand, ungraded schools possess one advan - tage over graded schools. If pupils are studious, and are- really desirous of making the best use of their opportunities,
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they can advance faster, and, provided the teacher insists on thoroughness of work, can make more real progress in the same time than they could make in graded schools. But here is where the danger lies. Ambitious pupils are very apt to want to go over too much ground, and, if not re- strained by the teacher, they miss the really essential part of education-thoroughness.
Many of the pupils of these schools compare favorably in scholarship with the pupils of their ages in any schools. But these are pupils who early in their school life determined to understand what they studied, and have persevered in so doing. Given good ability to start with and the opportunity, such pupils always become good scholars. The opportunity is furnished by our district schools; we lack only more pupils of determination, industry and perseverance. Unfortunately these qualities are not possessed by pupils generally. It is well enough known to teachers everywhere that a large majority of pupils possess qualities of the very opposite nature ; that they will not study of their own volition, that they must be constantly urged and stimulated, and that noth- ing short of the fear of failure to pass their examinations will induce them to do their work. Sometimes even this fear is not sufficiently potent. Last summer several pupils at the Harbor were obliged to receive private instruction during the whole vacation to enable them to pass their examinations for promotion.
The ungraded school cannot compete successfully with the graded school, but the ungraded school has brought out excellent scholars tn the past, and can bring out excellent scholars in the future. It is only the question of determina- tion, perseverance and industry on the part of the pupils.
In my report of the Harbor schools I submitted some oh- servations which I think equally applicable to the schools of this town, and hope I need not apologize for inserting them in this report:
The question is often asked as to whether the schools of
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today are better than those of twenty or twenty-five years ago. Considering the present system as a whole, I should say that they are decidedly better, though there were many excellent teachers of that day, both male and female. Many men who have since achieved distinction in various ways, commenced their careers by teaching district schools. By their education, by their force of character and natural aptitude for the work, they were successful, as they have been successful in what- ever else they have undertaken. It may well be doubted whether we have any better teachers today than were many of these men. But the teachers of that day were more likely to be young mem and young women poorly educated, and with but meagre training for the arduous and exacting duties of teaching. Nearly all the teaching consisted in mere recita- tion, which may be designated as the "dry bones" of edu- cation.
Today we have a large class of trained teachers to select from, and, consequently, are able to obtain the services of those better equipped for their out work. Besides, there has been an advance all along the line. Methods are sounder, because more in accordance with psychologic principles; teaching is stronger, because teachers generally are better qualified for their various duties; many of the brutalities of former days have been eliminated, and wiser methods of government have taken their place. All these ahanges are for the better, and tend to refine and uplift the pupils. The pupils themselves are more amenable to wholesome discipline: the day of mere brute force is past, and for this I think we should be thankful.
As for education itself, we have high authority for the statement that "True education does not consist in hollow tests of memory, but in the true development of the moral faculties and of the reasoning faculties of the brain." If this be a true definition of education, and I believe it is, then the best efforts of teachers should be directed to the development of these faculties. For the development of the reasoning facul-
1
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ties, recitation should be but a secondary consideration; it "should always be a means, but never an end. The real work. of the teacher should begin when the recitation ends. Pupils will recite lessons day after day without manifesting any particular interest in, or having any proper appreciation of, what they are reciting if they are not takeu in hand by the teacher. Here is where the work of the skillful teacher is most effective.
If pupils are properly questioned, and made to depend on themselves in the application of what they have learned, and if this process is continued throughout their whole course of study, it must be evident that their reasoning faculties and their powers of observation are constantly being developed and strengthened Such teaching will not bring out mere %'two-legged encyclopaedias," but it will bring out men and won:en capable of thinking, reasoning and observing; and the development of these faculties, together with the development of the moral faculties is, after all, the sum total of education. Any man who has a knowledge of his own language sufficient to enable him to speak and write it correctly, and has the reasoning and moral faculties fully developed, is an educated man, whatever course of study he may, or may not, have pur- sued. The development of these faculties in the young is the chief reason for the maintenance and support of the public schools; hence, if they fail in this particular, they fall short of what ought, reasonably, to be expected of them.
1
There is often great misconception of the terms "scholar- ship" and "education." These terms are by no means synony- mous. A person may be a very good scholar and still be lacking in education. Scholarship may consist simply in ac- cumulated knowledge, obtained wholly from books, and almost wholly dependent on memory, while education is the result of training, of development, and of the assimilation of knowl- 'edge wherever obtained.
In some way many of these students in collage who gain the highest reputation for scholarship, where scholarship con-
44
sists merely in acquiring what may be learned from books, never seem to accomplish so much in after life as do others who stand far below them in this respect. The reason is not difficult to understand-they spend their whole lives with books, absorbing, but not assimilating knowledge; and they generally disappoint the expectations of their friends, who have naturally predicted great careers for them.
On the contrary, the student who does not neglect his studies, but puts his best thought into them, engages with his fellows in all kinds of rational sports, studies his companions, measures himself with them, studies their strength of character as well as their weaknesses, imitates what he finds noble and manly in them, but eschews all that he finds low and unmanly, in short, gets all the experience he possibly can from associa- tion with them-such a student is likely to be a much better educated man than many who stand far above him in mere scholastic rank. Men of this stamp usually succeed in what they undertake. As teachers they are alert, their perceptive faculties keen, and with the knowledge and experience gained outside, as well as inside, the class room, they generally prove themselves well fitted to govern and instruct youth.
The above has been written to show the importance which I think ought to be attached to teaching children independence of thought. The capacity for thinking accurately and logic- ally is the quality which places one man above another intel- lectually. "As a man thinketh, so is he," is certainly true in more senses than one. Mere memory work, unless the lesson happens to be a memory exercise pure and simple, is always poor work; not because the memory should not be cultivated as well as the other faculties, but because it should not be cul- tivated to the neglect and detriment of the other faculties.
To teachers I would say: Try to have your pupils under- stand what they go over; try to have them do some independ- ent thinking at every lesson; question them closely, but do not allow guessing. This matter of guessing is a fine art with a large proportion of pupils everywhere, and if permitted to
45
exercise their well developed talents in this respect, they soon become so skillful as to deceive any but the most expert teacher ; not because their guesses are likely to be correct answers-far from it-but because they answer with so much apparent sincerity, and assume so guileless an aspect of coun- tenance, that one would be apt to think they had expended a large amount of thought on their lesson, but had simply failed to understand its import. Therefore, do not allow this prac- tice under any circumstances : always insist on definine answers, answers showing that pupils have done concientious work, and have some real knowledge of what they have been study- ing. It is not necessary for them to answer in the language of the text ; in fact, it is far better that they should not. If they have mastered a subject, and can give the substance of it correctly in their own language, then a great advance has been made. Childen may be taught to do good thinking at a very early age, provided the subject for thought be limited to their capacity for thinking.
The one branch, the teaching of which I feel inclined to criticise more than any other, is reading. This has always been one of the most difficult branches to teach successfully, though why this should be the case is not clear, if teachers pursue a rational method of instruction. Pupils who have mastered other branches, ought to be able to read and recite with sufficient distinctness and tone to be understood across the schoolroom.
In order to obtain good reading, children must have a standard by which to measure their own efforts, since reading with them is largely an imitative art, and teachers themselves must furnish this standard. I think it will be found that pupils who hear much good reading at home or elsewhere, will, as a rule, read well in school.
The object of reading in school is to teach children to read intelligently. The accomplishment of this object involves several considerations, among which may be mentioned correct pronounciation, tone, emphasis, inflection, in short, all that
46
goes to make up what is known as expression; that is, express- ive reading. Children should be thoroughly drilled on all these points, until they readily recognize them in the teacher's. reading; they should then be allowed to try themselves. It is constant drill on all these points that produces the desired results.
The above is intended to be simply a hint as to the way in which reading may be taught. If teachers have better meth- ods, so much the better. I thoroughly believe that the meth- ods of a genuine teacher are greatly superior in her own hands, to any methods devised by any other person.
But what we want, is clear, distinct, expressive reading. If this result can be attained, I do not think we need quarrel about the process.
I am very glad to say that the reading in High School number 9 has been greatly improved during the last term. The teacher has a proper appreciation of what good reading is, and the ability to obtain the desired results. Let the good work go on.
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