USA > Massachusetts > Middlesex County > Chelmsford > Town annual report of Chelmsford 1889 > Part 3
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The statute law of the state requires that the Committee, in their annual report, shall lay before the town "such statements and suggestions in re- lation to the schools as the Committee deem nec-
10
essary or proper to promote the interest thereof." Your Committee has therefore made the foregoing suggestions and statements in regard to the needs of the schools, believing that they are actual needs, and only such as any. intelligent citizen of the town would make if he had the experience of your Committee in the past year. There are many more suggestions that the Committee could make, but those made are made because we see the need of these things at once. They are not made in the spirit of fault-finding, but because we have had to realize the need of what we ask. We make them because we know that their adoption by the town will result in benefit to our schools.
We know that the state and town need intelli- gent and progressive citizens, and that they can be had only through the avenue of a good educa- tion. Our public-school system is firmly fixed in the hearts of our citizens, and it is their duty to see that they are well maintained, and that the hands of those to whom you entrust their care are not tied so closely that they can not do their duty.
It is a fact patent to the minds of all good citizens, that public schools are better for a com- munity than reform schools, and that, as the world progresses, so must our public schools keep pace. We make these suggestions to you no more as your School Committee than as your fellow-citizens,
11
interested with you in all that pertains to the good of our town, and to. these suggestions we ask your candid and careful consideration.
J. A. BARTLETT, Chairman, WM. L. GORDON, Secretary, R. WILSON DIX, RILEY DAVIS,
M. H. WINSHIP,
F. C. BYAM,
E. E. DUTTON,
ROBERT FLETCHER,
R. S. RIPLEY.
CHELMSFORD, March 5, 1889.
SUPERINTENDENT'S REPORT.
To the Chairman and Gentlemen of the School Com- mittee :
Herewith, in accordance with your rules, I present to you the Annual Report of the condition of the public schools of this town, for the year ending Feb. 28, 1889, it being the twenty-fifth of its series and the second which I have had the honor to prepare.
I wish, at the outset, to thank you individually for the courteous treatment you have invariably accorded me, and for the many helpful suggestions you have kindly proffered, whereby the duties of my position have been lightened and our united efforts productive of so satis- factory results.
The year has been one of substantial progress. In several respects the quality of the work has been im- proved.
This is due to divers causes. We have some excel- lent teachers, who grow wiser with experience. They do not rest satisfied with past acquirements, or with methods that produced fair results last year. By obser- vation, reading, and thought, they seek for better methods and more satisfactory results.
Especially good results have been secured in lan-
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guage, including in that term reading. spelling, and composition, with a certain amount of technical gram- mar. Pupils can interpret the printed page with under- derstanding, and render the same in natural, well-mod- ulated tones, and, in the high and grammar grades, com- positions expressed in good English are secured as the rule, not the exception.
In arithmetic considerable time has been given to combinations in the fundamental rules, in addition to the regular line of work. This has given excellent results in this branch.
In all studies the teachers have striven for the best method of instruction, and have labored diligently to make their efforts tell effectually.
The public-school system accomplishes its designed purpose in proportion to the interest the citizens mani- fest in it, and to their co-operation with officers and teachers.
Teachers can not educate their pupils, in the best sense of the term, if they encounter opposition, or even indifference, of parents and guardians.
The best interests of the schools demand measures whereby the community, from personal inspection, may learn more of what is being accomplished. Strenuous efforts should be exerted to enlighten public sentiment in all school improvements, which have been adopted with success in other places, and which, sooner or later, must meet the approval of our own citizens. Thus, we should the earlier catch the inspiration and spirit of the times, and experience much less difficulty in carrying out those methods of instruction approved by the best educators.
Retaining so many teachers for the entire year has
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added greatly to the efficiency of the work. Let a proper appreciation of their efforts now be shown, by repairing and better furnishing our school-houses, sup- plying much-needed apparatus and books of reference, and paying sufficient wages to continue their services from year to year.
By such a course there is no reason why all the schools should not become what many of them have been, first-class.
Mr. John T. Prince, Agent of the State Board of Ed- cation, gave the schools, during the spring term, a faith- ful inspection. While he recognized varying degrees of efficiency, he, nevertheless, spoke in high terms of much that he saw.
TEXT-BOOKS AND SUPPLIES,
An appropriation of $600 was asked for this depart- ment, but only $500 was granted. Considerable time was given to the careful purchasing of books and sup- plies, and redistributing in order to keep within the ap- propriation.
It is doubtful economy to attempt to run so close, as it is impossible to estimate exactly the requirements of the year, and in buying just enough to meet expected needs, it was found necessary to frequently send for ad- ditional supplies at largely increased expense.
Under the head of text-books and supplies are in- cluded not only text-books proper, such as are legalized by the Committee, but also all necessary supplies for the pupils, such as writing and drawing books, examination, composition, and practice paper, ink, pens, slates, slate- pencils, lead-pencils, crayons, erasers, etc. Most of these have to be often renewed.
4
16
A separation of the two would give approximately for text-books per se fifty-five per cent. and for supplies forty-five per cent.
It has been found that the average length of time a book will last is three years; that is, one-third of the books belonging to the town will have to be replaced each year. In addition to the books that are placed in the hands of each pupil, more books for collateral study and reading are necessary.
Our supply of reference books is very meagre in all of the schools; in some none at all beyond an abridged dictionary. Few studies, and especially history and geography, can be properly conducted without some- thing more than the one text-book for each pupil.
The book gives only a mere outline, and, that the top- ical method may be used, this should be supplemented by others. Pupils should be taught how to study, how to find out things for themselves. The ability to ac- quire knowledge is more valuable than the mere posses- sion. The public libraries have rendered great service to the scholars in supplying them with nearly all the collat- eral reading they have had, but a single book that must be accessible to every inhabitant of the town should not be made to do the work required in the schools.
Books to be useful must be in a position to be readily used. They should be in the school-room, where they may be consulted at any and all times.
There are mentioned by the teachers, as now espe- cially needed to aid them in their work, two unabridged dictionaries, a large number of common-school dictiona- ries, twelve cyclopædias, ten gazetteers, ten globes, manuals for drawing, maps for eleven schools, and some geographical and historical readers.
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The cost of books and supplies, and the disburse- ments to the several schools, are shown by the following table :
Books and supplies on hand March 1, 1888 ..
$192 86
Expended for books 261 57
Expended for supplies
210 00
$664 43
BOOKS AND SUPPLIES FURNISHED.
High School No. 1
$ 90 50
Grammar School No. 1
41 30
Primary School No. 1
38 83
Mixed School No. 2
20 03
Mixed School No. 3
44 17
Mixed School No. 4
24 00
Mixed School No. 5
19 41
Mixed School No. 6
48 02
Mixed School No. 7
22 05
High School No. 8
47 63
Grammar School No. 8.
33 00
Intermediate School No. 8
34 10
Primary School No. 8
19 90
Grammar School No. 9
21 36
Primary School No. 9
13 40
Books and supplies on hand
146 73
$664 43
MUSIC.
Singing has been taught to some extent in most of the schools, but a special and very successful effort in this direction was made in the North Chelmsford schools, where Mrs. Emma A. Spaulding was employed as in- structress in this department, the expense being borne by the pupils.
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One who visited the schools and listened to the beau- tiful songs rendered with such accuracy and evident enjoyment, could not fail of being convinced that the pleasure given to the scholars through this study is alone sufficient to justify its continuance.
In my judgment this subject hitherto has not received that attention which its importance demands, and I would suggest that more consideration be given it, because it not only tends to cultivate kind, friendly, and pleasant feelings among the scholars, but it is also recreative and refining in its influence above every other branch of study. It helps to maintain the discipline, and acts as a safety-valve, providing means of escape for the child's exuberance of spirits. In good songs we have the most effective means for teaching truth and cultivating directly the moral nature of the pupil.
If every hour were broken in the primary schools by physical exercise or singing, the mental listlessness and physical restlessness which so often defeat the purpose of the schools would be in a great measure overcome.
TEACHERS' ASSOCIATION.
This organization was formed in October. Its princi- pal object is to discuss methods of teaching, and to make them uniform throughout the town. Two meetings have been held, and the teachers took a lively interest in them. They were a kind of "class meeting," where all gave their experience in school work. If any teacher had failed to accomplish some desired result, it was brought before the meeting and fully and freely discussed, and a remedy suggested. Where a teacher had been success- ful all were benefited by his advice and counsel. State Agent Walton's talk, at our last meeting, on the best
19
method of teaching arithmetic, bore fruit during the. winter term.
MIXED SCHOOLS.
These have been generally very successful, and none of them have been failures. At the annual examinations parents and friends were present in large numbers, the scholars were generally remarkably prompt and self- possessed, and the character of the recitations was such as to clearly show that thorough work had been done. The writing-books were neat and showed good progress, and the singing was a great advance on that of last year.
The ungraded schools have given me considerable anxiety during the year, not because of incapacity or unfaithfulness on the part of the teachers, but because many of them contained advanced scholars, who, I was satisfied, were not doing their best work. No teacher , ought to be required to teach all grades of scholars, from the primary school up. The remedy for the difficulty is to require scholars who are qualified to enter the High Schools to do so. Then the mixed schools would be left with scholars of three grades - the primary, interme- diate, and grammar. In some instances where scholars live at a great distance, it would be inconvenient for them, but the advantages derived would largely over- balance any inconvenience.
In the High School the pupils would be better taught. They would study more, because there would be greater competition. They would have a better opportunity to learn from other scholars, one of the greatest benefits conferred by our educational system. Some of the teachers have labored under great disadvantages, insep- arable from few scholars and irregular attendance.
.
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The most faithful hired man set at work with poor tools in a hard, sterile soil ought not to be expected to show the same result for his labor as the one having good implements and rich soil in which to use them.
A comfortable house, provided, at least, with globe, outline maps, and good blackboards, scholars enough to create some enthusiasm amongst themselves, and who are not allowed to stay away from school on the slight- est pretext, are absolutely essential for the success of any school.
PRIMARY SCHOOLS.
A distinguished writer has said that " education is like the grafting of a tree ; one scion put on just above the root will become the main stem, and all the branches it puts forth will be of the right sort." This quotation illustrates well the importance of the first steps in educa- tion. There has been only one change of teachers in this grade, and there is a good prospect that the success- ful work of the past year will be even more successful in the year to come.
A noticeable improvement has been made in writ- ing. In these schools nearly every scholar can write, and the members of the first class in each can write well. At one of the last annual examinations members of. the first class were sent to the blackboard and were given words to write from the piece they had been read- ing. The result would have done credit to a grown person.
Little effort is now made in this grade to commit words and rules to memory. On the contrary, the child's natural fondness for " doing something " is taken as the foundation on which to build. Something to employ his
21
hands, and at the same time train his mental powers, is given him. With his pencil he copies what his teacher writes upon the blackboard ; with blocks, splints, straws, and toothpicks he works out problems in arithmetic, - the fundamental processes in numbers being thus illustrated by objects. With colored cardboard he is taught form and color, and on his toys is built an ex- tended language lesson. The whole method is based upon the principle that the child learns by doing.
There has been no part of our school system in which such educational progress has been made during the last few years as in primary work, and it is a satisfaction to know that our primary schools have made great progress during the past year, and compare very favorably with similar grades in other towns.
INTERMEDIATE SCHOOL.
At the close of the spring term Miss Kate Sleeper, who for a considerable period had quietly, yet steadily and wisely, guided the fortunes of our only intermediate school, resigned and was succeeded by Miss Angie Campbell. Miss Campbell has, I think, been steadily winning her way to a secure place at once in the esteem of her pupils and in the confidence of all patrons of the school.
A commendable feature of the work done here was the way in which she set her pupils to thinking for them- selves. If at times some of them seemed a little slow in coming to conclusions, far better such slowness than that fatal facility of recitation which rattles off words parrot-like, with little thought as to their meaning.
The teacher's care should be to assist her pupils, not
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to do their work for them; to lead to careful thought, not to drive along in ruts. Hence, the true teacher is the one rousing thought, leading scholars to discern dif- ferences and apply principles they may have in mind.
GRAMMAR SCHOOLS.
These schools have been fortunate in having the same teachers as last year, and I can detract nothing from the merit with which each was credited in my last year's re- port.
I do not see how these schools could be bettered, as far as teachers are concerned. They are familiar with their work, and have performed it to the general satis- faction of all concerned.
A generation since, in grammar, only the older schol- ars were instructed. Many of them, it is true, could an- alyze and parse complicated sentences, but few could write an ordinary page of composition with ease and grace. The average grammar graduate can now express himself with greater freedom and accuracy, the result of much practice in placing the product of his thought and knowledge in writing, and the correction of such work by the teacher.
The plan, formerly, of memorizing names and places in geography, without any definite idea in the mind, was largely a waste of time. By far the greater portion of the names of towns, rivers, etc., found in our common- school geographies, were not remembered beyond the school walls. If the pupil is required to draw an accu- rate outline of every state and country he studies, to lo- cate the important towns, rivers, mountains, etc., and to learn a short descriptive lesson of how the people live,
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how they are governed, and what they produce, the mat- ter thus becomes impressed upon the mind in a manner to be remembered, and much time saved for other studies.
Arithmetic is being taught to better advantage than heretofore. It is a general complaint against our com- mon-school arithmetics, that the rules for solution of problems are different from the practice of business men. Entire reliance upon any text-book is not required.
Pupils are now taught! the different methods of reck- oning interest, and obtaining other results from num- bers as practised in counting-rooms, banks, and among business men generally. In this way they are better prepared for the business concerns of life, and a com- mercial course is less called for.
The practice in penmanship formerly consisted of a daily half-hour imitation of a copy. There was almost no practice without a copy-book. The result was that children were deficient in those elements of good pen- manship, ease and rapidity.
Pupils in the grammar grades of to-day, however, it is believed, are generally able to write easily, rapidly, and well. This result is due, in a great measure, to repeated composition and dictation exercises, where, from the na- ture of the case, there can be no copy.
HIGH SCHOOLS.
Changes of teachers occurred in both our High Schools at the close of the spring term. The loss of an efficient teacher who has become thoroughly familiar with the workings of a school is always a misfortune. Even if his successor is equally competent, some time
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must elapse before he can form a sufficiently close ac- quaintance with his pupils to establish that bond of sym- pathy which is absolutely essential to produce the best results. This was especially true in the loss of Mr. Chas. H. Bates, who had so successfully taught the Center school during the four previous terms. I congratulate the Board, however, that they were so fortunate as to secure successors equally competent.
It is needless to say that the general management of the schools continues to be of a high order. The pro- gress during the last two terms has been very satisfac- tory. The teachers have been thoroughly interested in their work and indefatigable in their efforts to advance the interests committed to their care. It is the testimony of the teachers that as little time is lost on the part of the pupils in the school-room as in that of any educa- tional institution with which they have ever been con- nected. Good, honest, solid, earnest work is the every- day habit of a majority of the students in these schools.
A class of thirteen graduates went from the Center High School at the close of the spring term. The exer- cises of graduation were attended by an audience which completely filled the town hall. The exercises were of about the right length, and there was sufficient variety. The essays were characterized by more originality than is generally shown at such times. Music rendered by the Chelmsford Orchestra was a marked feature of the evening. Diplomas were presented by J. Adams Bart- lett, chairman of the School Committee, with an address to the graduates appropriate to the occasion.
PROGRAMME.
MILITARY MARCH
Catlin. ORCHESTRA. PRAYER.
I. SALUTATORY ESSAY 1 MISS MARSHALL.
" Influence of Poetry."
· "Empress Josephine."
3. ESSAY " Music."
4.
ESSAY
.
.
. MISS FULTON.
. Gounod.
ORCHESTRA.
4 5. ESSAY .
. " Power of Early Impressions." MISS LOCKE.
6.
CLASS HISTORY.
7. ESSAY
MISS EMERSON.
" Value of Character." . . MISS MCNUTT.
S. ORATION . "Power of Ideas."
MASTER FLETCHER.
LA FAVORITA Donizetti. ORCHESTRA. " The Fall of Troy."
9.
ESSAY
.
. MISS ROBINSON.
IO. ESSAY
"Joan of Arc." MISS WARREN.
II. CLASS PROPHECY · .
"The Authiscope." MASTER SAUNDERS. SELECTION FROM IL TROVATORE Verdi. ORCHESTRA. 12. ESSAY " Great Inventions." MISS WILSON. 13. VALEDICTORY ESSAY . " The Puritan Character." MISS HUTCHINSON.
SINGING PARTING ODE. AWARDING OF DIPLOMAS. BENEDICTION.
GRADUATING CLASS.
Etta May Crooker, Inez Althea Davis, Edith Williams Emerson, William Fletcher, Lillian Esther Warren,
Jennie Amanda Fulton, Ella Augusta Hutchinson, Clara Belle Locke,
Amy Wood Marshall,
Lillian Augusta McNutt,
Florence Maud Robinson,
Jennie Gertrude Wilson,
Alvan Rose Saunders.
2. ESSAY . MISS CROOKER.
. MISS DAVIS. ·
"The Three Caskets."
AVE MARIA
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SCHOOL ATTENDANCE.
I venture the assertion that of all the school reports which have been written in Chelmsford for the past twenty years, not one in five can be found which does not contain something on the subject of school at- tendance. No subject has received more anxious thought on the part of your Superintendent during the year, and it is a pleasure to report a decided improvement in the average attendance of the schools, compared with pre -. vious years. The average attendance of pupils has been 86 per cent. of the average number belonging to the schools.
I consider unnecessary absence the great evil in the schools, and the hardest to remedy. If all absences re- ported by teachers could be traced to the real delin- quents, it would be found to be confined to a few, and thus four or five in each school spoil the average of the whole.
NO RECESS.
The no-recess plan, so generally obtaining elsewhere, has been tried to some extent in the schools, and thus far has worked admirably. Many years' experience as a teacher has led me to favor abolition of the recess. ] have found that during recess-time most of the mischief of school-life finds vent. Besides, clothing is injured, school property impaired, accidents precipitated, sickness often produced by exposure to extremes of heat and cold, and through excitement of violent exercise, school- work seriously disturbed ; and most important of all, the moral welfare of the scholars often suffers.
All pupils are allowed individual recesses, when nec-
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essary, at any hour of the day, and as often as required. Besides, pupils practise a series of marching and calis- thenics each session, for about five minutes, at which time, when the weather will permit, the windows are opened to admit fresh air. I am a strong advocate of the individual-recess plan.
GENERAL REMARKS.
A careful examination of the condition of the schools, and of their work during the year, would doubtless reveal defects and imperfect work; but it would also result in the recognition of many features of excellence, and of fidelity and untiring zeal on the part of the teachers. I again bespeak for them liberal support. Their impor- tance is so transcendent that there is no danger of be- stowing upon them too much of our care or means. If thus far in the history of our country Massachusetts has had any commanding influence in the councils of the . government ; if, by her example, and by the emigration of her sons, she has been instrumental in imparting any thing of vigorous growth, persistent energy, and success- ful enterprise to other states, - it has been chiefly due to the influence of her public schools.
Progress in education requires a wide-awake people, and if we would have Chelmsford schools maintain the honorable position which they have hitherto enjoyed, we must put forth united and earnest efforts. I do not believe the citizens of the town will ever suffer the character, influence, and usefulness of our schools to decline for want of generous appropriations for their support.
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CONCLUSION.
In closing, I desire to tender most cheerfully my sin- cere thanks to the teachers, for their aid and hearty co-operation in carrying forward the work of the schools, and my grateful acknowledgment to the parents and patrons, with whom my relations have been so pleasant, and whose sympathy and encouragement I have enjoyed during the year.
Respectfully submitted,
GEORGE F. SNOW, Superintendent of Schools.
CHELMSFORD, MASS., March 5, 1889.
ROLL OF HONOR - PUPILS NOT ABSENT.
Those marked * were tardy.
HIGH SCHOOL NO. 1,
Two TERMS- Wintie R. Gordon, Grace E. Mansfield, Clara M. Hutchinson, Charles H. Dutton.
ONE TERM - Clara B. Locke, Ella A. Hutchinson, James A. Em- erson.
GRAMMAR NO. 1.
Two TERMS - Harold H. Davis, Cora E. Hutchinson, Estelle G. Hutchinson, Ethel L. Byfield.
ONE TERM - Tommy Parkhurst, Ralph W. Emerson, Willie H. Fulton, Alice M. Stearns, Jessie Holt, Nellie Keefe.
PRIMARY NO. 1.
ONE TERM-Harold Davis, Leslie Davis, Charles P. Holt, Ralph Stearns, Leon Thurlow, Herbert Whitney, Robert H. Livingstone, George French, George P. Jacques,* Merle C. Saunders,* Grace S. Parkhurst .*
MIXED NO. 3.
ONE YEAR-Lyman A. Byam, Nellie A. Byam, Grace G. Garland, Ferdie M. Scoboria, John H. Cooper.
ONE TERM-Alice E. Paignon, Eugenie S. Paignon, Willie J. White, John A. Redmond, Maggie Sloan, Carl M. Mansfield, Sarah J. George, Frankie H. Mansfield.
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MIXED NO. 4.
ONE TERM-Merton Cummings, Frankie Melvin, Walter Red- mond.
MIXED NO. 5.
ONE YEAR-Florence Ward, Arthur E. Dutton.
Two TERMS-Harry A. Dutton.
MIXED NO. 6.
ONE YEAR (neither absent nor tardy)-Annie Devine (tardy twice), Ellie Devine, Bertha Teabo, Ernest Craven.
Two TERMS (neither absent nor tardy)-Mary Devine, Lizzie Devine, Sadie Devine, Walter Devine, Mary J. Dix.
ONE TERM (neither absent nor tardy)-Albert Dyar, Harry Wilson, Lucy Openshaw, Perle Dyar (tardy once), Arthur Dyar (tardy once), Michael McKennedy (tardy twice).
MIXED NO. 7.
ONE YEAR-Charles Martin.
Two TERMS -- Frank Martin, Willie Martin.
ONE TERM-Almeda Reed, Oscar Hodson, Elsie Hodson, Ella Hodson.
PRIMARY NO. 8.
ONE YEAR-Sarah Leahey, Theresa McCabe, Frank Hall, Clar- ence Spalding, Stephen Ward.
Two TERMS-Hattie Cook, Alice Shields, Lizzie Larkin, Rosie McCabe, John Shields, George Lumbert, Carl Ripley.
ONE TERM-Carrie Cook, Edith Merrill, Alice O'Donald, Lena O'Donald, Cora Pearson, Delia Shields, Florence Shaw, Maud Wright, Arthur Wheeler, Nellie McCabe, Grace Merrill, Eddie Hutchins, Susie Newman, John Callaghan, Mary Hatch.
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INTERMEDIATE NO. 8.
ONE YEAR-Viola Green.
Two TERMS-Delia Shields, Charles Hatch, James Leahey, Wal- ter Marinel, Frank Pearsons.
ONE TERM-Gardner Ripley, Willie Chandler, Georgie Spauld- ing, Georgie Swain, Mary Dunnigan, Willie Dunnigan, Hannah Shields, Hannah Sleeper, Edith Merrill, Grace Wright, Hattie Hall, Ida Irish, Minnie Pearson, Mary McMahon, Herman Shaw, Willie O'Neil, Carrie Cook, Minnie McManamin, Florence Sampson.
GRAMMAR NO. 8.
ONE YEAR-Cecelia A. Marinel, Luella G. Merrill.
Two TERMS-Fannie G. Holt, Minnie E. Pearson, Lillie M. Sweat, Frank D. Small,* George B. Holt,* Fred Chandler.
ONE TERM-S. Mabel Hoole, Blanche L. Sampson, Della G. Sprague, Sadie E. McCoy,* Eliza J. Spaulding, Augustus E. Dun- can, G. Walter Monegan, Charles E. Hyde, Albert E. Peterson, E. Herman Shaw, C. Hassie Spaulding.
HIGH NO. 8.
ONE YEAR-Ralph Ripley.
Two TERMS-Della Sprague, Bertha Swain, Walter Swain, Fan- nie Parkhurst.
ONE TERM-Irving Keith, Rosella Monehan, Charles Davis.
GRAMMAR NO. 9.
ONE YEAR-Florence M. Winship.
Two TERMS-Emma L. Woodward, Mary D. Doherty, Minnie M. Pelsue,* Cora G. Daw, Nina E. D. Dane,* Alfred M. Daw, Federick A. Snow, Carl E. Spalding, Charles A. L. Dane,* Lottie L.Snow, Bertha V. Parkhurst.
ONE TERM-Lilla Cunningham, Alma E. Agnew, Almira L, Coburn, Louisa F. Pelsue, Helen Knowles,* George Mason,* Johnnie E. Dane, George Quessy, George Knowles,* Arthur Mason. Oscar N. Naylor.
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STATISTICAL TABLE OF SCHOOLS IN THE TOWN OF CHELMSFORD, MASS. FOR THE YEAR ENDING MARCH 1, 1889.
SPRING TERM.
FALL TERM.
SCHOOLS.
TEACHERS.
Time.
Number registe'd.
Av. attendance.
Under 5 years.
Over 15 years.
Between S and 14.
Wages per month.
Months.
Days.
Number registe'd.
Av. attendanee.
Under 5 years.
Over 15 years.
Between S and 14.
Wages per month.
Higli, Center
1
Charles II. Bates ...
2
15
46
38.5
0
23
23
$84 00
2
15
41
0
14
27
$80 00
Granimar, Center.
1
L. J. Butterfield ...
2
15
35
28.5
0
0
35
36 00
2
15
40
36 32.7
0
1
39
36 00
Primary, Center ..
1
Nellie M. Perham ..
15
55
45.9
0
0
24
36 00
2
15
04
47.4
0
0
22
36 00
Mixed, North Road.
10
Carrie C. Adams ...
10
10
10
8.4
0
0
10
32 00
2
15
14
8
0
0
9
32 00
Mixed, South.
3
Gertrude W. Byam.
10
31
22.2
0
2
20
36 00
2
15
28
23
0
2
21
36 00
Mixed, South Road .....
4
Helen J. Gookin ....
15
16
14
0
1
11
34 00
2
15
19
17
0
2
10
34 00
Mixed, Littleton Road.
5
2
10
10
8.7
0
0
7
2
10
11
9.2
0
0
7
24 00
Mixed, East .
6
Susie S. MeFarlin
2
10
35
30.1
0
0
24
36 00
3
0
32
0
0
22
36 00
Mixed, Westford Road.
7
Grace Saunders ....
2
15
15
11.2
2
0
13
32 00
2
10
14
1
0
9
32 00
High, North.
W. A. Woodward ...
10
18
11.8
0
12
1
84 00
4
0
28
25.6
0
16
12
84 00
Grammar, North.
8
Addie M. Taylor ....
2
10
32
23.4
0
4
28
36 00
1
0
43
34.4
0
0
43
36 00
Intermediate, North ...
8
Katie Sleeper ....
2
10
42
36.4
0
0
42
36 00
1
0
43
34.4
0
0
13
36 00
Primary, Nortlı
Laura G. Hoyt .....
2
10
49
40.8
3
0
14
36 00
4
0
47
39.9
1
0
12
36 00
Grammar, West ...
Ada M. Sheldon ...
2
15
19
15
0
3
16
34 00
2
15
17
13.3
0
B
14
34 00
Primary, West ..
Agnes Naylor.
2
15
28
23.5
1
0
12
34 00
2 .
15
29
24.4
1
0
14
34 00
Total Schools ...
15
Teachers, 20.
39
5
441
424.4
6
45
280
46
00
456
383.4
3
38
304
Time.
No. of School.
Months.
Days.
E. F. DeNormandie,
22
Susie M. Emerson ..
?
Mary M. Burnham.
28.9 9.2
S
W. F. Parsons ...
8 9 869
Angie Campbell ....
2
Nellie M. Hadley ...
24 00
Statistical Table of Schools in the Town of Chelmsford, Mass. - Continued.
WINTER TERM.
THE YEAR.
No. of School.
TEACHERS.
Months.
Days.
Number registe'd.
Av. attendance.
Under 5 years.
Over 15 years.
Between 8 and 14.
Wages per month.
Months.
Pays.
Number registe'd.
Av. attendance.
Wages of teachers.
Cost per capita for the
Cost per capita per
week.
High, Center ..
E. F. DeNormandie, 2
10
39
29
0
14
25
$84 00
8
$661 00
.80
$21 06
$0 65.8
Grammar, Center.
1
L. J. Butterfield ....
2
5
39
32.2
0
0
39
36 00
7
15
46 40
34.5 31.5 43.5
279 00
.90
13 79
0 44.8
Primary, Center ...
1
Susie M. Emerson ..
2
10
47
37.1
0
0
25
36 00
8
55
288 00
. 85
12 40
0 38.7
Mixed, North Road ... ..
2
M. Elizabeth Ham ..
2
15
14
9.2
0
0
12
32 00
8
14
8.5
256 00
80
41 96
1 31.1
Mixed, South ...
Gertrude W. Byam.
15
33
27
0
4
23
8
33
24
288 00
. 90
15 79
0 49.3
Mixed, South Road .....
4
Carrie L. Adams ...
10
19
0
1
14
8
19
15.6
272 00
.80
23 46
0 73.3
Mixed, Littleton Road.
Orinda A. Perham.
10
11
7.2
0
0
7
24 00
10
11
8.1 28.2
288 00
.90
14 71
0 45.9
Mixed, Westford Road.
7
2
15
12
10.1
0
0
9
32 00
8
15
10
256 00
.73
33 13
1 03.5
High, North.
8
1
10
26
22.7
0
16
10
84 00
8
31
20
672 00
.92
39 68
1 24
Grammar, North.
8
Addie M. Taylor ...
1
10
30
25.8
0
2
28
8
45
23
288 00
.90
17 18
0 53.6
Intermediate, North ...
8
Angie Campbell ...
1
10
37
32
0
0
37
36 00
8
46
35
288 00
.92
11 32
0 35.3
Primary, North .
8
Laura G. Hoyt ....
10
50
37.7
0
0
19
36 00
8
66
39
288 00
.91
9 80
0 30.6
Grammar, West.
9
Ada M. Sheldon ....
14
12
10.5
0
3
9
34 00
7
4
19
13
246 50
. 90
25 53
0 79.7
Primary, West ..
9
Agnes Naylor .......
1
14
22
19.4
0
0
13
34 00
7
4
249
22
246 50
.91
14 73
0 46.6
Total Schools ..
15
Teachers, 20.
32
8
421
343.4
0
40
283
117
13
504
437.9
$4,797 00
.86
.
2
10
30
27.6
0
0
23
36 00
8
35
Mixed, East .
6
Susie S. McFarlin ..
2
180 00
.80
32 52
1 08.4
5
.
·
2
15.9
34 00
36 00
3
2
Time.
Time.
SCHOOLS.
Per cent. of attendance.
year.
Grace Saunders ... W. F. Parsons ...
36 00
1
1
75.70.19
75.70.13
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