USA > Massachusetts > Middlesex County > Chelmsford > Town annual report of Chelmsford 1891 > Part 3
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by text-books or appliances; after all it is the teacher that makes the school, and this is not a matter of ap- pearance only, but deeper down than the view of the in- experienced observer, the same truth exists. In moral train- ing, in development of a purpose, in the formation of habits of industry, and in numerous other directions, it is still the teacher that makes the school.
This is readily recognized when we see one of the most difficult schools converted into one of the most polite and best instructed, but it is equally true when a good school maintains an even standard.
So great are the interests at stake, it is difficult to set too high an ideal in the selection of a teacher.
In her opportunities to influence the future of a com- munity the teacher stands second to none, unless it be the parent. Her position gives her words and acts special weight. She has the children under her influence at a most susceptible age, and her moral instruction is given in connection with the child's pursuit of knowledge, a most favorable opportunity, and in some cases hers is the only strong moral influence that is ever brought to bear upon him. Living examples are much stronger than precepts; therefore, no man or woman should ever stand in a school- room as teacher, who is not in every way fit for close companionship with the best child in it. The knowledge imparted to them is valuable chiefly as an instrument in developing their moral and intellectual power. It is of less consequence to them and to the world, what they learn than it is what they become. Their ability to discharge the duties that may devolve upon them in the various positions that they may be called upon to fill, depends far less upon their knowledge than upon their
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character. Added to character should be a natural apti- tude to teach, with an interest in children and the power to draw their affection, to bear with them, and persever- ance to hold to their purpose under all discouragements.
That our teachers as a whole possess these qualifications in so high a degree, is a cause for congratulation to the town. As a class, they are thinking, progressive teachers, faithfully studying their work, and endeavoring to become familiar with the best methods wherever used. Their co-operation with the Superintendent has, without exception, been cordial and prompt, and they deserve hearty commendation for the earnestness and faithfulness with which they have worked for the advancement of our schools.
COURSE OF STUDY.
A great obstacle to progress in the past has been the lack of a properly prepared scheme of work, which should clearly show each teacher what is expected of her. This difficulty has been satisfactorily removed, by your adoption of the course of study prepared by Mr. John T. Prince, Agent of the State Board of Education. As it is morc carefully studied, this will prove more and more helpful to our teachers.
A course of study should not aim to state all that a teacher should accomplish; for by so doing it would nec_ essarily enter into a large amount of detail, to carry out which would require the teacher to consult it frequently, for fear of omitting something. It would also hamper her ; for with different classes, various questions arise, to answer which would carry her beyond the range of any course, and yet all valuable enough, as well as highly de- sirable.
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The object of a course of study should not be to cir- cumscribe the teacher's or the pupil's thought, but to guide it, to indicate its direction, leaving the teacher free- dom to develop the man or woman from the boy or girl. On the other hand, circumstances sometimes arise, which make it necessary for a teacher to omit something. The course of study should be for the benefit of the schools, and they should never be conducted to conform to an ideal, or experimented with to make such a course.
TEACHERS' INSTITUTE.
By your permission, the teachers of Chelmsford spent the whole of Friday, Sept. 26, in attendance upon a teachers' meeting, held at Graniteville, which was arranged for the benefit of the schools of Westford, Chelmsford, Tyngsboro', and Carlisle. I shall speak briefly of this meeting, par- tially for the sake of combatting an idea which finds too frequent expression.
We are justified in closing the schools for such a meet- ing, because in no other way can the teachers secure so much which will redound to the benefit of their pupils. To attend such a meeting is a privilege to any teacher who is ambitious for the growth of himself and his school, but it is no privilege in the sense in which we some- times hear it mentioned.
The day was occupied by seven exercises, whose average length was nearly an hour. To follow these exercises with active attention -taking notes-meant harder work than would have resulted from remaining amid the usual duties of the school-room. The programme of the day was as follows :
Duties of Teachers : Hon. J. W. Dickinson, Secretary of State Board of Education.
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The teaching of Arithmetic : Mr. George A. Walton, Agent of State Board of Education.
The teaching of Geography, also the teaching of Physi- ology and Hygiene: Mr. F. F. Murdock.
The teaching of History : Mr. George H. Martin, Agent of State Board of Education.
The teaching of Elementary Reading with class : Supt. I. Freeman Hall, Leominster.
The teaching of Drawing: Mr. Henry T. Bailey, Agent of State Board of Education.
As the outcome of the day, all in attendance were im- pressed with the dignity, the importance, the worth, of the work which engages us. Nobody could fail to see the vast difference between such teaching of reading, or drawing, or history, etc., as was portrayed by the speakers, and the crude efforts of the untrained and inexperienced.
Such a day is an inspiration to us all to come back and study our work afresh. The importance of the day is realized not merely by noting the exercises just re- ferred to, but by considering the influence which it may have upon the subsequent efforts of our teachers.
PATRIOTISM.
The spirit of patriotism and loyalty has been strongly manifest among the scholars during the year, and suffi- cient funds were collected by voluntary contributions to procure a suitable staff and national flag for Nos. I, 3, 4, 8, and 9 school-houses.
The raising of each flag was attended with instructive and appropriate exercises, by the Committee, scholars, and friends of the schools, and worthy of commendation.
The future welfare and glory of the Union depend up-
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on love of country, and pride in all that stands for it and its institutions, and if our children early learn to re- gard and reverence the flag, and are imbued with the lessons of freedom that it teaches, we may rest assured that the Nation will never lack true hearts and brave de- fenders.
THINGS HEARD AND SEEN.
We expect to hear the hum of machinery as we enter the mill or work-shop, and I would not have it otherwise in the school-room.
Perfect quiet is not indicative of the best quality of work.
To put undue restraint upon the child, is to deprive him of the very essentials of development.
Childhood should be regarded as a synonym for life, and the child ardor, well directed and controlled, is too big with possibilities to be quenched or cooled.
There is no objection, as has been often seen during the year, to the eagerness that brings the pupil from his seat, in his desire to tell what he knows about the sub- ject under consideration, or to seek further knowledge by earnest questioning.
Disorder can not creep into that school, where the en- thusiasm of the child has been aroused to such a degree as to fasten his whole attention upon his work. The noise or hum occasioned by such enthusiasm is in keep- ing with the child nature, and discloses a healthful con- dition of things.
Where listlessness, dullness and indifference never come; where life, energy and zeal always abound, there must be advancement, there must be continued progress,
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FREE TEXT-BOOKS AND SUPPLIES.
The system of free text-books and supplies continues to work well, and to give general satisfaction. It has demon- strated the fact, not wholly anticipated, that many pupils take better care of the town's property than they did of their own when they owned their books.
The cost of books and supplies, and the disbursements to the several schools, are shown by the following table :
Books and supplies on hand March 1, 1890. .. $153 I2
Expended for books. 327 72
Expended for supplies. 297 57
$778 41
BOOKS AND SUPPLIES FURNISHED.
High School No. I
$ 68 55
Grammar School No. I . 46 25
Intermediate School No. I
55 55
Primary School No. I 28 15
Mixed School No. 2. 16 90
Mixed School No. 3.
52 30
Mixed School No. 4.
22 40
Mixed School No. 5.
18 70
Mixed School No. 6.
49 52
High School No. 8
40 70
Grammar School No. 8.
53 28
Intermediate School No. 8.
42 65
Primary School No. 8.
35 20
Grammar School No. 9.
55 30
Primary School No. 9. .
39 80
Books and supplies on hand. 153 16
$778 41
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MIXED SCHOOLS.
Our mixed schools have more than maintained their av- erage atttendance and rank, and more and better work has been accomplished than during any year since I have had intimate knowledge of them.
The course of study in these schools is, necessarily, in a large degree ungraded; but the best methods and sub- jects pursued in the primary and grammar schools have been used as far as possible.
The teaching in some of the schools would be improved by more illustrations outside of the text-book, larger use of wall maps and blackboards. The eye can be made to greatly assist the mind in the attainment of knowledge, and should be used more than it is. Teachers have been known to carry their pupils over arithmetic, giving them little real understanding of it, while others make the study profitable and pleasant by practical explanation. Our arithmetics, without explanation and illustration, give one little real knowledge of banking. A teacher in a school which I recently visited, having mastered the details of banking, assembled her class of boys for a lesson, explain- ing the difference between a savings and a commercial bank. She gave this practice: One boy wishing to bor- row money, wrote a time note; another boy endorsed it, while others were made directors to pass upon the value of it. One was cashier, to cast up and pay out the correct proceeds. This will illustrate one point in object teaching, as well as the necessity of the teacher under- standing what is to be taught.
The action of the Committee in the consolidation of Nos. 7 and 9 schools, was a move "to the front" for
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the good of the schools. The result has been auspicious, and has proved highly satisfactory to all parties interested.
PRIMARY SCHOOLS.
It is gratifying that in Chelmsford we have progressive, versatile, devoted teachers in our primary schools. These are, in some respects, of the first importance, as nearly one-third of the pupils of the Town are in them, and the foundations of future success are here laid. In no other direction has there been such educational progress during the last few years as in the primary work. The course of study embraces reading, spelling, language, num- ber work, and observation lessons; also, oral instruction in various subjects suited to the age of the pupils.
In the primary schools more than in any other, should the greatest possible care be taken with the young minds. Here should be the best work, the best methods, and the best teachers. At this period, more than at any other, of a child's life, he can be most easily and profitably taught ; but if the mind by false methods is weakened, the child Instruction in the art of writing will ever after suffer.
is begun in the lowest grade. Children who have been in regular attendance during the first two years can write legibly and read script with considerable facility. Slate, paper, and pencil are used by the children, the first three
years. Writing with pen and ink is commenced at the beginning of the fourth year, and by some teachers earlier. Great care has been taken during the year to lead the pupils, at this early stage, into the habit of correct posi- tion and pen-holding, and good success has crowned the effort.
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INTERMEDIATE SCHOOLS.
These schools continue to do good work. The govern- ment by the teachers has been smooth, firm, and even. There was not much demonstration, but the schools were well governed, nevertheless. The teachers were, without exception, industrious and faithful. In these schools are found the three middle grades in our nine years' course. The branches of study taken in the primary grades are continued ; arithmetic and language are extended, and common - school geography is begun. Less oral work and more written work are required in these grades than in the primary. Blackboard and slate work upon the fundamental rules of arithmetic, with practical problems requiring logical thought, demand patience and persistence in teaching.
Careful work is demanded in these schools for two reasons : first, because some of the pupils leave school without advancing further in their studies ; second, because those taking the grammar course need a better preparation than they have generally received.
The teachers have responded earnestly and efficiently to the higher requirements, and good progress has been man- ifested.
GRAMMAR SCHOOLS.
The previous good standing of attendance, order, and progress in the studies has been maintained in this grade. Children in the grammar schools are required to discuss freely in the class, and afterwards reproduce in writing, the substance of their lessons on such subjects as geogra- phy and history. Interesting reading matter on these sub- jects has been provided for the purpose of supplementary reading, the substance of which they should be required
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to reproduce from time to time. Such reproduction should take the place of tedious reviews usually found necessary to impress the facts on the memory, and, at the same time, furnish the very best and certainly the most inter- esting training in language. It will be found that, by thus teaching language in connection with "thought studies," much valuable time may be saved, and that lan- guage can thus be taught far more effectually than when taught altogether as a separate branch. The amount of writing and spelling required when there are frequent ex- ercises in composition, in connection with the lessons in geography and history, will be so great that pupils will receive far more training than they could possibly receive when these subjects are taught as separate studies.
HIGH SCHOOLS.
The North Chelmsford High School was fortunate in retaining the services, during the year, of Mr. E. B. Vin- ing, a teacher well qualified for the work, and untiring in his efforts to advance the interests committed to his charge. I wish all who send children here might give them and the teacher the encouragement of frequent vis- itation.
During the Spring term, Mr. B. W. Tinker, the faith- ful and efficient teacher of the Centre High School, re- signed, to accept a more lucrative position in Southborough. Mr. Tinker's work and record in Chelmsford were excel- lent, and he left our town with the best wishes of all who knew him. Mr. Frank A. Weiman was placed in charge during the balance of the term, but his work failed to meet our expectations. He was succeeded in the fall by Miss Susie M. Emerson.
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The wisdom of the Committee, in placing Miss Emer- son in charge, has been satisfactorily demonstrated. I have found in her a capable, practical, pushing teacher, who carries into the school-room a determination to achieve success in progress and thoroughness, without any attempt at show or display. That argues well for the future practical usefulness of the experiences and knowledge gained under her instruction.
CONTAGIOUS DISEASES.
The schools have been comparatively free from conta- gious diseases, with the exception of whooping cough in the Centre schools, and measles in the East district. Much sickness might be prevented by using proper pre- cautions in sending children to school when any one in the family is affected with infectious disease.
Whooping cough and measles are classed among the dangerous contagious diseases, and are carried, it is be- lieved, in the clothing in the same manner as diphthe- ria or scarlatina.
The teachers were instructed to exclude from attendance at school, all children from families in which these diseases existed.
READING.
On listening, as I often do, to the reading of the Gram- mar grades, from the Fourth and Fifth Readers, it has repeatedly occurred to me that we are losing golden op- portunities for making the exercise subserve a far higher purpose than it does at present. The books used are un- questionably of the best of their class. The selections are judicious ; the passages are difficult enough; the sentiments are elevating, and the gradation easy and progressive.
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But the pieces are detached and fragmentary, there is no sustained interest, and our pupils do so much more read- ing than formerly, and advance through the pages so rap- idly, that the excellent specimens of English thus perused make little impression.
Before graded readers were used, when the pupil conned and reconned one book year after year, until every para- graph became familiar as household words, while the lofty thoughts of orators and the beautiful sentiments of poets became indelibly fixed, the variety and style of mat- ter presented effected a most excellent result. But con- ditions have changed. The greater number of subjects studied, in response to the demands of our day for a broader preparation for life-work, have made the acquisi- tion of a large vocabulary, rather than a critical study of passages, the object to be attained.
Would it not be better in these grades to devote the time now given to the hurried reading of the necessarily detached and fragmentary matter of the reading book, to the careful reading and study of complete books?
The text-books in Geography, History, and Physiology present a varied and copious vocabulary which must be studied and acquired, and would, in a large degree, fill the office of reader in this direction.
There can be no doubt that much more would be done for our pupils in broadening their views of life, and in refining their tastes, by the critical reading of some two or three complete works in the Grammar Schools, than in rushing through the six hundred pages of disconnected matter of the readers, no matter how choice each passage may be. It seems to me that this proposition is worthy of serious consideration. There would be, I think, little
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difficulty in selecting the works fitted to the age and needs of the Grammar pupils, and once inaugurated, the study of actual literature, with its ever-opening vistas of increasing interest, would well supplant an exercise that often taxes the energies of the most enthusiastic teacher to render lively and profitable.
These are not crude ideas, but facts, to me satisfac- torily demonstrated by the use of geographical readers during the year.
TO PARENTS.
It is a truism to call the attention of parents to the responsibility that rests upon them in the education of their children. They are primarily the first teachers, while their interest in their children's training is contagious, acting as a moral atmosphere to stimulate ambition and foster the spirit of obedience and application. In no fault- finding and censorious sense do I say this, but it must be as apparent as any mental conception can be, that pupils, with here and there a rare exception, are not apt to do their best in school without constant encouragement and home discipline.
To come specifically to the concrete, we instance the necessity of punctual and regular attendance. Every half day of absence, every lesson unlearned, subtracts so much from the mental stock in trade in the possible attain- ment of the child. In dollars and cents you know how to calculate the value of time, when your child is earn- ing wages. For all unused hours and days wages are with- held. Should we not know that for all unused school- hours and days, there is absolute mental growth kept back? Should we not see that this neglect keeps the child on a lower plane through life? Should we not real-
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ize that in an economical sense, this misspent time is costly, taking into account the possibilities of the life- work. If to underfeed and neglect the body, is followed by an enfeebled physique, how much more does the with- holding of mental food impoverish the whole being through all future years ! It is only by diligent study, day by day, lesson by lesson, the year through, that real attainments of education can be actualized. Most pupils want con- stant watching and prodding to keep them at their tasks. The old New England Primer had the maxim: "The idle fool is whipped at school." In reality, the idle fool whips himself through life, and by countenancing idleness and absence from school, his parents whip him, not for his reformation, but unwittingly; for they help to dwarf and limit his intellectual growth. £ It is something they must give an account of in all-time judgments ; for the enlight- ened conscience and healthy public sentiment do not hold one guiltless for this kind of neglect. We are confident that it is easily within the power of parents, by sending their children regularly to every session, and by careful watchfulness over their conduct out of school, to improve the efficiency of the schools in a very large degree.
CONCLUSION. 1
Another year of school work is over, and, on the whole, it has been a year of progress. Our system has grown more harmonious, our standards more uniform. A com- mendable spirit has pervaded both teachers and scholars. The foregoing report deals only with a few facts that are capable of being formulated in words or figures ; but the most important part of our work, and the most far-reach- ing results, are not susceptible of formulation. The
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efficiency, zeal, fidelity, and generosity of teachers, the good-will and enthusiasm of our scholars, and, more than all, the great yet silent work of character building that goes on in the schools during a year, can neither be shown by statistics, nor expressed in words. In all these excellences I believe our schools may fairly claim a place among the foremost in our State and County.
Through the liberality of the Town, and the acts of the School Board, our wants, generally speaking, are well supplied with the most modern text-books and appliances for the successful prosecution of our work.
In concluding my report, I can but express my cordial appreciation of the kindness which I have received from the Committee, the teachers, and the public since enter- ing upon the duties of the position which I have the honor to occupy. The spirit of harmony and good - will with which I was received, and which has continued to grow from time to time, has served to lighten my labors and responsibilities. It affords me very great pleasure to acknowledge this generous support from so many sources. My only anxiety is to prove myself equal to my oppor- tunities, and to do the work with which I am intrusted in a manner worthy its importance.
All of which is most respectfully submitted.
GEO. F. SNOW, Superintendent of Public Schools.
CHELMSFORD, MASS., March 5, 1891.
ROLL OF HONOR-PUPILS NOT ABSENT.
Those marked * were tardy.
HIGH SCHOOL NO. 1.
TWO TERMS-Gertrude Fulton.
ONE TERM-Wintie R. Gordon,* Annie Curtin, Millie Jefts, Arthur Dutton.
GRAMMAR NO. I.
TWO TERMS-Estelle Hutchinson, Cora Hutchinson. ONE TERM-Christine Ashworth, Ethel Byfield, Alice Stearns, Ednah Byam, Edwin Stearns, David Perham, Ralph Emerson.
INTERMEDIATE NO. I.
ONE TERM-Fern Lamprey, Andrew Landon, Leslie Davis, Harry Hooper, Harold Davis, Hawthorne Howard, Ralph Stearns, Harry Ward.
PRIMARY No. I.
FOR THE YEAR-Annie Bliss .* TWO TERMS-Ralph Adams. ONE TERM-Rubie Upham, Marion Emerson, Mabel Walch. Fred Holt, Arthur Adams.
MIXED No. 2.
ONE TERM-Eva Decatur, Joe Decatur.
No. 3 SOUTH.
TWO TERMS-Grace Garland, Ednah Byam, John Cooper. ONE TERM-Annie Wood, Gertrude Wood, Hattie Emerson, Mabel Pickard.
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No. 4 SOUTH ROAD.
ONE TERM-Walter Redman, Eddie Redman, Elmer H. Kimball, Frank Melvin.
No. 5.
TWO TERMS-Bernard Byam, George Byam, Jr. ONE TERM-Florence Ward, Harry Dutton.
No. 6 EAST.
ONE TERM-Annie Devine, Ella Devine, Mary J. Dix, Alice Dyar, Pearl Dyar, Ernest Craven, John O'Neil, Marshall Dix, Harry Wilson.
HIGH SCHOOL NORTH.
THE YEAR-Hattie Hall, Cecilia Marinell.
TWO TERMS-Lilian Sweat, May D. Sleeper, Frank D. Small.
ONE TERM-Blanche L. Sampson, Lena Small, Lulu G. Merrill, Au- gustus Duncan, Irving J. Keiths, Lulu G. Spalding.
GRAMMAR NORTH.
Two TERMS-Viola L. Green, Nellie Trubey, Gardner K. Ripley, Han- nah Sleeper, George Swain.
ONE TERM-George Spaulding, Walter Marinell.
INTERMEDIATE NORTH.
Two TERMS-Sadie Leahey, Theresa McCabe,* Winnie Quirk, Carrie Cook, Gracie Merrill, George Lambert.
ONE TERM-Hattie Cook, Edith Merrill, Mary Larkin, Lizzie Larkin, Clarence Spaulding, Carl Ripley, Regie Sheldon.
PRIMARY NORTH.
Two TERMS-Emma Cook, Frank G. Hall, John B. Hall, Stephen T. Ward.
ONE TERM-Ina G. Lambert, Clara J. McCoy, Rosie McCabe, Alice C. McEneney, Allen C. Gutras, T. Richard Davis, Thomas T. McTague, Herbert A. Warden, Philip Callahan, John Calla- han, Hubert Bearce.
·
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GRAMMAR No. 9.
FOR THE YEAR-Charlie Dane.
Two TERMS-Florence Winship, Arthur Mason.
ONE TERM-Fred Snow.
PRIMARY No. 9.
FOR THE YEAR-Emma Woodward, Ella B. Hodson, Nina E. Dane, John E. Dane.
TWO TERMS-Lilla Cunningham, Almeda Reed, Cora G. Daw, John Chapinnan, Oscar Hodson, Clara Baird, George O. Mason.
ONE TERM-Frank Hodson, George N. Quessy, George Knowles, Ger- trude Abrahamson, Charlie Abrahamson, Arthur Kneeland.
STATISTICAL TABLE OF SCHOOLS IN THE TOWN OF CHELMSFORD. MASS.,
FOR THE YEAR ENDING FEB. 28, 1891.
SPRING TERM.
FALL TERM.
SCHOOLS.
TEACHERS.
Time.
Number regist'd.
Av. attendance.
Under 5 years.
Over 15 years.
Between 8 and 14.
Wages pr month.
Time.
Months.
Days.
Number regist'd.
Av. attendance.
Under 5 years.
Over 15 years.
Between 8 and 14.
Wages pr month.
High, Centre
1
B. W. Tinker and
3
27
16
13
2
$84 00
3
15
13
10
2
$60 00
Grammar, Centre ......
1
Laura L. Butterfield.
3
27
23
18
36 00
2
15
28
21
2
14
36 00
Intermediate, Centre ..
1
Gertrude W. Byam ..
3
34
27
34
36 00
3
35
26
35
36 00
Primary, Centre .. .
1
Susie M. Emerson .... Frances Clark.
3
50
32.1
19
36 00
3
59
37
28
36 00
Mixed, North Road .. ...
2
M. Elizabeth Ham ...
14
11
1
1
5
32 00
3
14
10.2
1
1
8
32 00
Mixed, South ...
3
Augusta Hutchins. ..
3
27
16.1
1
20
36 00
3
29
21.1
2.2
36 00
Mixed, South Road .....
4
Carrie L. Adams ...
3
19
16.4
1
1
13
34 00
3
16
13.1
12
34 00
Mixed.
Edith W. Emerson ...
3
10
8.1
6
32 00
3
12
9
9
32 00
Mixed, East . .
Susic S. McFarlin ..
3
35
29.1
1
23
36 00
3
36
28.2
24
36 00
8
E. B. Vining.
3
22
21
11
7
84 00
3
20
17.2
13
84 00
8
L. A. Crawford.
3
28
22
1
23
36 00
3
30
23.2
1
26
36 00
8
Angie Campbell
3
34
28.1
2
32
36 00
3
33
21.1
I
23
36 00
Primary, North.
8
Laura G. Hoyt ....
3
52
43
2
2.2
36 00
3
55
35.1
9
Imogene Foster ..
3
22
17.1
1
20
34 00
3
22
17.2
14.
36 00
Primary, West ...
Agnes Naylor .. .. ..
3
40
35
25
34 00
3
45
35
25
36 00
Total Schools, 15.
Teachers, 20.
15
441
345
4
33
269
44
15
449
327
2
27
282
.
.
...
.
·
.
.
33
36 00
Intermediate, North ...
·
.
.
No. of School.
Months.
Days.
Frank Wieman ....
1
Susie M. Emerson . .
Gertrude W. Byam ...
1
Daisey C. Sawtell ....
1
5
6
High, North ...
Grammar, North ..
Grammar, West ..
Statistical Table of Schools in the Town of Chelmsford, Mass. (continued).
WINTER TERM.
THE YEAR.
No. of School.
TEACHERS.
Time.
Months.
Days.
Number regist'd.
Av. attendance.
Under 5 years.
Over 15 years.
Between 8 and 14.
Wages pr month.
Months.
Days.
Number regist'd.
Av. attendance.
Wages of Teach-
Per cent. of attendance.
High, Centre .
1
Susie M. Emerson ...
3
16
12
13
1
$60 00
9
27
13
$612 00
92.
Grammar, Centre ......
1
Ida C. Rogers ...
3
28
23.8
2
14
36 00
8
15
30
22
315 00
83.
1
Daisey C. Sawtell ...
3
33
25.1
33
36 00
9
39
26
324 00
82.
1
Frances Clark.
3
41
34
20
36 00
9
60
34.1
324 {0
80.
2
M. Elizabeth Ham ...
3
13
8.2
1
1
9
32 00
9
14
9
288 00
80.
Mixed, South.
C. M. B. Taylor ..
3
29
20.66
2
21
36 00
9
33
19
324 00
80.
4
Carrie L. Adams.
3
13
9
9
34 00
9
19
12
306 00
90.
5
Hannah C. Hunt ..
3
11
8.1
6
32 00
9
12
8.1
288 00
79.
6
Susie S. McFarlin ..
2
13
31
22
22
36 00
8
13
37
26.1
311 40
80.
8
E. B. Vining .
3
17
16.1
12
7
84 00
9
22
19
756 00
97.
8
Lucy A. Crawford ..
3
28
20.2
3
21
36 00
9
34
22.5
324 00
90.
Intermediate, North) ...
8
Angie Campbell.
3
33
22.2
1
32
36 00
9
38
26
324 00
91.
Primary, North ..
8
Laura G. Hoyt ...
3
47
35.1
26
36 00
9
63
40
324 00
90.
Grammar, West ..
9
Imogene Foster.
3
17
14
13
36 00
9
2.2
318 00
90.
Primary, West ..
9
Agnes Naylor .
3
37
31
25
36 00
9
45
34
318 00
92.
Total Schools, 15.
Teachers, 15.
44
13
394
300.8
1
34
259
134
8
495
310
$5,456 40
86 6-15
.
..
.
-
Time.
SCHOOLS.
ers.
...
Intermediate, Centre ..
Primary, Centre ....
Mixed, North Road ...
3
Mixed, South Road.
Mixed ...
Mixed, East
High, North
Grammar, North.
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