USA > Massachusetts > Middlesex County > Chelmsford > Town annual report of Chelmsford 1893 > Part 3
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Sixty pupils were present at the opening, and more came in as the term grew older, until nearly eighty pupils were enrolled. The average attendance was about forty-five. The per cent. of attendance, as compared with schools of the same character, was above the average. Statistics show that the
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low standard of fifty per cent. has been reached by considerable less than half the schools from which the attendance has been reported. The interest and enthusiasm manifested by the pupils is worthy of note. They endeavored to show by their conduct and work their high appreciation of the efforts be- ing made by those interested in their welfare. This work can only be continued by a special appropria- tion by the town, which would place the evening schools under the supervision of the School Com- mittee, and we would recommend an appropriation of two hundred dollars for this purpose.
With this report is submitted the report of the Superintendent of Schools, containing the detailed report of the state of the schools in Town, and we ask for it a candid perusal, and call attention to the many wise recommendations which he makes therein, feeling assured that his judgment is to be relied upon, as it is formed by his constant con- tact with the schools and personal observation of their needs.
J. A. BARTLETT, Chairman, RILEY DAVIS, Secretary, FRANK C. BYAM, WILLIAM L. GORDON, ORRIN PIERCE, HUBERT BEARCE,
HENRY R. HODSON,
School Committee.
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SUPERINTENDENT'S REPORT.
To the Chairman and Gentlemen of the School Committee :
I am happy to be able to report continued prosperity in our schools. The school year just closed ranks with the most prosperous within my experience as Superintend- ent. Not only has there been an absence of those dis- turbances which sometimes occur to break up or mar a term of school, but there has been a steady and sub- stantial progress in the various studies, and apparently a healthy development of the mental and moral faculties of the scholars.
This I attribute to the competency and fidelity of teach- ers, the diligence of scholars, and last, but not least, the co-operation generally of parents. Where these condi- tions are all present, school failure is impossible; with either one of them absent, the school will be only a partial success. There certainly can be no question of the wisdom of that policy which would secure for our schools the best teachers, and only the best, that can be obtained. We want for teachers men and women who love their work; who can sympathize with children and youth, and understand their characters and their motives, as well as their actions. Character, as well as scholar-
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ship, is to be formed, and for such a work we need teach- ers who are not narrow-minded and selfish, but who are large-hearted, genial, and magnetic in their bearing; who will lead, not drive, their pupils, and who will inspire them with a love for school and for all that is noble and good. Personal character is more efficient than force in controlling the young; and those teachers whose daily bearing is an example which children may safely follow, and who can treat their pupils, associates, and patrons with that consideration which is due to ladies and gen- tlemen, are the teachers to whom parents can confidently entrust their children. I can cheerfully commend, gener- ally, the spirit and progressive tendencies of our teach- ers; and I sincerely hope it will continue to be the policy of your Board to employ the best, and to encour- age them to strive for excellence in their calling, by giv- ing them a generous support.
TEACHERS.
The teacher's duties are not confined to the schoolroom. He has duties almost as important, out of it, as in it. It has been well said respecting clergymen, that the relation and the intercourse, which they hold with their people, during the six week days, determines the question whether or not they will do them any good on the seventh. And the relation which the teacher holds to the parents in the district goes far towards measuring the usefulness he can confer upon their children in the school. During the first weeks of the school, there should not only be a good understanding, but a friendiy intercourse, established between the teacher and parents. This it is the duty of
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the parents to proffer. Their welfare, and the welfare of their children, requires it. Common hospitality requires it. The parents, then, should seek acquaintance and offer hos- pitality.
But if they are neglectful of this obvious duty of com- mon politeness, still the teacher is not to keep his term through in ignorance of the people among whom he lives. He has a right, always, to call upon the committeeman. Through him he may seek acquaintance with others, make himself interesting to them by inquiring into the pro- gress of their children, commending their conduct, when it is commendable, asking advice and assistance in re- forming them when it is not. Parents love to have their children made the theme of conversation. Some of them would stop in the middle of a Thanksgiving dinner to enjoy that luxury. When a stranger evinces a sincere, generous, disinterested interest in the welfare of children, there are few hearts so selfish as not to throw open their iron doors and bid him a hearty welcome. Many occa- sions will occur when the teacher and parents will be thrown, as by chance, into each other's presence -in the street, at meeting, at a friend's house, or elsewhere.
The teacher must seize upon these occasions, show that he is interested in his work, prolong the interview, and excite their interest in the school. It is the teach- er's duty, day after day, to toil in his school; week after week, if I may use a sailor's phrase, to pull at the rope ; but what a difference it would make in the draught, should every parent in the district take hold and pull with him. Were all to take hold with him as one man, how easily as well as swiftly would the desired end be ac- complished.
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. HOW TO INJURE A SCHOOL.
Before the school begins, express your fears that the teacher will not succeed; prophecy evil against him. When you have done this, you will see that your reputa- tion for shrewdness may be lost if your predictions are not verified. After the school has commenced, you should inquire of the children, listen to all unfavorable stories, and believe them all. You will soon hear something to find fault with.
Call upon your neighbors, especially those whose children have been reprimanded or punished; ask them what they think of the school. The occasion may be a favorable one to express your fears that the school is unprofitable ; your neighbor may not contradict you. After you have persuaded one individual to join with you, go boldly to another. Make your inquiries ; state your fears, and say that Mr. A. is dissatisfied. The leaven of discontent will now probably diffuse itself without difficulty. It would not be well to say anything to the teacher about any proceedings in school of which you complain, for she might succeed in convincing you that they are proper ; or if not, she might correct them in future. If your boy should get whipped for nothing, you can take him with you some evening to the neighhors. All can see that a boy who has attended school may know more about it than a man who has not. Your boy has felt the evils of bad government ; his wrongs may excite sympathy ; his testimony against the teacher is decided, and to be re- lied upon. Say the teacher is partial; she does not let every child stand at the head of the class at the same time; some read before others, and some not till after. She lets some sit on the back seats, and others on the
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front seats; she reprimands some scholars more than she does others, and some, perhaps, she has not punished at all. Say your children learn nothing; they will try hard to prove that you speak the truth. Say that the school is noisy, and that a parent should be obeyed rather than a teacher. You may thus, reader, spoil any school.
The glory and honor will be your own; and you, and your children after you, may reap the reward. '
DISCIPLINE.
No serious cases of discipline have been brought to my notice during the year. With a few exceptions the management of the schools has been harmonious and sat- isfactory. We have not been able to get along without corporal punishment, nor, I fear, shall we be able to do so until a change comes over the spirit of some of our boys. Love does not enter half so much into their under- standing, I am sorry to say, as fear, and it is only through the latter that some can be made obedient to the rules and submissive to authority.
In the ideal school of ideal boys and girls there will be no corporal punishment, but with human nature as it ' is, I believe that its abolishment would lead to greater evils. Our school teachers are men and women of edu- cation and refinement, and are supposed to administer punishment in justice and moderation; if they do not, they should not be maintained in their position a mo- ment longer than such fact is ascertained.
Parents have a right to seek explanation in regard to the conduct and scholarship of their children, and it should be given them with cheerfulness and courtesy ; if not satisfied with the explanation of teacher and Super-
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intendent, an appeal to the School Committee is always open to them.
THE PRESENT TEACHING FORCE.
There has been an unusual number of changes in our corps of teachers during the year. In all these changes such care has been exercised to get the right teacher in the right place that the efficiency of our teaching force has decidedly increased. Some, whose work could hardly be called successful at the beginning, are doing well now. And those who did well then are doing much better now. In fact the first essential of a good teacher is capacity for improvement. As a whole, the schools are in better condition. than they were a year ago. In some, in which the same teachers have continued, the gain is marked.
TEXT-BOOKS.
But one change in text-books has been made, and this is one that has long been considered desirable. At the beginning of the spring term "Southworth and Goddard's Lessons in Language and Grammar" were put into the Grammar, Intermediate, and Mixed Schools. The year's work, I think, has fully demonstrated the practical char- acter of these books, and I shall be greatly disappointed if we do not see, in due season, great improvement in this branch of study throughout all these schools.
In language, perhaps, more than in any other study, clearness of comprehension and interest on the part of the pupil depends upon the teacher. Therefore, with the best of text-books, this study may partly fail for want of a thorough and enthusiastic teacher. With such a teacher a text-book might almost be laid aside. I think these
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books will supply everything needed in this department. 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, 1892 $153 16
Expended for books .
373 OI
Expended for supplies
280 60
$806 77
BOOKS AND SUPPLIES FURNISHED.
High School, No. I .
88 15
Grammar School, No. I .
5I IO
Intermediate School, No. I
43 25
Primary School, No. I
25 60
Mixed School, No. 2.
13 10
Mixed School, No. 3 .
28 30
Mixed School, No. 4 .
32 05
Mixed School, No. 5 .
22 90
Mixed School, No. 6.
40 00
High School, No. 8 .
75 15
Intermediate School, No. 8
45 10
Primary School, No. 8
36 20
Grammar School, No. 9
35 50
Primary School, No. 9
24 75
Books and supplies, on hand
175 75
Grammar School, No. 8
69 87
$806 77
MIXED SCHOOLS.
The mixed schools have been unfortunate, so far as the matter of frequent shifting of teachers is concerned. Changes occurred in Nos. 2, 3, 4, and 5 during the year. As every one knows, it is an almost impossible thing to secure as good results in these as in the graded schools. The teachers were diligent and faithful, and some of them accomplished superior work. It is an undoubted fact that every young person of ordinary mental capacity
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can acquire a stock of text-book knowledge adequate to the routine of the common schools. At the same time it is equally true that the faculty of imparting even that knowledge, in the most profitable way to pupils, is so rare as to be nearly allied to genius. That mental traits and habits besides those that can be acquired are neces- sary to the highest success, has often been made evident to me by cases which have come under my observation where good literary qualifications, seconded by a maximum of honest effort, have produced a minimum of desired re- sults. Nature, having a hand in the matter, has not been lavish in the creation of true teachers. Recognizing this fact, we should learn not to place our standard or expectations so high that genius only can satisfy them.
PRIMARY SCHOOLS.
To the primary schools I have given careful observa- tion, both on account of their importance in the system, and for the reason that the teachers of these schools have seemed to invite inspection and advice. There are no more painstaking and faithful workers in our corps of teachers than are to be found in our primary schools.
Observation is the underlying principle of primary teach- ing. The teacher stands before her class and the primer chart, crayon in hand, and every new word on the chart is written on the blackboard. Every such word is devel- oped for and by the child until, heard and seen in all the relations and connections which his mind can grasp, it becomes fixed in his memory. Not only does he see them written, but he writes them himself, and seeing them written correctly, he spells them correctly. Thus to see is to read, and to write is to spell, and it will
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remain true for the rest of his school life. He learns numbers and the relation of numbers .at the same time, by seeing them before him on a table, and evolving from them their possible combinations. These combinations in- clude what was once known as addition, subtraction, mul- tiplication, and division, taught separately, when arithmetic was something to remember and not to see, but now and henceforth to be taught together, whether the child combines and separates five units or fifty. And after a day of such work he goes home, thinking that he has been playing with blocks, and all work in school to him is play, and play is work. In such a school there is no idle hour, no learning and reciting by rote, no undue mental strain, but a constant activity in the direct line of the child's mental capacity. His mind grows, as his body, unknown to himself, and this natural mental growth is the true education.
INTERMEDIATE SCHOOLS.
These schools have been doing about the same work as usual, and have been doing it well. Technical grammar has been dropped entirely from this grade, and a more ex- tended language course adopted. The teachers have tried to make their work more practical, to train the reason- ing powers as well as the memory of the pupils.
Work is the essential thing to improve our schools. In some way we must arouse the ambition of pupils. This can best be done by the co-operation of parents, and sharp attention on the part of teachers. " Work, you rogues," was the rousing charge of John Adams to his children in school. £ The' talismanic word is work, WORK.
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GRAMMAR SCHOOLS.
A very perceptible improvement has been made in the work of the grammar schools. It is broader and more practical, and the pupils are more reliable and self-reliant. Their available knowledge and better disciplined powers promise for them higher success, whether they go from this grade to the high school, or to the business and duties of practical life. The change of text-books in grammar has thus far proved a very acceptable one, and although it is yet too early to judge conclusively of the work by results, there is every reason to believe that more intelligent progress is being made.
HIGH SCHOOLS.
Our high schools are accomplishing good work; their course has not been a backward one by any means. They now have teachers who thoroughly understand the subjects taught, and have the ability to impart their knowledge to others. The pupils in these schools are fortunate in being under the tuition of such instructors.
The material for two high schools, with our limited number of scholars, is not easily supplied in the form which would establish an ideal high school. Many of the pupils who are allowed to enter, if a homogeneous com- pany could be secured, would be kept back at least a year in the grammar school department. In this, how- ever, we have no option; and in order to secure a fair distribution of labor, scholars are passed from the gram- mar to the high school more rapidly than they would be were pupils of this grade more numerous.
At the close of the spring term a class was graduated from each high school. The graduating exercises were
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held in the local Town Halls, and attended by large and appreciative audiences. As they were of unusually inter- esting character, I have thought it not amiss to give in these pages the order of exercises, and suggest that the custom be continued. All such details are, or will be, of value as local history, and, it may be, will stimulate some of our citizens (who are now devoting much mis- directed energy to collecting farmers' almanacs) to pre- serve these Annual Reports, and hand them down to future generations :
Graduation Exercises of the Centre High School, Class of 1892, at Town Hall, Thursday Evening, June 23, 1892.
MARCH - Home from Camp . . . Catlin
INVOCATION.
FESTIVAL OVERTURE
ORCHESTRA. .
Gatann ORCHESTRA.
SALUTATORY ESSAY -" What We Have Gained."
MISS IDA. E. MELVIN.
CORNET SOLO -" In Old Madrid."
MASTER G. T. PARKHURST.
RECITATION - "Youth." MISS ALICE M. STEARNS.
ESSAY - Chelmsford in 1992. A Dream. Written by Class of '93 MASTER RALPH W. EMERSON.
SOLO -" Love's Sorrow."
MR. FRANK A. EMERSON.
RECITATION - " Mustered Out."
MISS GRACE E. MANSFIELD.
DUET - " Edenland."
MISS LILLIAN WARREN, MR. E. E. ADAMS.
ESSAY - " History and Prophecy."
SELECTION. MISS FLORENCE M. CUMMINGS.
ORCHESTRA.
ESSAY -" The Romance of Words."
. MISS GRACE E. MANSFELD.
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SOLO-"I Watch Thee from Afar."
MR. E. E. ADAMS.
VALEDICTORY ESSAY -" Practice is Better than Precept." MISS H. GERTRUDE FULTON.
SELECTION.
ORCHESTRA.
PRESENTATION OF DIPLOMAS.
PARTING ODE.
GRADUATES.
Florence Marion Cummings,
Grace Elma Mansfield. C. Helen Gertrude Fulton,
Ida Estella Melvin.
Graduation Exercises of the North Chelmsford High School, Class of 1892, at Town Hall, Friday Evening, June 24, 1892 :. MUSIC.
INVOCATION.
REV. S. I. BRIANT.
SALUTATORY AND ESSAY- "Tendency of Modern Education."
FANNIE G. HOLT.
ESSAY - " Omisions."
BLANCHE L. SAMPSON.
MY IDEAL
ORCHESTRA. . Eilenberg
ORATION - " Self Development." G. WALTER MONEGAN.
CLASS ESSAY -- "Silent Influences."
MAY D. SLEEPER.
UNTER DEN LINDEN . . Hermann
.
ORCHESTRA.
ESSAY - "Value of Character."
LUELLA G. MERRILL.
SONG - Farewell.
CLASS.
ORATION - "Influence of Art." JOSEPH E. MARSHALL.
PROPHECY AND ESSAY - "Attention an Element of True Success."
CECELIA A. MARINEL.
WALTZ- Selected.
ORCHESTRA.
CLASS' ORATION - "Governments, Ancient and Modern."
CHARLES E. HYDE.
ORCHESTRA.
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ESSAY-"Landmarks"-with Valedictory.
LULU G. SPALDING.
CONFERRING OF DIPLOMAS, by the Superintendent.
ADDRESSES.
SINGING OF CLASS HYMN.
GALOP - Selected.
ORCHESTRA.
GRADUATES.
Fannie Gertrude Holt.
Charles Edward Hyde.
Cecelia Annie Marinel.
George Walter Monegan.
Luella Gertrude Merrill.
Joseph Edward Marshall.
May Douglas Sleeper.
Blanche Lillian Sampson.
Lulu Grace Spalding.
DRAWING.
The course in form-study and drawing, according to the plans used in the Prang series of books, commenced last year, has been continued. The children in the primary schools begin by studying the simplest form, the sphere ; they handle a sphere, talk about it, and finally make one of clay. In the same manner they study all the simple forms, and then draw them. No time is wasted in draw- ing mere lines which mean nothing; but from the begin- ning to the end of the course the pupil is set to work every time to express something, to make a true picture of some object that is before him, or that is in his mind, and he is taught never to draw à line that does not represent an idea. Thus from the beginning we teach drawing as a mode of language, or as a means of ex- pressing ideas; and the children learn first to observe things accurately, and then to make their fingers tell what their minds have learned. Drawing is the first step in manual training, and the only step in that direction
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that can be profitably taken in all our schools. It has been too long neglected in Chelmsford, and we should try in future to see that our children shall not miss this valuable means of culture.
MISCELLANEOUS SELECTIONS.
" Next to moral excellence, good reading is the finest ornament which can grace a school. It is the very foundation of intellectual acquirements and accomplishments."
"Some of our teachers, who have a natural aptness for their work, make the schoolroom a very paradise for the little folks entrusted to their care. Habits of order and neatness are inculcated, politeness of manners encouraged, and their morals are carefully looked after."
"Our wealth is in the mines of intellect that lie hidden in the popular body, and not in the gold, silver, and iron, even though the national domain stretch over vast continents that rest on golden foundations." .
"There must be system and there must be order; a school that is lacking in either of these is a failure at the start. But let the essence of the system center, not in monotonous sameness, but in ever fresh variety; and let order be secured, not through the forced sit-still method, but through the self-forgetful attention which genial and interesting processes of instruction will produce."
"The hope of the future, with reference to the great evils that now exist in the community and in the country, is in the training of the young to right principles of action. It has been truly said, 'A man can make a fortune in a day; but a great moral purpose is a thing of time. It must begin in the boy or the girl.'"
"We need in our country to-day men and women of integrity rather than of high intellectual attainments. Let it not be forgotten that in our schools moral training has its place as well as intellecual training."
THE GOOD SCHOLAR.
In the first place, he is punctual. He will never be absent from school unless it is absolutely necessary. He will be there at the hour, nay, at the precise minute ;
-
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because he knows that it is very important to the order of the school and still more important as a habit for himself. The boy who is behindhand here is almost sure to be behindhand in everything all his life.
He who is slack, tardy, and irregular in attendance here, will not only be a poor scholar, but it is a pretty certain sign that he will always be slack and irregular. The good scholar will be diligent in his studies. His lessons are his work, and like other work, at any age, he must do it with all his heart and might, or he will do it poorly. A lazy boy makes a lazy man, and that makes a poor creature, whether boy or man. The good scholar will be obedient. He will be careful to observe all the rules of the school and orders of the. teacher. He knows that his place is to obey, and, by his good example and influence in the school, to be an assistance and a source of satisfaction and relief to his teacher. It is a great happiness to the teacher and an excellent sign in a school, when compulsion and punishment are not found necessary. I have described to you the good scholar. Let that be your mark.
I say to each one, be you that boy I have described ; do you be punctual, diligent, obedient, civil, kind, true and orderly in your whole deportment. Do your duty, boys ; there is nothing like that for your honor and happiness. Do your duty to the town, your teachers, parents, and one another. Do your duty here-that is the manliest thing-and a blessing will follow you here, and hereafter.
CONCLUSION.
The present aspect of school affairs, while full of encouragement, is an urgent reminder of the responsibil-
.
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ities resting upon those whose business it is to labor for the maintenance of the ground already occupied, and to push for a still higher position. We can not afford to relax our efforts, nor should we underestimate the dan- gers that arise from too great a sense of security. It is no child's play to accomplish the assigned task of solv- ing, in the best way, the educational problem that con- fronts us. Our entire working forces should harmon- iously contribute to the one purpose of subserving the highest good of the youth and children committed to our care. To this end all legitimate means should be employed, a generous public spirit invoked, and every agency bearing upon the accomplishment of this impor- tant mission pressed into service.
The time seems to have come when, by a wise action on the part of the people, a rapid growth in the popu- lation of the town may be secured. Good schools may become one of the greatest inducements for industrious, intelligent, public-spirited people to settle among us. Gathering such wisdom and inspiration as is possible from the past, patriotic citizens may well set their faces toward the future and press on.
I take this opportunity to thank the Committee, the teachers, and the citizens for the co-operation and sup- port which they have given to my efforts to improve the schools, and for the kindness which I have experienced in all my relations with them.
.
Respectfully submitted, GEO. F. SNOW. Superintendent of Public Schools.
CHELMSFORD, March 7, 1893.
ROLL OF HONOR.
CENTRE HIGH SCHOOL NO. 1.
Not Absent or Tardy for One Year and Two Terms-Alice M. Stearns, Edwin L. Stearns.
Tardy once but not Absent for One Year and Two Terms-Jessie M. Holt.
Not Absent or Tardy for Two Terms-Ednah F. Byam, Ralph W. Emerson, G. Thomas Parkhurst, Mary B. Bartlett.
Not Absent or Tardy for One Term-Arthur E. Dutton, Arthur A. Harmon, Carl M. Mansfield, Edward J. Robbins, Annie M .. Wood.
CENTRE GRAMMAR SCHOOL No. 1.
Not Absent or Tardy for One Term-Ralph Stearns, Florence Ham- mond, Stanley Cotton, George French, Michael O'Day, Arn- nold Perham.
Not Absent but Tardy for One Term-Estelle Hutchinson, Eva . Hutchins, Karl Perham, Emely Adams.
Not Absent or Tardy for Two Terms-Harold Davis, Hawthorne Howard, Ethel Ober, Ralph Stearns, Charles Holt, Grace Parkhurst, Belle Adams, Herbert Byfield, Marion Emerson, Stanley Cotton, Michael O'Day.
Not Absent but Tardy-Karl Perham, Herbert Byfield.
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INTERMEDIATE CENTRE SCHOOL NO. 1.
Not Absent or Tardy for One Term-Ever M. Briggs, Perley R. Kidder, Lawrence E. Marshall, Sadie D. Wright, Arthur G. Wright, Maud H. Perham, Eva A. Perham, Arthur I. Hill. #
Not Absent or Tardy for Three Terms-Ralph P. Adams, Arthur E. Adams, Olive G. Eaton, Fred W. Holt.
CENTRE PRIMARY SCHOOL No. 1.
Not Absent or Tardy for One Term-Willie Adams, Bertha Bart- lett, Louise Adams, Alice Brennan, Minnie Brennan, Paul Davis, Emma Glidden, Levi Howard, Harlan Knowlton, Maud Knowlton, Lester Stearns, Ivar Nilsson, Walter Smith. Not Absent or Tardy for Two Terms-Willie Adams, Louise Adams, Paul Davis, Ella Knowlton, Harlan Knowlton, Lester Stearns.
Not Adsent or Tardy for The Year-Paul Davis, Harlan Knowlton, Willie Adams.
MIXED SCHOOL NO. 2.
Not Absent or Tardy for Two Terms-Nora McDonald, Rachel Marshall.
Not Absent for One Term-Eliza Spaulding.
MIXED SCHOOL No. 3.
Not Tardy for One Term-Sydney E. Dupee, Alta B. Byam, Lucy H. Byam, Hattie M. Emerson, Albert Holtam, Arthur Mans- field, Pansy R. Paignon, John A. Redmond.
Not Absent for One Term-John B. Emerson, Sydney E. Dupee, Libbie Byam.
Not Absent or Tardy for One Term-John H. Cooper, Geo. Gar- land Byam.
MIXED SCHOOL No. 4.
· Not Absent for One Term-Inez Kimball, Elmer Kimball, Belle Gould, Stewart Redman, Eddie Redman.
Not Absent for Two Terms-Ada Kimball, Walter Kimball, Willie Robbins, Walter Redman.
Not Absent for The Year-Frank A. Melvin.
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MIXED SCHOOL NO. 5.
Not Absent or Tardy for One Term-Arnold Byam, George A. Byam, Ray Byam.
MIXED SCHOOL NO. 6.
Not Absent for One Term-Mary Dix, Mary Devine, Perle Dyar.
HIGH NORTH SCHOOL NO. 8.
Not Absent or Tardy for One Term-Lillie M. Sweat. Not Absent for One Term-Frank B. Small.
GRAMMAR NORTH SCHOOL NO. 8.
Not Absent for One Term-Thomas McTague, Walter Marinell, Arthur Wheeler, George Swain, Abbie Butterfield, Lizzie Lar- kin, Sadie Leahey, Tessie McCabe, Rosie McCabe, Mary Mc Mahon, Loretta O'Neal, Winnie Quirk, Bessie Moore, Cora Pearson, Frances McEnaney, Florence Sampson.
Not Absent for Two Terms-Carrie Cook, Maggie Dunigan.
INTERMEDIATE NORTH SCHOOL NO. 8.
Not Absent or Tardy for One Term-Mary B. Howard, Maud Wright, George Jutras, Ina Lumbert.
Not Absent for One Term-Maud Wright.
Not Tardy for One Term-Percy Fisher, George McEnnis, Hattie Cook, Nellie McCabe, Lillian Seymore.
Not Tardy for Two Terms-Mary Tobin.
PRIMARY NORTH SCHOOL NO. 8.
Not Absent or Tardy for One Term-M. Emma Cook, Carrie Bridg- ford, C. Estella Howard, Blanche Wright, George Jutras, Rupert Ripley, Owen Sherlock, Herbert Warden, Fred Cook, Ralph Clark, Florence Queen.
Not Absent or Tardy for Two Terms-Loretta Ward, Lester A. Worden.
Not Absent or Tardy for the Year-Esther Bearce, Stewart Mackay, Walter Worden, Chester A. Worden.
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GRAMMAR SCHOOL No. 9.
Not Absent or Tardy for One Term-Florence Winship, M. Etta Gill, Nina Dane, Axel Swanson, George N. Quessy.
Not Absent but Turdy for One Term-Helen Knowles.
Not Absent or Tardy for Two Terms-Cora G. Daw, John A. Chap- man.
PRIMARY SCHOOL NO. 9.
Not Absent but Tardy for Two Terms-Gertrude Abrahamson.
Not Absent but Tardy for One Term-Willie Flynn.
Not Absent or Tardy for Two Teams-Alice Cunningham, Millie Dunn, Stella Daw, Harry Daw, Gust Swanson.
Not Absent or Tardy for One Term-Clara Baird, Sarah Boynton, George Knowles, Charlie Martin, Charlie Abrahamson, George Cunningham, Patsy Flynn, Emma G. Holt, Tommy Dunn.
STATISTICAL TABLE OF SCHOOLS IN THE TOWN OF CHELMSFORD, MASS.
FOR THE YEAR ENDING FEB. 28, 1893.
SPRING TERM.
FALL TERM.
No. of School.
TEACHERS.
Months.
Days.
No. registered .
Av. attendance.
Under 5 years.
Over 15 years.
Between 8 and 14.
Wages pr month.
Months.
Days.
No. registered.
Av. attendance.
Under 5 years.
Over 15 years.
Between 8 and 14.
Wages pr month.
High, Centre ...
1
Susie M. Emerson. .
3
37
34.11 34.89
20
5
$68 00
3
30
27.37
20
3
$72 00
Grammar, Centre .... ..
1
May E. Parkhurst ...
3
34
26.7
34
36 00
3
34
28.96
34
36 00
Primary, Centre ...
1
Hattie A. Snell.
3
47
37.51
13
36 00
2
15
56
43.95
22
36 00
Primary, Centre ...
1
Lillian L. Sproat ..
3
14
11.79
7
32 00
3
16
11.86
9
32 00
Mixed
2
Isabelle A. Nauss. ..
3
21
17.10++
10
34 00
3
19
15.51+
10
34 00
Mixed ..
3
Mary W. Baker ...
3
21
18.53
2
11
34 00
3
22
18.63+
3
11
34 00
Mixed ..
5
Ida E. Byam ..
2
17
14
11.063+
7
32 00
3
12
10.766++
7
32 00
Mixed .
5
Harriet Witherell ...
3
41
33.05
18
36 00
3
41
34.7
19
36 00
High, North. ..
8
John Q. Hayward ... 3
22
18.49
12
1
84 00
8
|Arthur W. Trubey .. Winifred Miller ..
3
38
35.33
2
36
36 00
3
41
38.33
2
36
36 00
Grammar, North.
8
Ellen A. Cook ...
B
42
34 .- +
35
36 00
3
33
27.+
26
36 00
Primary, North ...
Laura G. Hoyt ....
3
53
46.81
14
36 00
3
47
36.96
12
36 00
Grammar, West ..
9
Ella Hutchinson ..
24
19.98
21
36 00
3
20
17.66
19
36 00
Primary, West
9
Agnes Naylor ..
3
35
31.+
9
36 00
3
42
31.++
16
36 00
Total Schools, 15.
Teachers, 15.
44
17
488
410.353
36
259
46
15
481
404.626
34
259
1
Edith W. Emerson ...
3
40
38
36 00
3
41
37.13
28
36 00
Grammar, Centre ...
Mixed.
2 Blanche Bassett .....
Mixed
3
Celia P. Battles .. ..
Mixed .
4
Fannie Flanders ..
6
Helen Hadley ..
.
3
27
24.80
9
7
84 00
High, North.
..
8
.
Intermediate, North ...
8
.
Mixed
..
.
.
SCHOOLS.
Intermediate, Centre ..
1 Carrie L. Adams ....
Statistical Table of Schools in the Town of Chelmsford, Mass. (Continued )
WINTER TERM.
. THE YEAR.
No. of School.
TEACHERS.
Months.
Days.
No. registered.
Av. attendance.
Under 5 years.
Over 15 years.
Between 8 and 14.
Wages pr month.
Months.
Days.
No. registered.
Av. attendance.
Wages of teach-
Per cent. of attendance.
High, Centre ...
1
3
29
23.64
23
3
$72 00
9
38
28.37
$636 00
95.5
Grammar, Centre .....
1
May E. Parkhurst ....
3
42
33.958
30
36 00
9
42
35.328
324 00
94.3
Intermediate, Centre ..
1
Carrie L. Adams .....
2
15
31
20.18
31
36 00
8
15
35
25.28
315 00
80.25
Primary, Centre ...
1
Lillian L. Sproat ...
3
53
35.44
22
36 00
8
15
59
38.96
315 00
90.49
Mixed ..
2
Isabelle A. Nanss.
3
14
10.22
10
32 00
9
20
11.272+-
288 00
89.9
Mixed ...
3
21
15.58+
11
34 00
9
25
15.06++
324 00
85.+
Mixed ..
4
Alice I. Smith.
3
21
16.65+
3
13
34 00
9
25
17.94+
306 00
93.14+
Mixed ..
Grace E. Mansfield. ‹
2
16
12
9.308++
7
32 00
8
13
14
10.37+
278 40
88.3+
6
Helen Hadley ...
3
38
28.45
18
36 00
9
45
32.06+
324 00
81.8+
Mixed.
8
Arthur W. Trubey ...
3
28
24.15
10
7
84 00
9
26
22.48
756 00
91.04
High, North.
8
Winifred Miller ...
3
37 .
32.66
2
36
36 00
9
38
35.33
324 00
91.11
Grammar, North
8
Ellen A. Cook ...
3
32
26.
32
36 00
9
42
29.22
324 00
89.4
Primary, North.
8
Laura G. Hoyt ...
3
40
29.43
12
36 00
9
66
37.73
324 00
89.+
Grammar, West ..
9
Eda Hutchinson ...
23
17.53
19
36 00
9
24
18.39+
288 00
91.+
Primary, West ..
9
Agnes Naylor.
3
40
31.+
20
36 00
9
49
31.+
324 00
90.+
Total Schools, 15.
Teachers, 15.
43
31
461
354.195
38
271
132
43
548
388.79++
$5,450 40
89.34+
.
·
Intermediate, Northi
...
·
.
·
·
SCHOOLS.
ers.
3
Mary W. Parker.
·
Harriet Witherell .. ¿
5
Susie M. Emerson ....
For Reference Not to be taken
from this library
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