USA > Massachusetts > Middlesex County > Chelmsford > Town annual report of Chelmsford 1894 > Part 3
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ARTICLE 17. At the request of Arthur H. Sheldon, Ziba Gay, Otis P. Wheeler and others, to see if the town will make an ap- propriation to the North Chelmsford Library Association, on condition that the books of said library shall be free to all inhabitants of the town, or act in relation thereto.
ARTICLE 18. At the request of George Hyde and Arthur H. Sheldon, a majority of the assessors of the Proprietors of North Chelmsford Meeting House, to see if the town will relin- quish to said Proprietors any rights or interests it may have in and to the building now used by the Second Con- gregational Society in Chelmsford, as a chapel, or act in relation thereto.
ARTICLE 19. To see if the town will accept the income of two hundred dollars, in trust, from Arthur H. Sheldon, as administrator de bonis non, with will annexed, of estate of Harriet N . Edwards, the same to be expended in forever keeping in repair the tomb of the late R. V. Howard and burial lot of Isaiah Edwards, both in North Chelmsford cemetery , or act in relation thereto.
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ARTICLE 20. At the request of S. I. Briant, M. A. Queen and others, to see if the town will accept the gift of a bell from Mrs. George T. Sheldon. on condition that it be placed by the town upon the school-house in North Chelmsford, to be used for school purposes, and make an appropriation therefor.
ARTICLE 21. To see if the town will vote to accept a townway as laid out by the Selectmen, beginning at the highway leading from Chelmsford Centre to North Chelmsford, near the house of J. M. Fletcher, and running easterly about eighty-six and one-third rods to the Lowell road, near the house of Amos B. Adams. Said road is graded and land given.
ARTICLE 22. At the request of Henry S. Perham and others, to see if the town will raise and appropriate a sum of money for the purpose of decorating the graves of our soldiers in the several cemeteries on the 30th of May next, or act in rela- tion thereto.
ARTICLE 23. At request of H. C. Dean, A. W. Holt, Wm. Fletcher and others. to see if the town will vote to remove the mound of earth and rocks between Worthen and North Streets, near the house of Benjamin F. Hodges, or act in relation thereto.
ARTICLE 24. At the request of J. A. Parkhurst, George F. Snow. Sam- uel Naylor and fourteen others, to see if the town will vote to straighten and widen the street and bridge near the railroad station at West Chelmsford, make an appropria- tion therefor, or act in relation thereto.
ARTICLE 25. At the request of Henry S. Perham, George A. Parkhurst, George A. Byam and others, to see if the town will vote to raise and appropriate a sum of money to enlarge and remodel the old brick school-house, so called, in the Cen- tre village, for the use and accommodation of the free public library.
ARTICLE 26. At the request of Henry S. Perham, Walter Perham, W. H. Hills and others, to see if the town will vote to raise and appropriate such sum of money as may be thought neces- sary to build a new hearse-house at the Centre cemetery , or act in relation thereto.
ARTICLE 27. At the request of L. M. Dutton, Henry S. Perham, E. W. Sweetser and others, to see what action the town will take in relation to the proposed bridge across the Merrimack river between Pawtucket falls and Tyngsboro, or act in relation thereto.
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And you are directed to serve this Warrant, by posting up at- tested copies thereof at the post-offices in the centre of the town, South Chelmsford, North Chelmsford, West Chelmsford, and at the school-house at East Chelmsford, ten days at least before the time appointed for holding said meeting.
Hereof fail not, and make return of this Warrant with your doings thereon, to the Town Clerk at the time and place of holding the meeting aforesaid.
Given under our hands this ninth day of March, in the year of our Lord eighteen hundred and ninety-four.
EBEN T. ADAMS, GEORGE F. SNOW, MARTIN ROBBINS, NEWELL E. PARKER, ARTHUR H. SHELDON,
Selectmen of Chelmsfrd.
I have served the foregoing Warrant, by posting up true and attested copies of the same at the places above mentioned, more than ten days before the day of holding said meeting.
FRED E. NASON,
Constable of Chelmsford.
LIST OF JURORS
As PREPARED BY THE SELECTMEN, MARCH 8, 1894.
Andrews, Charles
Hall, John S.
Blaisdell, Andrew M.
Howard, Henry E.
Butterfield, John H.
Merrill, Frank G.
Butters, George E.
Nichols, John H.
Brown, I. Woodward
O'Connor, John
Brown, William H.
Perham, Albert P.
Bickford, Frank E.
Pinkham, Arthur C.
Coburn, Edwin F.
Parkhurst, Alfred G.
Durant, George E.
Parker, Newell E.
Dupee, Edmund F.
Parkhurst, Edwin K.
Davis. Albert H.
Pickard, Daniel J.
Dunn, John W.
Robbins, Benj. O.
Elliott, Jasper
Russell, E. Lincoln
Eaton, John P.
Fowle, William R.
Reed, Albert S. Spalding, George E.
Farrow, John A.
Sprague, Cordice R.
Green, Oliver M.
Schworer, Louis
Howard, Lewis K.
Stetson, George G.
Holt, George H.
Vinal, Charles A.
Holt, Charles A.
E. T. ADAMS, Chairman.
ANNUAL REPORT
OF THE
SCHOOL COMMITTEE
OF THE
Town of Chelmsford, Mass.,
FOR THE
Year Ending February 28, 1894.
LOWELL, MASS. LOWELL COURIER PUBLISHING COMPANY. 1894.
REPORT OF SCHOOL COMMITTEE.
The School Committee of the Town of Chelmsford for the year 1893 held their first meeting March 24, 1893, and organized by the choice of A. P. Perham as Chairman and John H. Redman as Secretary. Mr. Geo. F. Snow was elected Superintendent of Schools and Book Agent for the Board.
The members of this committee have discharged the duties which they were elected to perform, zealously, and have given their best efforts to promote the efficiency of the schools, and keep them up to the standard which their predecessors have for years past endeavored to maintain. Notwithstanding our efforts we feel that there yet remains much to be done to bring about such improvements as seem to be demanded, in order to keep pace with the progress of the times.
It seems that many radical changes in our school sys- tem should be made at no distant day, if this town desires to offer as an attraction to new comers whom we invite to take up their abode with us, unequalled facilities for the education of the young. If it desires to offer to the ris- ing generation as good opportunities for education as can be obtained anywhere, the citizens of Chelmsford must realize the fact that they are not keeping up to the demands of the times.
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The attention of the citizens has been called in past reports to the crowded condition of the schools in the North and Centre villages, particularly in the Centre. In the Centre school all departments are suffering for a lack of room, especially so the Grammar Schools. The inevitable result of such a lack of school-room accommo- dations is that pupils are hurried through the several departments, to make room for the new pupils that are demanding admittance each recurring year. Under such a condition of things it is unfair to assert that pupils are being educated. The best teachers cannot accomplish satisfactory results with classes of the size which they are obliged to teach, or attempt to teach. It is almost impos- sible to retain good teachers for any length of time, unless they have homes in the town, while such unreasonable tasks are imposed upon them, and when, also, the com- pensation offered is lower than paid in other towns. We have to look no farther than a town adjoining this to find teachers being paid thirty per cent. more than your com- mittee can offer for the same service. Can we invite here a thoroughly-trained and educated teacher, and expect her to remain, with such inducements as we offer?
It is unfortunate that the population of the town is so scattered as to require the maintenance of schools in very sparsely settled districts, where the attendance is very small, and the consequent cost of education per capita is brought up to a very large sum. In some of the smaller districts the cost for each pupil is about $40.00 per annum. It would seem to be wise to consider the
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matter of abolishing the schools in some of these districts, and arrange for the transportation of pupils to larger and centrally-located graded schools. It is also unfortunate that the town is compelled to maintain two High Schools ; it is detrimental to the interests of both. A high degree of efficiency cannot be expected when the appropriation is made to cover so much ground. The committee would recommend that the citizens of the town should take action as soon as possible in the matter of the erection of a new school building at the Centre, for if, at the begin- ning of the Spring term, there is as large a number of new scholars requiring admittance as in former years, it will be impossible to provide for them in the present lim- ited quarters. There appears to be a demand for a change in the time of the school terms and vacations, as the present practice of having a long vacation in March is unsatisfactory to a large number of people. A suggestion has been made to change the vacation to the month of April, and arrange the school terms to conform to such a change, and the committee regard the suggestion a rea- sonable one, and recommend that an early consideration of the matter be had.
We urge upon all parents the importance of visiting the schools as frequently as possible ; it is a duty that is greatly neglected, and if parents could realize the encour- agement that it gives to the teacher and pupil, and to all concerned in the education of their children, they would not fail to give the moral support that the practice would afford. We trust that the town will be liberal in its
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appropriations, and make them with a feeling of confi- dence in the committee that the expenditures will be carefully and judiciously made. We hope, also, a greater latitude will be allowed the committee in the matter of the salaries for teachers, so that a good teacher may be retained when the question of retention is one of salary.
A. P. PERHAM,
C. A. RANDLETT,
D. P. BYAM,
J. H. REDMAN, ORRIN PIERCE, CHAS. ANDREWS,
HUBERT BEARCE,
J. A. PARKHURST.
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SUPERINTENDENT'S REPORT.
To the Chairman and Gentlemen of the School Committee:
My seventh annual report is herewith respectfully pre- sented for your consideration.
During the year just closed the schools have not only maintained their good standing, but have made gratifying progress and improvement in various directions.
While all has not been attained that was desired, still the year has been one of steady prosperity. There have been far less changes, both in lines of work and in teachers, than in some previous years.
Efforts have been made to carry out programmes already adopted, rather than to introduce new schedules. Teachers and pupils have become better acquainted with their work, and all have striven earnestly for its accomplishment.
Many of our scholars graduate directly from our public schools into the practical duties and responsibilities of domes- tic or business life. Most of the direct and personal aid in their education they receive outside of home, they must get here. Hence the necessity that the instruction obtained be of the highest order, and with special reference to the stern and practical relations of mature life. Teaching is but a part of the work of the school-room. Important as it is, it must be supplemented by a wise, kind, and thorough discipline, which will permeate the very atmosphere of the place. It must secure attention, order, neatness, obedience, and respect, without noise or friction.
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It will thus obtain the greatest possible amount of sys- tematized work on the part of the pupil in the accomplish- ment of the aim and end of study.
As the children are influenced more by example than by precept our public schools should furnish models of excellence in these respects. In thought, in language, in conduct, in the whole bearing and character, the presiding genius of the school-room should be the personification of a polite, high- minded, virtuous, and noble soul - a standard of excellence in all that goes to make up an honorable, useful, and intelli- gent life. Such a being in daily contact with the young mind and heart in the work of education, stimulating thought, imparting information, correcting evil habits, and inculcating noble virtues, cannot but possess magnetic and winning power for good.
SCHOOL BUILDINGS.
The school property of the town is generally in an excellent state of repair. Among the latest improvements in this connection may be noticed the erection of a solid board fence around a portion of the grounds of Nos. 4 and 9; the painting and renovating of Nos. 3, 4, 5, and 6.
And here may I not be permitted respectfully to recom- mend that the school-houses in the Centre, North, and West villages be treated to a fresh coat of paint? This recom- mendation is made, not simply for the sake of the buildings themselves, or to gratify the taste of the general public, but in the interest of the pleasure and profit of the children who attend these schools. It is a fact not sufficiently considered that
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a pleasant school-house, with attractive surroundings, serves powerfully to attract children to the spot, and to interest them in the work done there. Not only so, but more impor- tant still : children are educated, as is well known, hardly less by what they see than by what they study in books.
" A thing of beauty " is not only a " joy forever " but an important means of elevating and refining one's taste. Chil- dren respect and cheerfully pay generous tribute to what appeals to their own self-respect. The time was when any sort of a house, cobbled up on a few stones on some corner where four roads meet, was thought to be quite good enough for a school-house, for the sufficient reason that it was deemed good enough for the boys to try their rash and ruthless jack- knives upon. Nothing, it was supposed, by way of house, furniture, or shade trees, could be sufficiently elegant or rare to be proof against the barbarism, to escape the vandal instincts of the average school-boy. Latterly, however, a larger faith is being exercised in the average school-boy ; and that faith has been correspondingly honored. In proportion as tasteful, as well as commodious, school-houses have been provided, with pleasant grounds, but little difficulty has been experienced in persuading that inevitable jack-knife to slumber peacefully in the school-boy's pocket ; while he, him- self, has been elevated, intellectually at least, if not morally, to a higher plane. With only a slight outlay of means and care, our school premises throughout the town might be put into and kept in such a condition as to be not only convenient and comfortable, but even beautiful ; might be so adorned, indeed, as, in the way indicated, to exert upon the opening minds and sensibilities of our growing children and youth, a most salutary influence, and one none the less salutary because so silent and unconscious.
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THE SUCCESSFUL TEACHER.
No would-be teacher can afford to regard some special attainments which she may have made, as an all-sufficient outfit for her work.
She may hold a certificate as graduate of the High, Normal, or Training School, or even of a college, and yet be poorly qualified for the profession of teaching.
One of the chief causes of failure on the part of many excellent scholars to become even fair teachers, is the mis- taken notion which they indulge that some specific course of study or training is a guarantee of success.
The beginner who knows it all has reached a point which the ablest and most experienced teacher has never quite attained, and she might as well withdraw from the business at the outset.
A willing spirit is one of the essential possessions of the successful teacher. She is as teachable while in charge of a school as she was when a pupil. She allows experience a large place in the means by which she determines the best line of advancement. She keeps pre-judgment as to methods in the background, and her next step is always taken in the added light of the last.
When pet theories prove impracticable they remain her pets no longer. If at the outset she makes the too common mistake of supposing that the child-mind can take in and digest such mental food as she herself needed in her closing pupil days, she is not slow to perceive her error and to retrace her steps until she reaches childhood once more. She analyzes the pupil as well as the lesson, and uses a liberal supply of common sense in introducing the one to the other. The text-book is not her inevitable refuge, nor are its memo-
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rized statements the chief index of her scholarship. Her progress is the outgrowth of a practical application of what she has obtained from continued study of herself, her charge, and her work. She does not merely try to keep up with the times, but dares to take a step beyond the accepted theory or method, and hold a position upon the results of her own investigations or discoveries.
She keeps herself supplied with the products of the best minds, and does not attempt to feed her flock from a poverty- stricken storehouse. She magnetizes the subject which she would present, and makes it a living reality to her pupils.
She does not regard her profession as a make-shift, but dignifies it with her noblest efforts, recognizes it as the God- given means by which she may benefit others, and makes it not merely her source of livelihood but her life.
Her whole-souled enthusiasm for her work does not allow her to become restive because she is subject to rules which exist for her restraint of others. She does not habitually appear upon the scene of action the last minute before the appointed hour, nor impatiently await the stroke of the bell as the signal of her release from duty.
She does not " hate to teach, " for that would be impossi- ble on the part of a genuine teacher. She has the sense to recognize any unpleasant features of her duties as so many obstacles, whose removal will avail to sharpen her wits and give strength and character to herself and work.
The eminently successful teacher was not born so, nor is she the favorite of fortune ; but she has reached that eminence by thoughtfully entering the profession, by constantly enrich- ing her sympathies, by turning hindrances into helps, by for- tifying every position which she takes with common sense, and continually enlarging her capacity for hard work.
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CHARACTER BUILDING.
The aim of the common school is two-fold. It is to teach the principles of the common school branches, and their prac- tical application, and to unfold a strong moral character. That pupil who is honest and faithful, industrious and perse- vering in school duties, is developing character. Every earnest effort made, and every act of obedience rendered, builds character. If a pupil works conscientiously, and acquires but little technical school knowledge, the application and discipline of the faculties employed amply compensate him for his time and effort. It is not the mass of abstract facts, but the training of the mental and moral powers, that is valuable. The amount of knowledge acquired in a year's schooling may appear small, but the increase of intellectual and moral ability may really be large. The development of mental power as a sequence to school work cannot be repre- sented by a per cent. It cannot be measured by any fixed standard of dimension. It can only be estimated at the time, and realized in the practical affairs of after life. It is as important to learn obedience to authority as it is to learn to read, to write, and to calculate. A healthy moral character is of more value than technical school knowledge. The mas- tery of business principles is second only to the possession of moral worth. Success and happiness depend upon these things. When the school shall develop harmoniously the moral, the intellectual, and physical powers ; impart practical, axiomatic moral truths, and inculcate useful business princi- ples, then, and not until then, will the school subserve its highest purpose. Then the school will give its graduates a solid basis upon which to build a useful and symmetrical character.
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Without this character no man need expect personal hap- piness or business success ; for, in the language of the poet :
" Destiny is not without, but within. Thyself must make thyself. The agonizing throes of thought, These bring forth glory, Bring forth destiny."
KEEPING RECORD OF ATTENDANCE.
The State Board of Education have modified their instructions for keeping the record of attendance in school registers as follows : When a pupil is absent from school for five consecutive days, he is no longer to be counted a mem- ber of the school until he returns. Whenever a pupil is absent from school, and the teacher ascertains that the absence is to continue for five or more days in all, he is no longer to be counted a member of the school until his return.
Thus absence of a pupil for more than five consecutive days in a month will reduce the average membership for the month, as well as the average attendance, though, ordinarily, in a less degree ; and absence for five consecutive days may operate in the same way if before the expiration of that time the teacher learns that the absence is to continue so long. The effect of this change is that the per cent. of attendance is less affected by cases of continued absence which cannot be avoided.
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DRAWING.
The schools are supplied with models of the common geometric forms, drawing books, paper and pencils, and the
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primary and intermediate grades with modeling clay. These type forms have been studied, as wholes, in their parts, and in their relations to each other. The primary and inter- mediate pupils have modeled in clay these forms, and objects based upon them, and the pupils of the grammar grades have made working and object drawings of a few of the forms and modifications of them. Great results have not been accom- plished, but I think the time and material actually consumed have been well used, and a foundation has been laid which can be built upon.
TEXT-BOOKS AND SUPPLIES.
No expensive changes in text-books have been made dur- ing the year. The exchange of language books, begun last year, has been completed, and an exchange in arithmetics has been commenced.
Just as the mechanic needs superior tools, and frequent replenishing, so does the teacher demand good supplies, and frequent renewal of them. The character of school work depends upon the character of the supplies. New and improved methods demand new and improved equipments. It can be truthfully said to the credit of the town, that it has been generous in its appropriations for supplies, yet an abatement would endanger progress in work.
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, 1893 $175 75
Expended for books
329 21
Expended for supplies
290 00
$794 96
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BOOKS AND SUPPLIES FURNISHED.
High School, No. 1
$ 93 00
Grammar School, No. 1
61 25
Intermediate School, No. 1 42 50
Primary School, No. 1
21 00
Mixed School, No. 2
24 35
Mixed School, No. 3
21 60
Mixed School, No. 4
38 40
Mixed School, No. 5
19 00
Mixed School, No. 6
37 00
High School, No. 8
68 15
Grammar School, No. 8
40 46
Intermediate School, No. 8
45 00
Primary School, No. 8
33 50
Grammar School, No. 9
34 50
Primary School, No. 9
15 00
Books and supplies on hand
200 25
$794 96
TEACHERS.
It is pleasant to record improvement among our corps of teachers. In this town, as elsewhere, there is diversity in personality, preparation, and efficiency.
Many of our teachers are endowed with that personality without which successful teaching is impossible. They display that energy, enthusiasm, sympathy, decision of character, and insight into character of children, which insures force, clear- ness, and permanent effect in teaching, and moulds the character of pupils.
I will avoid specific commendation, for in whatever instance teachers have performed exceptionally superior work, this is known and recognized by the patrons of the school, even if the appreciation has not been expressed to the teachers themselves.
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I feel that the town can congratulate itself on the superi- ority of the teachers in charge of its schools. The high character of its schools is due to the high character of its teachers, and the high character of teachers is such because the community demands that only such shall be retained.
The teachers have been workers, and it should be under- stood by all that the school-room is a place for work - con- stant, earnest, and unremitting. A lazy teacher will have lazy, shiftless pupils, and in a short time make of the best material for a school, drones and rogues. But the teacher who is always busy and alert will be full of expedients, and, detecting any one tiring of study, will ring a change, start the pupil on a new track, and stir the laggard to energetic and successful effort.
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