USA > Massachusetts > Middlesex County > Chelmsford > Town annual report of Chelmsford 1894 > Part 4
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MIXED SCHOOLS.
There have been changes of teachers in Nos. 2, 4, and 6 since last year.
To do successful work in a mixed school requires unusual powers and patience. When the scholars must come in com- parison with those of the graded schools the difficulty is heightened.
It is a vital question for the teacher to arrange her time so that every minute may be used to advantage. She is called upon for originality and independent action in the manage- ment of her daily work.
To create and sustain a spirit in the recitation, when the first class consists of one scholar, the third class of three, and there is no second class, is not an easy matter.
The pupils in these schools seem to grasp the conditions of ordinary problems in number, and solve them more readily
17
than they did a year ago. I am inclined to think, however, that in most of our schools the written work still absorbs an amount of time altogether out of proportion to the demand for it outside of the school-room. The books contain a large proportion of written work, and the custom has been to occupy the pupils in the higher classes chiefly with that kind of practice. It is easy to continue the custom, especially as the material required is already in the hands of the pupils. One or two books of problems for oral work furnished for the teacher's desk have proved helpful.
Some teachers make use of numerous exercises of this kind taken from school journals, and others, better still, have such familiarity with the business life of the community that they are able to give without stint problems suited to the needs of the pupils, and having the freshness and interest of real transactions.
PRIMARY SCHOOLS.
Concerning the Primary Schools there is but little to be said in addition to former reports of this grade.
They have become so firmly established upon a good working basis that they move along with the least possible amount of friction. The teachers are experienced and self- reliant, those at the North and West having been retained in these schools for fourteen years. With self-reliant teachers there will be self-reliant pupils. These, too, are needed, and especially in the schools which are forming opinions and habits for life. Self-reliance is death to mechanism. It destroys it both inwardly and outwardly, sets the mind free to act as mind, and even sets the body free to move or rest
18
as nature wills. Who ever saw a class of little children in position, as it is called, with their heads, hands and feet in line, and kept there till they must have ached, without wish- ing to break the spell? It has been broken in our Primary Schools. Children are allowed to be children. They are not ungoverned ; but they are unoppressed. Their impulses are respected, their errors are corrected rather than driven in, and thus the life without expresses instead of concealing the life within. This helps them to help themselves.
It gives them the consciousness of power as well as of weakness, and encourages them to do what they feel as well as learn to do their duty.
INTERMEDIATE SCHOOLS.
These embrace the 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 and more written work is required in these grades than in the Primary. Black- board and slate work upon the fundamental rules of arithme- tic, with practical problems requiring logical thought, demand patience and persistence in teaching. The work in language is deserving of special praise. The daily drill in correcting faulty sentences forms a large part of the work. It often happens that a pupil who is familiar with the rules of gram- mar and their application will make the grossest blunders in his daily recitations and in conversation. To correct such mistakes, even if some time is thereby taken from the regular lessons, gives the pupil knowledge that will remain long after
19
rules and technical terms are forgotten. As a rule, the ordinary scholar hates grammar and dreads his approach towards it, so that methods or measures that tend to simplify rules and make study interesting, should be encouraged.
It has been said that some teachers give too much stress to certain studies to the neglect of others. It is quite natural for every teacher to have a favorite branch or " hobby," but I think there has been no neglect of any solid study.
Aside from the studies that the pupil must be taught, why should they not have free play in their favorite study ? Have we not seen pupils who would blunder painfully through a paragraph of simple reading, and yet at the black- board among the roots and fractions be perfectly at home ? Another's eyes will dilate and step quicken when the history or geography class is called out, while the grammar lesson is a perfect bugbear to them, and they invariably write summer with one " m" and business with a " z". Happy and fortu- nate the teacher who can make their dull steps attractive until they are fairly well learned. That faculty, I think, many of our teachers possess.
GRAMMAR SCHOOLS.
Strong emphasis has been laid on the work below entrance to the High School.
There are two ends in view in this part of the course - to give the best training possible to pupils who pursue their studies no further than through the Grammar School, and to better fit them to enter the High School, if they avail them- selves of their opportunity to take this inviting course. To
20
impart thorough education, rather than " fit" pupils to enter any school, is our prime object ; an education that shall " fit " one to fight the battles of life. The pupil of average ability who studies through nine years under good instruction should have a thorough knowledge of arithmetic, be qualified to spell, speak, and write the English language well, be a good pen- man, be well versed in the outlines of geography and history, and be able to read at sight good English intelligently. Between the ages of five and fourteen there seems to be ample time to accomplish this. The study of geography in this grade is becoming more real. Geographical ideas are clearer to the minds of the pupils ; and descriptions of lands and waters present more real pictures to them. The geographical readers in use have aided greatly in this work.
Some of the pupils have written descriptions of imaginary journeys that present quite vivid pictures of the scenes and regions described. The earnest, well-balanced, and zealous teacher, with the aid and sympathy she has a right to expect from those interested, has it in her power to build and perfect a system of instruction highly creditable to herself and of last- ing and unrevealed benefit to the rising generation. "As is the teacher, so is the school." " Like begets like." " Laugh, and others will laugh." " Fret, and others will fret." Do you wish to encourage punctuality ? Teach it by example as well as precept. Do you wish to enlist the love and respect of your pupils ? Act the Golden Rule. Do you wish to encourage industry, studiousness, promptness, and a general interest? Let there be no unnecessary delays. Keep things moving. Have a carefully devised plan for your daily routine work. In fact, be what you would have your pupils become.
21
HIGH SCHOOLS.
The past year of these schools, under the same ex- perienced teachers, has been one of quiet, regular work. With the same general aim, and with only such change in methods as experience has suggested and educational progress has seemed to demand, they have endeavored to make thé most of the facilities furnished them.
To even the most casual observer as a visitor, I think it must be quite evident that but little, if any, time is lost on the part of the pupils. This unremitting diligence in, and application to, legitimate school work results naturally in the manifestly commendable progress made by most, if not all, of the pupils in their studies.
The teachers have been thoroughly interested in their work, and indefatigable in their efforts to advance the interests intrusted to their care.
That their efforts have produced good results, no better proof can be offered than the increased interest of the pupils.
At the close of the spring term a class was graduated from the Centre High School. The graduating exercises took place Friday evening, June 23, at the Town Hall, in the pres- ence of a large gathering of the townspeople and friends of the graduating class.
The essays and addresses were of unusual interest, as manifested from the close attention and generous applause they received from the listeners.
22
PROGRAMME.
MARCH. "King of the Ocean." . .
Schulz
ORCHESTRA.
INVOCATION.
REV. GRANVILLE PIERCE.
OVERTURE." " Welcome."
.
. Catlin ORCHESTRA.
SALUTATORY ESSAY. "History."
MISS MILLIE M. JEFTS.
SINGING. "Brothers Row."
PUPILS OF CENTRE SCHOOL.
RECITATION. " The Watermill."
MISS JESSIE M. HOLT.
ESSAY. "The Will of the Class of '93."
READ BY MASTER ARTHUR E. DUTTON.
ROMANZA. " Madrienne." ·
Stults MR. E. E. ADAMS.
DECLAMATION. "The Men to Make a State."
MASTER EDWARD J. ROBBINS.
MARIEN WALTZES.
Eilenberg
ORCHESTRA.
E-SAY. " History and Prophecy." . Written by Class of '94 MASTER WILLIE H. FULTON.
SOLO. "In Seville's Groves." Van Lennep MRS. HUBERT BEARCE.
CLASS ORATION. "Patriotism."
.
Master Arthur E. Dutton
MASTER ARTHUR E. DUTTON.
23
DUET. "Forest Birds."
Briggs
MRS. BEARCE, MR. ADAMS.
VALEDICTORY ESSAY. " A Noble Purpose to a Noble End." MISS ETHEL L. BYFIELD.
SELECTION.
ORCHESTRA.
PRESENTATION OF DIPLOMAS.
SUPT. GEO. F. SNOW.
PARTING ODE.
BENEDICTION.
REV. H. A. CORNELL.
GRADUATES :
ETHEL LIVINGSTON BYFIELD,
MILLIE MAY JEFTS, -
ARTHUR EDWIN DUTTON.
Honors conferred by vote of class.
EVENING SCHOOL.
An evening school, taught by Mr. Trubey, and Misses Cook and Miller, day school teachers, was opened in October in the public school building at North Chelmsford.
Forty pupils were registered, with an average member- ship of 25, and an average attendance of 20. They were classified as equally as possible, and each teacher had the same class through the term. The order was excellent, the pupils were gentlemanly and lady-like, and those who came with an
.
24
earnest purpose to learn, accomplished good results. Owing to irregular attendance and diminished interest, the school was discontinued in January.
ATTENDANCE.
The regularity of attendance during the year has done much towards making the schools more efficient than in some past years.
Not all the pupils, however, have been as regular as they might. A little thought and care on the part of some parents and scholars would have taken a good many absent marks from the registers.
Is it too much to hope that the time will soon come when nothing short of illness will keep pupils from school ?
What so many scholars have done this year, let all do next year : be neither absent nor tardy unless so sick as not to be able to go out doors.
TRAINED MIND.
This is implied in all I have said, but I wish to give it the force of a separate section.
The growth of the mind is the base of the intellectual man, as the growth of the body is the base of the physical man. The human mind is capable of almost unlimited devel- opment and expansion. The first essential in education is to train the child to think, to reason, to weigh, to consider, to analyze, and construct.
25
The quick eye, the accurate ear, the deft hand, obey the behests of the trained mind.
It is a matter of common observation that in all depart- ments of life the man who has quick and accurate mental perceptions is the man who helps to move the world. There is no position, from lowest to highest, in which he has not great advantage over the dull, obtuse man.
He can do anything better. He can plough, reap, make shoes, work at mechanics, saw lumber, and turn his hand to any enterprise intelligently. Skill is only secured by mental discipline.
Thorough mental training is of highest importance to the child. The knowledge he acquires in school is of little value compared with the facility to use his mental powers. If he goes from school to business armed and equipped with keen, intellectual sight, he has within himself the motor to success. Thousands and thousands of human beings are hewers of wood and drawers of water because they never learned to use their minds in anything higher. The prime object of our schools is to prepare our children for intelligent work.
IN GENERAL.
The work of the schools the past year has been, at least, encouraging. The upbuilding of a system of schools is like the upbuilding of individual character. We have no unit of meas- urement by which we can gauge the periodic growth. As far as I can judge from externals, however, we have cause for taking courage - our list of tardy marks has decreased ; our per cent. of attendance has increased ; cases of corporal pun- ishment and truancy are very few ; and teachers and parents,
26
with very few exceptions, seem to be working together harmoniously for the best interests of the pupil.
.In conclusion I would remind the teachers in all the departments that personalism is a prime factor in successful teaching. Without this personalism teaching is mechanical ; with it, teaching is inspirational. When pupils go out from your tuition into other schools, or into the activities of life, the most you can have done for them is in training them to think. When your pupils leave school the question that will confront them is: " What can you do?" Examinations passed, diplomas, teachers' certificates are of but little value in obtaining situations. Discerning, practical men will readily detect the bright or dull mind.
The young men and the young women who can answer simple questions in clean-cut English, write a legible, neat hand, solve mentally practical questions in arithmetic, spell correctly, and evince that they have quick, alert minds to apply principles with facility, will find open doors to useful occupations.
Now, as of old, there is no royal road to learning. Steady, persistent work by both teachers and pupils is the price of education.
For some of the pupils in our schools the only salvation of their mental training will be a revival of work.
With renewed expressions of gratitude to the committee, teachers, and citizens, for the kindness and co-operation received, this report is respectfully submitted.
GEO. F. SNOW,
Superintendent of Public Schools.
CHELMSFORD, Mass., March 3, 1894.
ROLL OF HONOR.
CENTRE HIGH SCHOOL, NO. 1.
NOT ABSENT OR TARDY FOR TWO YEARS AND TWO TERMS-Alice M. Stearns.
NOT ABSENT BUT TARDY FOR TWO YEARS AND TWO TERMS-Jes- sie M. Holt.
NOT ABSENT OR TARDY FOR ONE YEAR-Charles P. Holt, Arthur . A. Harmon.
TARDY BUT NOT ABSENT FOR ONE YEAR-Edward J. Robbins. NOT ABSENT OR TARDY FOR TWO TERMS-Harold H. Davis, Eva E. Hutchins, G. Thomas Parkhurst, Ralph H. Stearns, . Harry E. Ward.
TARDY BUT NOT ABSENT FOR TWO TERMS-Harry A. Dutton, Estelle G. Hutchinson.
NOT ABSENT OR TARDY FOR ONE TERM-Christina Ashworth, Grace E. Chapin, Arthur E. Duttou, A. Hawthorne Howard, Edwin L. Stearns, Annie M. Wood.
TARDY BUT NOT ABSENT FOR ONE TERM-Mabel F. Fenderson, Charles E. Soderberg.
CENTRE GRAMMAR SCHOOL NO. 1.
NOT ABSENT OR TARDY FOR TWO YEARS-Belle Adams. NOT ABSENT OR TARDY FOR ONE YEAR-Arnold Perham.
NOT ABSENT OR TARDY FOR TWO TERMS-Sadie Newhall, Ralph Adams, Olive Eaton.
NOT ABSENT OR TARDY FOR ONE TERM-George French, Alfred Soderberg, Lawrence Marshall.
TARDY BUT NOT ABSENT FOR ONE TERM-Grace Parkhurst.
CENTRE INTERMEDIATE SCHOOL NO. 1.
NOT ABSENT OR TARDY FOR ONE YEAR-Fred W. Holt. NOT ABSENT OR TARDY FOR TWO TERMS-Arthur I. Hill, Arthur E. Adams, Paul P. Davis, Lester J. Stearns, A. Louise Adams.
28
NOT ABSENT OR TARDY FOR ONE TERM-Ever M. Briggs, Hermon H. Hill, Ella B. Knowlton, Harlan E. Knowlton, Emma G. Glidden, Albert A. Ludwig, Eva A. Perham, M. Florence Perham.
CENTRE PRIMARY SCHOOL NO. 1.
NOT ABSENT OR TARDY FOR ONE YEAR-Willie Adams.
NOT ABSENT OR TARDY FOR ONE TERM-Louise Adams, Paul P. Davis, Herbert Chamberlain, Harlan E. Knowlton, Emma G. Glidden, Wallace Ross, Ethel Dow, Agnes Eaton, Rachel Marshall, Alfred Howard, Richard Davis, Maud Knowlton.
MIXED SCHOOL NO. 2.
NOT ABSENT OR TARDY FOR TWO TERMS .- Eliza Spaulding.
NOT ABSENT OR TARDY FOR ONE TERM-Nora McDonald, Alice Morse, Ivy Randlett, Willie Sheehan, Walter Smith.
MIXED SCHOOL NO. 3.
NOT ABSENT OR TARDY FOR ONE YEAR-Albert Holtham. NOT ABSENT OR TARDY FOR Two TERMS-Sydney Dupee, Gar- land Byam.
TARDY BUT NOT ABSENT FOR TWO TERMS-John Cooper, Goldie Hunt.
NOT ABSENT OR TARDY FOR ONE TERM-John Emerson, Hattie Emerson, Alta Byam, Lucy Byam, Maud Byam, Lulu Hunt, Bertie Robbins.
TARDY BUT NOT ABSENT FOR ONE TERM-Arthur Hunt.
MIXED SCHOOL NO. 4.
NOT ABSENT OR TARDY FOR ONE YEAR-Walter Hosmer Redman, Frank Melvin, Percy Redman.
NOT ABSENT OR TARDY FOR TWO TERMS-Elmer Kimball, Eddie B. Redman, H. Stewart Redman.
TARDY BUT NOT ABSENT FOR TWO TERMS-Willie Robbins. NOT ABSENT OR TARDY FOR ONE TERM-Alexina Bremna, Ada Kimball, Woodford McElmon, Walter Kimball.
TARDY BUT NOT ABSENT FOR ONE TERM-Belle Gould, Alice Gould.
29
MIXED SCHOOL NO. 5.
NOT ABSENT OR TARDY FOR TWO TERMS-Charlie Newhall.
NOT ABSENT OR TARDY FOR ONE TERM-George A. Byam, Jr., Walter Crooker, Frank O. Dutton.
TARDY BUT NOT ABSENT FOR ONE TERM-Carrie Newhall.
MIXED SCHOOL NO. 6.
NOT ABSENT OR TARDY FOR ONE TERM-George Berris, Henry Dix, Annie Dix, Leo Lane.
TARDY BUT NOT ABSENT FOR ONE TERM-Eva Hayes, Alice Dyer, Marshall Dix, Edward Earle.
NORTH HIGH SCHOOL NO. 8.
NOT ABSENT OR TARDY FOR TWO TERMS-Arthur O. Wheeler, Lillie M. Sweat, Florence Winship, Walter Marinal.
NOT ABSENT OR TARDY FOR ONE TERM-Charles Dane, John Daue, Laura I. Lambert.
NORTH GRAMMAR SCHOOL NO. 8.
NOT ABSENT OR TARDY FOR TWO TERMS-Carrie Cook, Frank Hall. TARDY BUT NOT ABSENT FOR TWO TERMS-George Lumbert.
NOT ABSENT OR TARDY FOR ONE TERM-Grace Merrill, Edith Merrill, Axel Swanson, Lizzie Larkin, Carl Ripley, Eddie McEnnis, Willie O'Neil, Arthur Miner.
TARDY BUT NOT ABSENT FOR ONE TERM-Francis McEnaney, Regie Sheldon, Albert Leister, Robert Alderton.
NORTH INTERMEDIATE SCHOOL NO. 8.
NOT ABSENT OR TARDY FOR TWO TERMS-Rupert Ripley. TARDY BUT NOT ABSENT FOR Two TERMS-Hubert Bearce, Richard Davis, Edwin Davis.
NOT ABSENT OR TARDY FOR ONE TERM-Emma Cook, Ina Lum- bert.
TARDY BUT NOT ABSENT FOR ONE TERM-Herbert Worden, Her- bert Pearson, Alice McEnaney.
NORTH PRIMARY SCHOOL NO. 8.
NOT ABSENT OR TARDY FOR TWO YEARS-Walter H. Worden. NOT ABSENT OR TARDY FOR FIVE TERMS-Stewart Mackay.
30
NOT ABSENT OR TARDY FOR ONE YEAR-Lester A. Worden. NOT ABSENT OR TARDY FOR TWO TERMS-Loretta Ward, Ralph L. Clark, Florence M. Queen.
NOT ABSENT OR TARDY FOR ONE TERM-Fred E. D. Cook, Martha Mccluskey, Mary McCluskey, Rosie Wright, James Henry McCoy, Owen Sherlock, Chester A. Worden, Esther A. Bearce.
GRAMMAR SCHOOL NO. 9.
NOT ABSENT OR TARDY FOR ONE YEAR-Cora G. Daw.
NOT ABSENT OR TARDY FOR TWO TERMS-Joseph G. Knowles, Herbert W. Jordan, Ella Hodson.
NOT ABSENT OR TARDY FOR ONE TERM-Margaret Brown, Edla Winship, Gertrude Abrahamson, M. Etta Gill, Axel Swanson, John W. Chapman, Oscar Hodson.
PRIMARY SCHOOL NO. 9.
TARDY BUT NOT ABSENT FOR ONE YEAR-Millie A. Dunn. NOT ABSENT OR TARDY FOR TWO TERMS-Henry Jordan, Frank Hodson, Harry Daw, Nellie Abrahamson.
TARDY BUT NOT ABSENT FOR TWO TERMS-Thomas J. Dunn. NOT ABSENT OR TARDY FOR ONE TERM-Ena McNutt, Nina Reed, Signi Petterson, Ohlga Petterson, Augusta Anderson, Stella Daw, Willie Flynn, Charlie Abrahamson, Bennie F. Brown, Gust Swanson.
TARDY BUT NOT ABSENT FOR ONE TERM-Mary Ann Dunn, Chris. Newman.
.
STATISTICAL TABLE OF SCHOOLS IN THE TOWN OF CHELMSFORD, MASS.,
FOR THE YEAR ENDING FEBRUARY 23, 1894.
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 per month
Months.
Days.
No. registered.
Av. attendance.
Under 5 years.
Over 15 years.
Between 8 and 14
Wages per month
High, Centre .. High, Centre ..
1
3
41
37.82
23
6
$72 00
3
..
40
35.92
. .
28
5
$76 00
Grammar, Centre ..
1
3
..
43
38.26
·
..
43
36 00
Grammar, Centre ..
1
Grace C. Litchfield ...
3
47
39.75
43
36 00
Intermediate, Centre ....
3
31
25.01
30
36 00
36
32.89
.
.
35
36 00
Primary, Centre.
3
. .
51
42.75
.
23
36 00
43
37.10
..
..
15
36 00
Mixed .
2
Isabelle A. Nauss. .... Daisy Hadley ..
.
13
10.7
. .
7
32 00
3
11
10.4
1
7
32 00
Mixed ..
3
Gertrude Stiles ...
27
20.33
16
34 00
3
26
20.
.
18
34 00
Mixed ...
4
Alice I. Smith ...
3
..
26
21.21
2
17
.
4
32 00
3
9
8.49
.
. .
7
32 00
Mixed .
Helen Hadley ..
2
15
42
32.37
1
20
36 00
3
39
33.49
25
36 00
High, North.
8
Arthur W. Trubey ...
3
30
23.56
10
16
84 00
3
26
20.33
13
13
84 00
Grammar, North.
8
Winifred Miller ..
3
38
33.33
2
26
36 00
3
38
35.
..
26
36 00
Intermediate, North. ...
8
Ellen A. Cook ..
3
..
34
28.55
..
34
36 00
3
34
30.16
. .
.
34
36 00
Primary, North ..
8
Laura G. Hoyt ... . .
3
54
41 08
..
. .
18
36 00
3
62
52.62
20
36 00
Grammar, West ..
9
Ella A. Hutchinson ...
3
23
21.22
. .
.
23
36 00
3
25
20.37
.
25
36 00
Primary, West .:
9
Agnes Naylor.
3
34
28.26
. .
. .
19
36 00
3
31
27.6
. .
..
15
36 00
Total Schools, 15.
Teachers, 15.
44
15
495
411.22
38
308
45
.
495
428.71
45 305
.
1
Caroline L. Adams .... Lillian L. Sproat.
.
. .
3
..
..
. .
. .
28
24.59
..
1
17
34 00
Mixed .
5
Grace Mansfield .....
8
6.77
. .
. .
Mixed
6
Helen E. Gookin.
.
.
. .
. .
..
.
..
. .
.
. .
. .
..
1
Susie M. Emerson ..... H. Gertrude Fulton, ast to Principal 10 wks ..
31
.
·
1
.
3
Mixed ..
2
. .
3
. .
·
..
34 00
3
·
6
May E. Parkhurst ....
·
16 00
..
..
.
.
·
SCHOOLS.
STATISTICAL TABLE OF SCHOOLS IN THE TOWN OF CHELMSFORD, MASS. (Continued.)
WINTER TERM.
THE YEAR.
·
SCHOOLS.
TEACHERS.
Months.
Days.
No. registered.
Av. attendance.
Under 5 years.
Over 15 years.
Between 8 and 14
Wages per month
Months.
Days.
No. registered.
Av. attendance.
Wages of teachers.
Per cent. of attendance.
High, Centre ...
1
Susie M. Emerson .....
3
39
31.53
31
4
$76 00
9
·
35.09
$712 00
95.3
Grammar, Centre ...
1
Susie S. McFarlin ...
41
32.96
1
40
36 00
9
47
36.99
324 00
90.10
Intermediate, Centre ....
1
Caroline L. Adams ..
3
37
30.57
..
.
35
36 00
9
18
29.49
324 00
91.89
Primary, Centre ...
1
Lillian L. Sproat ...
3
38
29.12
19
36 00
9
61
36.32
324 00
93.85
Mixed ...
2
Daisy Hadley ..
2
15
12
7.6
2
6
32 00
8
15
1+
9.57
280 00
92.
Mixed ..
Gertrude Stiles .
3
.
22
15.2
15
34 00
9
29
18.14
272 00
88.
Mixed ..
4
Alice I. Smith.
1
30
22.52
3
20
34 00
9
32
22.77
306 00
94.2
Mixed ..
4
Belle B. Hadley.
2
..
10
9.27
8
32 00
9
10
8.25
288 00
94.
6
Helen E. Gookin ..
3
39
31.51
26
36 00
15
50
32.46
315 00
90.73
High, Nortlı
8
Arthur W. Trubey .
3
23
20.6
12
11
84 00
9
31
22.53
754 50
96.2
Grammar, North ...
Winifred Miller ..
3
38
33.33
2
26
36 00
3
39
33.88
323 25
95.08
Intermediate, North.
8
Nellie M. Baker.
3
..
33
26.27
. .
.
33
36 00
38
28.32
323 25
93.14
Primary, North ..
8
Laura G. Hoyt ...
3
·
51
38.1
..
.
20
36 00
9
62
43.93
324 00
93.
Grammar, West .
9
Ella A. Hutchinson. ...
3
25
20.41
25
36 00
9
26
20.66
360 00
93.
Primary, West ....
9
Agnes Naylor ...
3
24
21.
15
36 00
9
.
39
25.
324 00
92.
Total Schools, 15.
Teachers, 15.
44
15
462
369.99
51
303
133
30
570
403.40
$5,554 00
92.83
.
9
32
·
.
·
..
·
:
. .
.
....
..
. .
. .
....
Mixed.
5
Grace Mansfield.
3
..
..
.
.
. .
.
..
. .
.
.
. .
. .
. .
..
·
.
3
. .
..
.
. .
:
. .
. .
·
..
. .
.
..
Mixed.
. .
No. of School.
33
STATISTICAL TABLE OF NIGHT SCHOOL AT NORTH CHELMSFORD, MASS.
SCHOOL.
TEACHERS.
Evenings taught.
No. registered.
Av. attendance.
Over 15 years.
Between 8 and 14.
Per cent. of attend-
Pay per night.
Total wages.
A. W. Trubey.
25
40
20 : 8
:: ㅎ
$1 50
$37 50
Winifred Miller.
24
75
18 00
Ellen Cook
10
75
7 50
Nellie Baker
9
. .
..
. .
75
6 75
Mrs. A. W. Trubey ..
5
.
75
3 75
$73 50
. .
MIXED.
.
ance.
ANNUAL REPORT
OF THE
TRUSTEES OF THE FREE PUBLIC LIBRARY
OF THE
Town of Chelmsford, Mass.,
FOR THE
Year Ending February 28, 1894.
LOWELL, MASS. LOWELL COURIER PUBLISHING COMPANY. 1894.
REPORT
The Board of Trustees chosen by the town at its last annual meeting, in accordance with its action establishing a Free Public Library, respectfully submits its first annual report.
After organizing, the first duty which presented itself was to procure suitable accommodation for such a library. The Selectmen granted them the use of the room in the Town Hall then occupied by the Social Library.
The first books which came into their hands were 105 volumes received from the State Library Commissioners. These were given in accordance with the provision of the statute which authorizes them to expend the sum of one hun- dred dollars for books for the benefit of such towns as have accepted the provisions of the acts of 1890 relative to free public libraries.
The Proprietors of the Chelmsford Social Library voted, May 8; 1893, to donate the books belonging to them to the Free Public Library. These were turned over to the trustees July 1. Upon the same date 50 volumes were received through the State Library Commissioners from friends in Bev- erly. The South Chelmsford Library also gave their entire collection of books.
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