USA > Massachusetts > Middlesex County > Chelmsford > Town annual report of Chelmsford 1896 > Part 4
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TEACHERS' MEETINGS.
With the consent of the Committee, arrangements were made for nine teachers' meetings, two-thirds to be held at the Centre, one- third at the North. Eight of these have been held, the ninth having
.
14
been replaced by the N. W. Middlesex Co. Teachers' Convention at Ayer, which all of the teachers but one attended, nine remaining during the whole day. The attendance at these meetings has been excellent. Among the regular teachers, with the exception of one teacher, there has been but one instance of absence. The work at the meetings has been largely explanation of the course of study, instruction in the special new lines of work to be done, discussion of the best methods to be employed, a regular exercise in gymnastics and penmanship, and discussion of notes made from observation of the work in the schools. In the buildings where the meetings have been held the four schools have been in session until two o'clock, the time of the beginning of the meeting, and the other teachers have had a chance to visit these schools, an opportunity which many of the teachers have improved. Special exercises with some classes have been given by the teachers with the view of showing some excellent points in the teaching of a subject, that, so far as possible, the good points might be made of service to all. The short time given to such an exercise at the opening of the meeting has proved of much interest and profit.
COURSE OF STUDY.
One of the first things needed was to put the schools at work upon a modern course of study. With the consent of the Committee the teachers were furnished with copies of a hektographed course em- bodying much of the latest thought of progressive schoolmen, adapted in a measure to the needs of the schools. This course contains many references to the State Course of Studies for Elementary Schools, copies of which were placed on the desk of each teacher. The Secretary has placed a copy of each of these in the Centre library, where they may be consulted. The hektographed course is the re- sult of several years of work in schools like ours, and during the past year has undergone a revision made necessary by a fuller acquaintance with the needs of the schools, the desire to incorporate in it the recent demands made upon them, and to make it more serviceable to the teachers by outlining very fully the work in the
15
various departments. Much might be written in explanation of it. It furnishes the topics for much of the work of our teachers' meet- ings. An attempt will be made here to explain briefly some of the lines we have worked upon, and in which some success has been reached.
Reading .- At the opening of the work in April the attention of teachers, especially those having primary grades, was directed to the subject of reading. The sentence and word method has been used. The child is taught the sentence first, then the words that make it. In his reading from the board he first gets the thought, then gives the whole sentence at once in an easy, natural manner. After learning from one hundred to two hundred words from the board, which the child of average ability accomplishes by the middle of the year, a book is put into his hands. Now the eager children, with the help of rapid questioning from the skilful teacher, gain " story " after " story " from the printed page, and vie with each other in the excited raising of the hand to show that they are ready to read the sentence. The teachers, almost without exception, have worked with this method successfully, and a marked advance in reading has characterized the year's work. One result of this work has been a demand for more reading matter. Where one first reader used to be sufficient, now most of the children have read three or more, and double this material could be profitably used, and would have been asked for, had the condition of the finances allowed. In all the grades attention has been given to furnishing as large an amount of easy reading as our material allowed. Several sets of readers have done duty in four or more schools by being transferred from one school to another. No subject is so important as reading. It must be learned as a means of acquiring other branches. Col. Parker, one of the best modern school-men, says reading should be acquired by the fourth year, so that as a study it need not be pursued there- after, but only used as a means of acquiring other branches. And every thoughtful person will agree with me that the reading matter for the upper grades should be history, geography, science, myth- ology, literature, instead of the scrap books which many school readers
16
are. There is an abundance of such material, edited by exper- ienced teachers fully alive to the needs of the children. President Eliot says one of the most important acquisitions of the child is a taste for good reading. Is it not so? Shall we not aid the good work? The improved library accommodations help greatly in this line.
Arithmetic. - As arithmetic is taught now a pupil does not finish one subject before beginning another, but he is instructed by simple and easy work in many of the rules during the first years of his school life. To illustrate : a pupil who has finished the work of the fourth year, for instance, is not only skilful in the funda- mental work required by the older fashion, a knowledge of addition, subtraction, multiplication and division, but has a considerable knowledge of fractions ; of decimals to hundredths ; of compound numbers in liquid, dry, long, time, square, cubic and avoirdupois measures ; of rates 50, 25, 75, 33 1-3, 100, 200, 10, 20, 40, 60, 80, and 120 per cent., in percentage, with ability to work quickly problems in the first case; and of U. S. money. This is not mere figure work, a sort of mental gymnastics with hieroglyphics, as is apt to be the case in some methods of teaching this subject, but it is done with concrete illustrations till the child knows it as a reality, and then abundant oral drill clinches the nail. This work has been done so successfully by most of our fourth grade pupils this year that eighth year pupils might listen to them with wonder and envy. Objective work has been made the distinguishing feature of arithmetic work in all grades. It is found particularly adapted to dull children, to whom figure work is wholly devoid of meaning, but who are very happy in being put upon a road where they can walk with confidence. The greatest progress has been made in this subject by the younger classes, because they could be put right at once, while the older classes have labored under the disadvantage of having to make up work that might have been done in earlier years. Some distinctly book-keep- ing work, bills and simple cash accounts, was assigned to the fifth grades and above for the first part of the winter term as the arith- metic work. The course of study calls for some work in geometry
17
in grades fifth and above. Teachers in the buildings having graded schools were furnished with Hill's Lessons, - the pupils have had no books - and asked to give one exercise a week in this subject At the Centre satisfactory work has been done.
Language and Literature. - Considerable prominence has been given to written work by the pupils. Every study, arithmetic, . history, geography, reading, has been made to contribute material for this. In the work from the text-book the best in the lower grades has been done by the classes who have used Hyde's First Book. The teachers are unanimous in its praise. The book used by the older classes does not enable the teacher to do satisfactory work. This want has necessitated a deal of board work to accomplish desired results. A change in this text-book would be a help, provided a suitable book were put in its place. In literature, poems were assigned to be learned, frequently repeated in concert and individually, and written from memory. The poems were chosen, some for their relation to particular studies, some for their lessons in morals or patriotism, and some for their distinct literary value. Two hundred or more lines have been learned by most of the children.
Nature Study .- During the spring and first half of the fall terms seeds, plants and flowers were studied, considerable interest aroused among the children, and progress made according to the time and ability of the teacher. Plant study was taken because abundant material was easily obtained. I did not feel justified in attempting much in this line until the "essentials" had received proper attention, and an acquaintance with the schools showed what could best be done. But a beginning has been made which will render other lines of nature study easier in the future.
Drawing .- In the spring term some time was given to the study of color. The schools were furnished with the material for the first year's work required by the State Course, prisms, samples of the six standard colors, some grays, and pupils' envelopes with the same, and all did that work. In the fall the teachers received State Agent Bailey's Outline in Drawing, which they have since followed.
18
Gymnastics .- Instruction in the Swedish system of gymnastics has been given to the teachers at the teachers' meetings, and by them to more than half the pupils in the schools. This is an educa- tional system of gymnastics, not intended for show. but for the proper training and development of the body. It has been intro- duced into the State Normal Schools, most of the cities and many of the towns in the state. Physical training is a growth like any other training, and an intelligent following of this system is intended to give the sound body which is needed equally with the sound mind.
PUPILS' REPORT CARDS.
In September all the teachers were furnished with uniform re- port cards for pupils. One card allows for the record of a pupil for a whole year, they are made out at the middle and end of each term, sent to the parent or guardian for inspection and signature, and then returned to the teacher. At the end of the school year they are to be the property of the pupil. They are easy for the teacher, as they require the writing of the names but once in a year. They give the record of the pupil in attendance, stating the absences, tardinesses and dismissals, and whether from sickness or other reason ; his conduct, industry and effort ; and his standing in each study pursued ; these last marks are the average of his daily recita- tions and the written tests given at the middle and end of each term in the several studies. These records are also kept by the teacher on a register sheet specially printed for the purpose, which sheets become valuable histories of the schools. The cards inform the parent regularly of his child's work. They help the Superin- tendent to know the standing of any and all pupils, and are a basis for promotions. They will serve also as a certificate of the pupil's standing and grade, and so are of value to the pupil whether he returns to a school in Chelmsford or elsewhere.
NEEDS OF THE SCHOOLS.
The first need of the schools is a recognition on the part of all the people that the schools are parts of one whole. They should
19
not be managed as if they were a heterogeneous collection, with divided interests, held together as a result of geographical lines. But a broad, liberal, far-sighted policy should guide them in the interest of the greatest good to the greatest number. Nothing selfish or narrow in regard to them should be tolerated. Any remnant of the old district system which interferes with the management of the schools as one system may well be spared. No backward step should be taken, but wise, persistent effort should be used to keep the schools in the line of progress. and to further their interests in every department. Do not wait till compelled to take advance steps, but rather anticipate them by a little.
The young people need improved high school privileges. They should have an opportunity to secure four years of high school training. At present hardly two years are completed, as pupils are obliged to finish their grammar school work in the high school room. In this connection it should be remembered that a recent law requires candidates for the State Normal Schools to have a high school education, and graduates from our schools could not be admitted to Normal schools without further preparation. Secre- tary Hill of the State Board in his report for 1895, in discussing "What is a High School," says: "This definition will include such elements as the following : provision for a good liberal training in recognized secondary subjects ; preparation of pupils for the Normal schools, for high technical schools, and for college ; at least one course of study that is four years long ; and an adequate teaching force and equipment for the accomplishment of the foregoing aims." He also says : "Schools like the following should not be treated as high schools : a so-called high school that in its first year is strictly a grammar school ; a so-called high school in which the pupils select such studies as they please without following a carefully thought-out plan." Judged by this standard it will be seen that our schools fall short of being genuine high schools. But we can do genuine high school work, and shall as soon as the right steps are taken therefor. Such privileges are greatly needed for their influence upon the lower schools. If we had them, more of our
20
young people might avail themselves of such advantages, and those who are now compelled to finish their high school course out of town could do so at home. Let there be a liberal, generous policy toward higher education. The people of Chelmsford who have pride in their young people cannot afford anything else.
There should be one more teacher at the Centre, making four schools below the high. This would allow more careful grading of the pupils and insure more rapid progress.
Relief should be given to the present crowded condition of the North Primary. The teacher of that school controls the large number of children well, and teaches them a great deal, but with the demands which modern requirements make upon primary in common with other schools, it is simply impossible for one teacher to do all the work that should be done for the children at present in that room. The children in these lower grades need to have all possible advantages, because here, more than in any other part of the town. so many of them leave school as early as the law allows for the workshop. It becomes, therefore, a special duty to give these citizens-to-be the best education possible in the limited time allowed therefor
Efficient instruction in primary grades will make more than one year of difference in the advancement of pupils, which advan- tage continued all along the line will bring into the upper grammar grades pupils greatly in advance of those there now, and will fit children for high school work young enough to encourage taking a high school course.
Better accommodations are needed at once at the Centre. These may be secured by enlarging the present building, or, better still, by the erection of a six or eight-room building. Awaiting this before the opening of the next term of school the primary room should be made into two by a partition, and the half-time assistant now employed should be made a full-time teacher.
Some of the teachers deserve an increase of salary. Something has been done in this line this year for some teachers, but the excel- lent work of others who have proved their ability deserves recogni-
21
tion. The present salary of some teachers hardly allows of much expenditure for improvement in the purchase of books, visiting good schools, or attending summer schools, in some or all of which ways an increase of salary would directly redound to the advantage of the town. Why should not the high school teacher at the Centre with double the number of pupils have at least an equal salary with the high school teacher at the North ?
An appropriation for instruction in music would be an advan- tage.
LABOR CERTIFICATES.
Mr. Stewart Mackay, having kindly consented to do the work, was authorized by the Superintendent to sign age and schooling certificates for children desiring and entitled to them. I am greatly indebted to Mr. Mackay for his willingness to perform this import- ant and oftentimes burdensome duty. Fourteen certificates have been issued during the year.
CONCLUSION.
In my work in the schools of Chelmsford during the year, I have tried impartially to do all possible for every one. It has been my endeavor to do foundation work, to pay special attention to the so-called essentials, and yet to make a beginning in some lines of school work hitherto unattempted here. Some gratifying results have already come, but it is needless to say that larger ones can only come when time has allowed their fruition. The schools deserve every favor and help, and will reward a close acquaintance with them.
I thank the people for the support they have given me during the year ; the Committee for the confidence and kindness they have shown me ; and the loyal teachers for their fidelity and co-opera- tion.
SUSAN M. BARKER,
Superintendent of Schools.
TRUANT OFFICERS' REPORT.
To the School Committee of Chelmsford :
One case was investigated at West Chelmsford, seven at North Chelmsford, with the result that the children came into school all CHARLES ANDREWS, W. J. QUIGLEY, Truant Officers.
right.
Graduation Exercises of Chelmsford Centre High School.
PROGRAMME.
" Washington Post March,"
Sousa
Orchestra.
Prayer.
Rev. E. C. Bartlett.
" National Melodies,"
Orchestra.
Essay -" The Weight of Words," Miss Annie M. Wood.
Essay-" Class History,"
Miss Mary B. Bartlett
Song - " For All Eternity," .
Mascheroni
Miss Elva Smith.
Essay -"The Gift of Coster,"
Master G. Thomas Parkhurst.
" Evening Bells,"
Orchestra.
Class Oration - " The Aim of the Public Schools,"
Master Chas. E. Soderberg.
Solo - " A Loyal Knight,"
Dr. F. R. Rix.
Eilenberg
Jordan
Essay - " Honors Wait at Labor's Gate," Miss Christina Ashworth.
Recitation - " The Work Goes On,"
Bradley
Miss Grace E. Chapin.
Solo - " Tell Me, My Heart," Bishop
Miss Elva Smith.
Essay - " Dreamns,"
Master Arthur A. Harmon, Class Prophet.
" March,"
Sousa
Orchestra.
Valedictory Essay -" Stepping Stones,"
Miss Grace G. Garland.
24
Presentation of Diplomas,
Geo. F. Snow, Esq.
Class Ode.
Benediction,
Rev. Wilson Waters.
CLASS ODE.
Air: " Home, Sweet Home."
The years swiftly gliding have brought us on our way, To one of life's milestones - our graduation day. To-night, now, we pause ere our labors we renew, To bid good-by to friends, ever loving and true.
Refrain - Good-by, friends, good-by ! With mem ries sweet of school-days, We part, but not for aye.
May the mem'ries of days that are now past and gone, Ever brighten our lives as the years roll along ! May we treasure the counsels and lessons of youth, - May our labors through life be for honor and truth !
Refrain - Classmates, now, farewell ! With mem'ries sweet of school-days, We breathe a last farewell.
-GRACE E. CHAPIN.
GRADUATES.
George Thomas Parkhurst, President, Mary Biden Bartlett, Grace Gertrude Garland, Charles Ernest Soderberg,
Christina Ashworth, Secretary, Grace Ednah Chapin, Arthur Atwell Harmon, Annie May Wood.
ROLL OF HONOR.
The numerals show the number of terms neither absent nor tardy during the year.
CENTRE HIGH.
Mary F. Devine. 3
Belle M. Gould. 2
Charles P. Holt
2
Belle E. Adams.
2
Carl E. Atwood
2
George French 2
George Kearns
2
Sadie Newhall
2
Arnold Perham 2
Grace E. Chapin 1
Harold A. Davis
1
Leslie R. Davis.
1
Hattie M. Emerson J
Grace G. Garland.
1
M. Etta Gill . 1
G. Thomas Parkhurst .. 1
Charles E. Soderberg
1
Ralph H. Stearns.
1
Annie M. Wood 1
Anna E. Bliss. 1
Arnold Byam. 1
Marshall Dix.
1
Marion Emerson ..
1
Ella Hodson .. 1
Maude A. Ludwig 1
Michael O'Day. 1
Grace Parkhurst.
1
Fred MacNutt. . 1
Florence E. Ward .. 1
Ethel Wright ..
1
CENTRE GRAMMAR.
Arthur Adams
3
Fred Holt 3
Olive Eaton
2
Arthur Hill
2
Belle Adams
1
Anna Bliss. 1
Marion Emerson . 1
George French.
1
Lawrence Marshall.
1
Sadie Newhall. 1
Michael O'Day 1
Alfred Soderberg 1
Ralph Adams .. 1
Katie Greenleaf.
1
Roberta Greenleaf
1
Clarence Kelley 1
Albert Ludwig. 1
Bernice Rowell. 1
Sadie Wright 1
Addie Wright 1
Ever Briggs ..
Florence Perham.
1
CENTRE INTERMEDIATE.
Louise Adams.
3
Willie Adams ..
3
Ralph Caverly
3
Emma Glidden.
3
Alfred Howard. 3
Hattie Dryden. 2
George Sanderson. 2
Maud Knowlton
2
Charles Nichols
2
Agnes Eaton .
2
Walter Nickles
2
Oscar Hodson
1
Hermon Hill.
1
Lizzie Clinton 1
Ella Knowlton 1 Frank Hodson.
Charles Chamberlain. .
1 Breck Emerson . 1
Mabel Ross .
1
Richard Davis 1
26
Leroy Cheney . . 1
Alvin Bryant. 1
Hilda McKinley. 1
CENTRE PRIMARY.
Marion M. Adams 3
Ruth E. Adams .. 2
Grace Atwood.
2
Mary A. Carll.
2
Leon S. Holt ..
2
Adeline Richardson 2
Ada E. Ross. .
2
Elsie E. Shattuck .
2
Mabel A. Ross
1
Alfred A. Lovejoy .
1
Richard E. Davis.
1
Fred K. Parkhurst.
1
Jennie B Harrop. 1
Bernice Knowlton
1
Alfred Douglass . ..
1
Rupert 1 . Sanderson ... 1
Clarence F. Wright.
...
1
Edith M. Bliss. 1
NORTH HIGH.
Carrie Cook. 3
Charles A. Dane. 2
Florence Sampson .
1
Reginald Sheldon
1
Emma Woodward
1
Walter Marinel.
1
Charles Edwards. ... ..
1
NORTH GRAMMAR.
Ina Lumbert.
2
Stewart Mackay.
1
NORTII INTERMEDIATE.
Alice Berry . 1
Thomas Tole . 1
Estella Howard. 1
Florence Queen 1
Chester Worden
1
Edward Tole.
1
Gladys Swain.
1
George Ranger
1
Fred Cook.
1
NORTH PRIMARY.
Laura Mason . 3
Jennie Tole. 3
Joseph McTague 2 Clifford H. Queen. 2
Amy Bouvette. . 2
Edward P. Sheldon 2
Alfred Davis. 1 Clarence Leavitt. 1
Irene Trubey . . .
1
Charlotte O. Lowe. 1
Mary A. McGarvey . 1
Rosie M. Wright .. 1 Arthur Brennan . 1
Fred McEnaney 1
Louis Magnant. 1 Richard Ward .. 1
John C. Varney . 1
NORTH ROW.
Eliza Spaulding.
3
Ivy Randlett.
2
Alice Morse
1
EAST.
Jay Plummer
2
Grace Hoar . 1
SOUTH ROW.
Eddie Redman. 3
Stewart Redman
3
Nellie Redman.
3
Willie Robbins
3
Walter Redman
3
Percy Redman.
2
Leon Parker
2
SOUTH.
Sidney E. Dupee. 3
Maud E. Byam. .
2
Elizabeth J. Byam
1
Lucy H. Byam
1
27
BYAM'S.
George A. Byam, Jr ... 1
Ray S. Byam. ....... 1
WEST GRAMMAR.
Herbert Jordan 3
Augusta Anderson 1
Charles Edwards .. 1
Patsy S. Flynn . . 1
Joseph G. Knowles. ..
1
WEST PRIMARY.
Stella Louise Daw 3
Harrison Mason. 3
Nellie Abrahamson. 2 Harry W. Daw. 2
Gerda Westberg .. 2
Augusta Anderson 1
Willie McLean 1
Chris Newman. 1
Vernon Newman. 1
Lydia Olsson 1
Hilda Quessy . 1
LIST OF TEACHERS.
NO.
SCHOOLS.
TEACHERS.
APPOINTED.
EDUCATED.
SALARY.
Susie M. Emerson
Sept., 1888
Framingham Normal, '79 . .
$19 00
1
Centre High
.
Wilson R. Failing
Sept., 1895
Albany Normal, '93 ...
19 00
1
Centre Grammar . .....
Susie S. McFarlin
Dec., 1893
Framingham Normal, '78 ......
10 50
1
Centre Intermediate
.
Alice G. Wheeler, Prin ......
April, 1894
Methuen High School, '89 .....
9 00
1
Centre Primary
Jessie M. Holt, Asst (half time) Daisy Hadley
Sept.,
1893
Lowell High School ..
8 00
2
North Row ..
Caroline L. Adams
April,
1895
Westford Academy, '87
8 50
3
South
Athel M. Charlton
May,
1895
Lowell High School.
8 50
( E. Ilope Rice
Sept.,
1895
Clinton High School, '91.
9 00
Grace Washburn
Feb.,
1895
Lowell Training, '95 ..
S 50
4
South Row
Ralph W. E. Milliken
Sept.,
1892
Chelmsford High School, '92 ... Framingham Normal
8 00
6
East.
Nellie M. Foley ... ..
Feb ,
1895
Salem Normal, '93
10 00
Arthur W. Trubey ...
Sept.,
1892
Phillips Andover .. .
21 00
Susan F. Burbank. ...
April, 1895
Lowell High School, '94 .. .
9 00
8
North Grammar.
Ethel L. Byfield
Sept ,
1895
Framingham Normal, '95 .
9 00
S
North Intermediate .
Ethel M. Bates
April, 1895
Lowell High School, '91
9 50
S
. North Primary ... .
Laura G. Hoyt ...
Dec .. 1880
N. Chelmsford High School,'74
10 00
Sadie Huntoon.
April, 1895
Lowell High School
9 00
Nellie F. Covell
April, 1895
Sandwich High School, '84 .....
9 00
Clara M. Everett ..
Sept., 1895
St. Paul Training School, '91. Salem Normal ..
9 00
9
West Primary .
Jeanette P. Thompson ... Agnes Naylor
Dec., 1895
April, 1880
N. Chelmsford High School ..
10 00
..
Frances Clark
Oct., 1894
Framingham Normal, '88, '93.
9 00
Sept.,
1895
Chelmsford High School, '94 ...
..
Oct., 1895
Biddeford, Me .. High School. 86
9 00
5
Byam's
Edith W. Emerson
Sept .. 1895
8
North High
.
.
...
...
9
West Grammar
9 00
..
3 00
8 00
Grace Mansfield
SCHOOL STATISTICS. - 1895-6.
Grades.
Weeks of School.
Enrollment.
ship.
ance.
ance.
Average Attend-
Per cent. of Attend-
Pupils under Five.
Between Five and
Between Eight and
Pupils over Fifteen.
Half Days Absence.
Tardinesses.
Tardinesses per
Dismissals.
Com.
Supt.
Others.
1
Centre High . . . . .
S-10
36
63
43.2
41.1
95.1
0
29
18
34
770
34
0.8
97
1
17
45
1
Centre Grammar
..
5-7
36
51
45.0
12.0
93.3
0
50
42
2
1,090
30
0.7
89
1
17
47
1
Centre Intermediate
3-4
36
48
42.6
40.7
95.5
0
47
46
1
695
57
1.4
70
2
17
90
1
Centre Primary ..
1-5
36
19
10.5
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