USA > Massachusetts > Middlesex County > Chelmsford > Town annual report of Chelmsford 1913 > Part 6
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29
Florence M. Stites
I
34
29 98
25.72
85.99
0
34
0
2
NORTH.
Frank E. Holt
High and
25
22.08.
20.59
93 25
0
9
16
1
Mary W. Cross
IX
21
15.72
14.17
90.3
0
17
4
12
Camille Fitz-Gerald
VIII
33
29 39
27.14
92.36
0
29
30
23
Laura B. Desmarais
VII
33
28.77
26.3
91.87
0
31
2
28
Ella A. Hutchinson
VI
38
36.87
34.36
93.2
0
38
0
38
May D. Sleeper . .
V
43
37.47
35.17
93.86
0
43
0
43
Genevieve E. Jantzen
IV
37
30.8
28.9
93.8
0
37
0
37
Martha G. Roark
II, III
44
35.36
33.05
93.3
0
44
0
37
Catherine E. McDermott.
I, II.
47
36.19
32.29
85.15
3
44
3
12
158
.
Gertrude B, Jones.
.
·
.
· ·
J. May Farnnm .
Ruth G. Butters
Elmer E. Harris
tween 5 and 15
HIGHLAND ...
Katherine M. Quinn ..
IV, V . ....
37
31.14
29.58
0
36 32
1
32
Mary A. Underwood Sub. 5
III.
33
28.75
26.48
0
94.98 90.7
0
31
0
6
WEST ,
Bertha H. Long .. .
VII, IX.
27
21.88
20.86
95.33
0
25
2
15
Catherine E. Dunn
IV. VI
35
31 68-
30.28
95 58
0
35
0
35
Kathryn E. Howarth
1, III
46
38.68
36 27
93 74
1
45
U
23
EAST .
Rose C. Geary
V, VIII
27
25 04
23.33
93.17
0
26
1
23
Hannah H. Sleeper.
I, IV.
29
26.81
24.57
91.64
1
28
0
19
SOUTH ..
Ruth D Crawford.
V, VIII
28
22.55
20.9
92.95
0
28
0
28
Mabel E. Haggerty
I, IV ...
20
17.86
16 44
92.15
0
20
0
13
159
GOLDEN COVE.
Ivy E. Kew
I, IV ... . .
37
32.16
30.05
93.43
1
36
0
22
NORTH ROW ..
Ruth E. Adams
I, II, III, V
12
11 05
10.52
95 23
1
11
0
SOUTH ROW . .
Regina B. Frappier
I, IV
20
13.46
12.14
90.19
1
19
0
12
Totals. .
1012
870 59
813.34
92.98
8
928
105
688
Duplicated Names
10
Net Total Different Pupils Enrolled ...
1002
II .
30
25.09 24 8
23 83 22.5
0
30
0
18
Margaret C. Gookin .
M. Grace McCue .
I
31
. .
..
....
.
..
1 36
Mary K. Prince
94.92 92.14
TEACHERS, FEBRUARY 28, 1913
SCHOOLS
GRADES
TEACHERS
WHERE EDUCATED
BEGAN WORK
CENTRE.
High ..
Helen C. Coffin .
Wellesley College
Sept., 1912
Ruth G. Butters.
Tufts College ..
Sept , 1910
High and IX. .
Gertrude H Rideout, sub. Susan S. McFarlin
Framingham Normal.
April, 1879
VI and VII .. V
May Farnham
Farmingham Normal, Me ..
Sept., 1911
III and IV ...
Helena B. Lyon
No. Adams Normal
Oct ,
1911
II and III .. .. I .
Florence M. Stites
Lowell Normal.
Sept.,
1911
NORTH
High and IX ..
Arthur W. Trubey
Mass. Sloyd Training Sch.
Mary W. Cross
Bates College. ..
Sept., 1908
Camille Fitz-Gerald
Radcliff College
April, 1911
VIII
Gertrude A. Jones.
Salem Normal .
Sept., 1899
VII .
Laura B. Desmarais.
Sept., 1909
VI .
Ella A. Hutchinson
Sept.,
1905
IV andV
May D. Sleeper.
No. Chelmsford High . .
March, 1907
III and II
Genevieve E Jentzen
Lowell Normal.
Sept ,
1911
Martha G. Roark.
Lowell Normal
Sept.,
1910
I .
Catherine E. McDermott ..
Lowell Normal
Sept ,
1905
V and VI. III and IV .... II and III . .. I
Katherine M. Quinn
Lowell Normal.
Sept., 1905
Mary A. Underwood
Lowell Normal
Jan., 1912
Margaret C. Gookin.
Lowell Normal.
Sept.,
1907
M. Grace McCue
Lowell Normal ..
Sept.,
1909
1
Eva M. Godfrey
Plymouth Normal, N. H ..
Sept.,
1908
..
HIGHI AND
Charles A. Holbrook
Yale College
Feb , 1912
Radcliff College.
Jan., 1913
VII and VIII.
Eliza Spaulding.
Lowell Normal.
Sept., 1908
Andover Academy .
Sept., 1912
160
St. Ann's Acad,, Marlboro. Framingham Normal
WEST
IV, VIII IV, V . I, III ...
Bertha H. Long Catherine E. Dunn .. Kathryn E. Howarth
Salem Normal
April, 1896
Lowell Normal. .. Framingham Normal.
Sept., 1911 1910 Sept.,
EAST
V, VIII I, IV
Margaret E. Shinkwin Hannah H. Sleeper ...
Lowell Normal. No. Chelmsford High
Sept .. 1912
Dec.,
1908
SOUTH
V, VIII I, IV .
Ruth D. Crawford Mabel E. Haggerty .
Lowell Normal. Lowell Normal,
Sept., 1911
Sept., 1911
GOLDEN COVE
I, IV
Regina B. Frappier
Lowell Normal.
Sept., 1911
NORTH ROW
I, IV
Ruth E. Adams
Lowell Normal.
Sept., 1911
SOUTH ROW
I, ĪV.
Esther A. Reid.
Lowell Normal.
Sept., 1911
§ Lowell Normal
.
SUPERVISOR OF MUSIC. .
SUPERVISOR OF DRAWING.
Miriam C. Fearing
Normal Art School ..
Sept., 1912
Benj. E. Martin
Brown University
Aug., 1910
* Not a Graduate
..
SUPT. OF SCHOOLS
M. Marion Adams
*N. Y. University ..
Sept., 1912
161
163
TO THE SCHOOL COMMITTEE OF CHELMSFORD,
Gentlemen :
I have the honor to submit to you my report for the year ending Feb. 28th, 1913. This is the 39th report in the series. In this, my third report, I consider it not amiss to bring to your attention some of the things that have been done during my administration, and to discuss briefly the present status of the school situation.
On beginning my duties here I found, as in the case in many school systems, that some of the subjects had not pro- gressed to the point of advancement in the school curriculum that I consider desirable. Notably among the subjects were arithmetic, geography and language. I do not consider this the fault of any person, or persons, but due to the different policies of changing administrations. Too frequent changes are usually not conducive to the greatest advancement of educational projects. They are, however, better than a fixed and unchangeable policy. I found little of the new spirit of education in the school system. These two defects, for I consider them such, I have endeavored to correct.
By the introduction of a consistent number system in the lower grades and the elimination of useless processes in ad- vanced work, I believe that arithmetic has been brought much more nearly to a proper standard. There is still some weak- ness in the work of the upper grades but I consider that the work is being done better in eight grades than in nine pre- viously.
The weakness in language and in geography I have at- tempted to correct by removing some of the formalities,
164
previously existent, in these subjects, and by attempting to make them more vital. I believe that the work in these subjects is being done quite satisfactorily at present in eight grades.
In other subjects there is certainly no need of ninth grade work. In fact I consider the schools are on a satisfactory eight grade basis, with the exception, possibly, of the slight weakness it arithmetic referred to above.
I believe that the time has arrived for the discontinuance . of the ninth grade as a part of the elementary school system, and it certainly has no place between the elementary schools and the high school. I advice that the ninth grade be discon- tinued.
I have made a beginning in the removal of the second defect alluded to above, namely, the lack of a new spirit of education in the school system, by the introduction of industrial training in the North High School and by some slight be- ginnings in the grades. There is still much need of work in the upper grades that will bring the work into closer contact with the life of the community and of the home. I do not believe it would be wise to offer but very little work of any kind different from the work we are now offering in the first six grades. The work in these grades is distinctly funda- mental and necessary as it now stands and, with the excep- tion of making it a little more vital, should not be changed at present.
THE HIGH SCHOOL SITUATION
Last year in my report I discussed, at some length, the problem of our high schools. In that report I outlined what I considered to be the best solution of the problem, namely, the change of the North High School into a school of an industrial nature, the transportation of pupils desiring an industrial course to that school, and of those desiring academic training to the Centre. Having watched the development of the industrial work under Mr. Trubey's direction, since last
165
September, I am more firmly convinced than ever that the solution was the best one. Moreover, I believe that it can be done with our present high school facilities. It seems likely that numbers would be equalized fairly by the exchange of the academic and industrial pupils. Those who wish a business or commercial training, unless the number should be too large, also could go to the North School. It might be advisable to maintain of commercial department in both schools, in such case the department in each school should be strengthened so as to make it worthy of the name. A special teacher would be desirable and one could take charge of the work, easily, in the two schools.
In passing I wish to express my opinion as to what an industrial school, such as I propose at North, should be and what it should not be. Its work should be correlated with the life of the community. There should be harmony between the school and its environment. As fast as it becomes pos- sible, with our limited teaching force and equipment the fundamental elements necessary to successful entry into domestic life, commercial life, and industrial life generally, should be furnished. Along with this preparation for the work-a-day life a reasonable amount of cultural education should be given. We should fit the pupils to become good citizens as well as good artisans. A thorough grounding in English, in the elements of science, in history and civics, with the necessary mathematics and drawing for the ordinary work of an industrial course, constitute the fundamentals of a liberal education. There is room for these in the course and they can be so closely correlated with the industrial side of the work that they become a part of it while serving also as cultural studies. We want a school of distinctly high school grade, not a trade school, nor what amounts to the same thing, an industrial school minus the academic training. Many of our industrial schools occupy this latter position today. The Fitchburg High School, of this State, has found the most satisfactory solution of the problem in its co-opera- tive industrial or part time course, whereby the pupils spend
166
one week in school and the next week in the shops. There are few, if any, pupils who have not the ability to perform the work necessary for the successful completion of such a course. If there should be any such they should be provided for in a special course. The part time course gives the opportunity to the pupil, often needed, of earning funds to contribute towards his support. Whether such an apprenticeship system could be carried out here, in co-operation with our local industries and those of Lowell, I am unable to state.
The commercial course ought to furnish competent in- struction in shorthand, typewriting, and penmanship, at least, in addition to what we are now offering. Our present business course amounts to very little.
The agricultural part of our town deserves some attention. Not a few of our boys finally find their way back to the farm and put in their life work there. To these pupils we are offer- ing nothing definite by way of assistance in their life work. We give them the fundamentals of their education in the grades and offer to them some cultural training in the high school. Many of them seeing no practical use in education drop out of school earlier than is best for them. The parents are able in many cases to give some practical training, but the ever busy farmer finds too little time to dig down deep into the difficulties of the problem, and having but little scientific training he solves the problem but superficially. The result is that the struggle goes on under a handicap. Under a recent law an agricultural department may be established in connec- tion with a town high school, through the co-operation of the State Board of Education officials. A competent instructor must be engaged, two-thirds of whose salary shall come from the state and one-third from the town. This is the principal item of expense. Under this arrangement the pupils work out the problem practically, on the farm. under the direction and supervision of the instructor during the spring, summer and fall, the instructor taking his vacation during the winter. This gives opportunity for the pupil to work renumeratively on the farm and also gives time for academic work, during the win-
167
ter, in addition to that which he takes during other parts of the year. I believe, from investigations that I have made, that there is a demand for such a department in connection with the Centre High School. While it may not be possible to estab- lish this department this spring I recommend that immediate steps be taken preliminary to the introduction of such study.
There ought to be a home arts department, at both the Centre School and at the North School. Such a department should include a course in cookery and in the care of the home. Girls of the upper grades and high school, only, should be ad- mitted to to this course, except that it might be advisable to admit any girl over twelve years of age. The cost of such a department at the Centre would be very slight. I believe that the kitchen and its furnishings at the Town Hall could be secured and other necessary equipment could be purchased at small cost. The cost of the instructor would be nominal as a senior from the Framingham Normal School can be secured for expenses only.
At the North School somewhat similar conditions exist. The cost of the instructor however might be greater.
An industrial school should include such a department in order that the girls may receive such instruction in practical subjects. It does not seem to me to be wise nor just to confine this to one school as practically all the girls of the ·. grades mentioned should receive this instruction.
Our high school instructors, in each schools, are teaching too many classes and covering too many different subjects to achieve the best results and their work is decidedly burden- some. It is not wise economy to continue this state of affairs.
The ninth grade is not necessary for preparation for the high school. It is not serving any useful purpose. Moreover I am convinced that it is detrimental to the best interests of all concerned. Pupils realize that it has no necessary place in the course of study and they lose interest during this period of marking time. With the ninth grade abolished our present high school force would be relieved of so much teaching and could easily and successfully conduct the work of the high
168
school alone. If by chance any pupils should need additional drill in grammar school subjects it would be much. wiser and more economical, as well as conserving the interest of the pupils to a far greater degree, to have them receive special coaching, in such subjects, by the high school teachers.
It would also be wise to make some changes in the high school course of study to meet this change as well as to modernize and adapt the course of study to present day needs.
I wish to urge upon your attention, once more, the need of more room at the Centre School. The high school and ninth grade have no adequate quarters. It is necessary to use, for a recitation room and for laboratory purposes, a room that is hardly suitable for either purpose. It is decidedly unfit for a chemical laboratory, since it has no ventilation, except through the window and door, and no provision for the escape of gases, as well as no water supply. The two rooms next below ninth grade have several more pupils than they should accom- modate. It is my sincere conviction that steps should be taken at once leading toward the erection of a building of four rooms or more in the vicinity of the Centre. Such a building would furnish suitable quarters for the high school, as at present conducted, and would offer opportunity for the in- troduction of new departments. It would also relieve conges- tion which is bound to occur in the grades, in the near future. The Centre and the Westlands district are growing quite rapidly and our school population is certain to increase.
169
SIGHT AND HEARING TESTS
School
Number Enrolled
Defective in Eyesight
Defective in Hearing
Parents or Guardians Notified
Centre
271
32
16
35
North
294
58
8
15
Highland .
134
4
0
4
West
87
14
3
11
East
57
4 .
0
4
South
43
5
1
5
Golden Cove.
31
2
0
2
North Row
17
0
0
0
South Row
11
8
0
2
945
127
28
78
The results of the sight and hearing tests show that a still greater number of our pupils than last year, are defective in either sight or hearing. Many of the children have had this trouble attended to. There are still quite a number, however, who should have received attention who have had nothing done for them. It is the duty of the town to attend to such matters if the parents are unable to do so. Had we a school nurse, as I have recommended before, many of these troubles would be relieved, much to the benefit of the child. Many other troubles would also be avoided and the general health and well being of the pupils would be conserved.
170
SCHOOL SAVINGS
The Central Savings Bank, of Lowell, has furnished the following data, relative to the school savings of the pupils. It will be observed from these figures that the total net depos- its for the twelve months ending Dec. 31, 1912, amounted to $1,266.90. This added to the balance of Dec. 31, 1911, gives a total to the credit of Chelmsford pupils Jan. 1, 1913, of $2,518.14. All of which has been collected at the schools by the bank officials.
North School
JAN. 1, 1912 TO JAN. 1, 1913 .
30 Collections (93 pupils deposit- ing) $330 60
44 Bank Books issued $312 12
6 payments on books 4 33
$307 79
49 Balances (less than $1.00) $18 48
7 payments on balances $1 23
6 transfers 2 32
3 55
14 93
19 total payments.
7 88
-
330 60
Average collection
$11 02
per pupil 3 56
Largest individual deposit. 42 00
Smallest
01
171
Centre School
JAN. 1, 1912 TO JAN. 1, 1913
30 Collections (83 pupils deposit-
ing) . $319 02
43 Bank Books ifsued
$307 33
4 payments on books
74
$306 59
40 Balances (less than $1.09).
$11 69
1 payment on balance
78
10 91
5 total payments.
1 52
319 02
Average collection $10 63
per pupil 3 84
Largest individual deposit
22 85
Smallest
66
01
Highland School
JAN. 1, 1912 TO JAN. 1, 1913
31 Collections (42 pupils deposit- ing) $145 43
25 Bank Books issued $139 72
3 payments on books
$1 80
4 transfers
4 04
5 84
$133 88
17 Balances (less than $1.00)
$571
1 payment on balance
45
5 26
6 29
8 total payments.
145 43
Average collection $ 4 69
per pupil 3 46
Largest individual deposit. 10 90
Smallest
. .... 05
172
West School
JAN. 1, 1912 TO JAN. 1, 1913
31 Collections (46 pupils deposit- ing) $228 61
30 Books issued,
Amount cred-
ited to books
$223 52
4 payments on books
$7 30
8 28
1 transfer . . 98
$215 24
16 Balances less than $1.00.
5 09
1 paid
45
4 64
8 73 228 61
Total payments
Average collection 7 37
per pupil, 4 97
Largest individual deposit
15 35
Smallest
05
East School JAN. 1, 1912 TO JAN. 1, 1913
28 Collections, (23 pupils depositing ) . $95 43
12 Books issued .
Amount credited to books
$90 25
1 Payment on book. $1 29
1 Transfer 6 00 7 29
$82 96
11 Balance (less than $1.00)
5 18
1 paid 91
4 27
Total payments.
8 20
95 43
Average collection 3 41
per pupil. 4 15
Largest individual deposit 11 43
Smallest
29
173
South School
JAN. 1, 1912 TO JAN. 1, 1913
21 Collections, (10 pupils depositing). $80 77
9 Bank books issued. Amount to credit on books. No payments on books.
$79 91
1 Balance less than $1.00
86
1 Payment on balance
86
Total payments.
86
80 77
Average collection
3 85
per pupil. 8 08
Largest individual deposit
12 00
Smallest
18
Golden Cove School
JAN. 1, 1912 TO JAN. 1, 1913
24 Collections (23 pupils depositing) . $28 97
13 Books issued.
Amount credited to books
$26 97
1 Payment on book.
2 40
$24 57
10 Balances less than $1.00
$ 2 00
2 00
No payments on balances
Total payments. 2 40 28 97
Average collection
1 21
per pupil 1 26
Largest individual deposit
3 20
Smallest
٠،
02
174 South Row School
JAN. 1, 1912 TO JAN. 1, 1913
23 Collections (11 scholars depositing) .
$26 30
6 Bank books issued . No payments on books.
$25 08
25 08
5 Balances less than $1.00
1 22
1 Payment on balances
75
47
1 Total payments.
· 75
$26 30
Average collection 1 14
per pupil. . 2 26
Largest individual deposit. 4 97
Smallest
01
North Row School
JAN. 1, 1912 TO JAN. 1, 1913
16 Collections (6 pupils depositing) .. .
$11 77
4 Bank books issued . $11 52
No payments on books .
25
11 77
No payments on balances ..
Average collection 74
per pupil.
1 96
Largest individual deposit 3 13
Smallest
03
2 Balances less than $1.00.
175
TEXTBOOK CHANGES
At the beginning of the present school year the old English text books in the grades were discarded and the Emerson and Benders series of English books were adopted. Samples of various English books had been placed in the teachers' hands and this series was the choice of a large number of teachers. It was also my choice and has proven to be a very satisfactory series.
Our teachers have been taking, during this year, lessons in the Palmer system of penmanship at the Lowell Normal School, and have been applying the results of their instruction to the teaching of writing in their respective class rooms. While we have not yet purchased any of the Palmer books I believe the time has arrived for us to discard the old ones and adopt the Palmer books. School penmanship has usually been taught distinct from business penmanship and the results have not been complimentary to our work. I know of no reason why school children should not be taught business methods of penmanship.
TEACHERS
Since my last report the following changes in the teaching force have occurred. At the close of the school year in June, Mr. Holt resigned the principalship of the North High School to accept a much better position, of a similar nature, at Whit- insville, Mass. His place was taken by Mr. Arthur W. Trubey, a resident of the town Mr. Trubey has had much training and experience in indutrial school work and was engaged, par- ticularly, to strengthen this department. Results have justi- fied his selection.
At the Centre School Mr. Holbrook, who was acting as substitute during the latter part of the last school year, was engaged as principal for the present year. Miss Gardner's
176
place, at the Centre School, was taken by Miss Helen J. Coffin of Boston, who had had one year of successful experience. Miss Ruth Butters has been out on leave of absence since the close of the fall term. Miss Gertrude H. Rideout of Concord, Mass., who had had one year of successful experience, is ably filling her position.
Miss Ivy E. Kew, of the Golden Cove School, resigned at the close of the last school year and her place was filled by the transfer of Miss Regina B. Frappier from the South Row School. Miss Frappier's place was taken by Miss Esther Reid of West Chelmsford, a graduate of the Lowell Normal School last year.
Our two supervisors, Miss Mary B. Raynes, supervisor of music, and Miss Bertha G. Bartlett, supervisor of drawing, re- signed at the close of the year. Their places were filled re- spectively by Miss M. Marion Adams of this town, and by Miss Miriam C. Fearing of South Weymouth, Mass. Miss Adams, since her graduation from Lowell Normal School, has been teaching in Dracut ; she has specialized in music, having taken courses in New York University Summer School. Miss Fearing graduated from the Massachusetts Normal Art School in 1911 and had taught drawing during the year since her graduation in the schools of Millis, Mass.
There have been no other changes in the teaching force.
177
CONCLUSION
6 + In concluding, I wish to call your attention to the special reports that follow. They are worthy of your careful con- sideration and show commendable interest in the work.
"Our teachers, as a whole, show sympathetic interest in the work and in the pupils and evince a willingness and desire to improve themselves professionally. They constitute a progressive teaching force.
Again, I wish to express my satisfaction for the pleasant relations I have had with you as a committee and to thank you for the kindness and courtesy which you have shown me. One can do his best work only under such conditions.
Respectfully submitted,
BENJ. E. MARTIN.
178
SPECIAL REPORTS
Chelmsford Centre High School
MR. BENJAMIN E. MARTIN,
Superintendent of Schools.
Dear Sir :
I herewith respectfully submit a brief report of the Chelmsford Centre High School for the year ending March, 1913.
From the beginning of the year, your principal, with the hearty co-operation of assistants, has undertaken to put in force the entire course of study as outlined for our guidance. Our constant aim has been to do nothing but thorough, earnest work and to be satisfied with nothing less than the best efforts on the part of pupils.
In some instances, it has appeared to your principal that the required work has borne too heavily upon pupils while the schedule of recitations has been too great for our corps of teachers. I would, therefore, respectfully suggest some modification of the courses of study as now constituted and, if feasible, the employment of a regular teacher for the ninth grade, thereby allowing the two assistants to devote their entire time to the work of the high school.
On the whole, the spirit with which our pupils have attacked their work has left little ground for complaint and we feel confident that a goodly amount of solid results has been attained. Real gain in mental power rather than slavish adherence to text-book has been our aim. We have also constantly sought to give our pupils a wide range of general information upon every day topics pertaining to social and political llfe. Rhetoricals, music, drawing, sewing, elementary
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