USA > Massachusetts > Middlesex County > Chelmsford > Town annual report of Chelmsford 1914 > Part 6
USA > Massachusetts > Middlesex County > Chelmsford > Town annual report of Chelmsford 1914 > Part 6
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Lowell Normal Lowell Normal
Sept., 1914
Dec., 1911
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 . V
Jessie M. Agnew . .
Lowell Normal
Sept., 1913
SOUTH ROW
I - IV
Hazel R. Knowlton .
Lowell Normal.
Sept.,
1914
SUPERVISOR OF MUSIC ..
M. Marion Adams
§ Lowell Normal * N. Y. University .
Sept., 1912
Jessie Atwood
Mass. Normal Art School .
Sept., 1912
Benj. E. Martin
Brown University
Aug., 1910
* Not a Graduate .
,
149
SUPERVISOR OF DRAWING.
SUPT. OF SCHOOLS.
V - VIII
.
AGE AND GRADE DISTRIBUTION TABLE, 1913-1914
Age : 5
6 7
8
9
10
11
12
13
14
15
16
17
18
19
in grade
Total
in age
Per cent
over age
Grade
I
61
66
26
7
3
1
1
165
38
23.
II
41
50
23
2
2
118
27
22.9
III
31
45
27
6
3
1
113
37
32.7
IV
30
51
28
8
7
1
2
127
46
36.2
V
4
33
52
20
10
11
2
1
133
44
33.1
VI
31
23
23
5
3
85
31
36.5
VII
2
18
41
18
5
3
87
26
29.9
VIII
14
33
23
15
1
2
88
18
20.4.
IX
2
13
18
20
3
1
57
24
42.1
X
4
16
8
2
30
10
33.3
High
2
4
4
9
1
20
10
50.
XII
5
10
5
2
22
7
31.8
J
Totals 61 107
107
109
116
122
84
119
72
51
45
22
22
6
2 1045 318 30.4
The ages given are for December 31, 1913. Figures in full faced type show children of proper ages for their grades.
The number over age is based on our entrance age of five years. The usual entrance age is six years. Based on this age the total number over age and the per cent. would be as follows: Over age 96, per cent. over age 8.2. The apparent increase of over age pupils in high schools is due to the discon- tinuance of the ninth grade.
XI
.
Total
151
TO THE SCHOOL COMMITTEE OF CHELMSFORD
I herewith submit to you my report as Superintendent of Schools, for the year ending December 31, 1914. This is my fifth report and the 4Ist in the series.
In addition to the subjects here treated I invite attention to- the tabulated information, some of which is instructive, and to: the special reports appended. 'These latter give some vital in- formation not included in my personal report.
TEACHERS
At the close of the school year, last June, three grade teachers and three high school teachers resigned their positions to accept positions elsewhere, with one exception, Miss May Farnham leaving to take a course in domestic science in Boston.
Miss Margaret Shinkwin and Miss Hannah Sleeper gave up their positions at the East School and their respective places were taken by Mrs. Sara D. Ivers, a graduate of Lowell Normal, and formerly a teacher in the Town, and by Miss Esther A. Reid, who taught the South Row School for the two preceding years. 1
Miss Hazel R. Knowlton, of this town, a graduate of the Lowell Normal School last June, was engaged for the South Row School.
For Miss Farnham's place at the Center School Miss Eva F. Ladd, of Littleton, N. H., a graduate of Plymouth, N. H. Normal School, was secured. Miss Ladd had taught three years successfully previous to coming to Chelmsford.
After six years of conscientious and interested service in the Chelmsford high schools, Miss Mary W. Cross resigned from the Center High School teaching force to accept a position
152
in the high school at Concord, N. H. Miss Cross' successor is Miss Neda B. Freeman, a graduate of the University of Minne- sota, with two years' successful experience.
Both assistants at the North High School, Miss Camille Fitz-Gerald and Miss Ruth W. Kendrick, resigned at the close of the year. Miss Adelia MacMillan, of Malden, Mass., was en- gaged to succeed Miss Fitz-Gerald. Miss MacMillan is a gradu- ate of Boston University and had taught successfully for two years previous to coming to Chelmsford. As successor to Miss Kendrick, in the commercial department, Miss Gertrude E. Sawyer, of Nashua, N. H. was secured. Miss Sawyer is a gradu- ate of Mt. Holyoke College, and also of Nashua Business College, and has had two years of successful experience.
The loss of services of such teachers as left us last June is much to be deplored. It is unfortunate that we are obliged to change teachers so frequently. There is, however, extreme satis- faction that when we are obliged to meet such changes we are able to secure such satisfactory successors.
The salaries we pay are only moderate and it is well for us to recognize the fact that if we wish to maintain a permanent teaching force we must increase salaries to meet the demand of the times.
We have a corps of teachers that is doing excellent work, in the main. Conscientious, interested, unstinted, alert service is the general rule, and perfunctory service the rare exception. Our schools show the effects of such service and I firmly believe they would compare favorably with the schools of towns similarly situated.
I take this opportunity to publicly express my appreciation of the general high standard of service of the teaching force.
THE WORK OF THE ELEMENTARY SCHOOLS
Certain changes have been made in the work of the upper grades of the elementary schools, since my last report. This
153
work has been in mind some time and is yet only partially com- pleted.
In the seventh and eight grades of the Center and North schools, household arts, principally cooking, is now being given to the girls. They are taking up this new work enthusiastically and successfully. I am convinced already that this is the proper age to begin such work, that is, during the formative period. I have held this opinion for some time.
At the North school the boys of these grades are securing some training in manual work, much to their advantage. Bench work in wood and other handwork is being given. This latter includes basketry and cane seating ..
At the Center school not much has been given the boys yet, but benches and tools have been bought and we hope to start work definitely soon.
In the two upper grades of the East and West schools some hand work is being given but benches and tools have not been bought for either school. I hope that this additional opportunity may be offered the boys of these schools in the near future. I hope also that household arts, in a simple form, may be offered the girls of these schools soon. These advantages can be given to the boys and girls, respectively, at small expense and with little inconvenience.
Sewing is being taught generally to the girls of the upper grades of the elementary schools.
This new work together with changes incident to the dis- continuance of the ninth grade a year and a half ago and the introduction of European beginnings of American history into the work of the seventh grade, requires more or less readjust- ment of the work of the two upper grades.
At the first impetus this causes the feeling of crowding in the work of these grades. This apparent overloading is to be expected at first, and will be more or less real until the improved methods now in use in the first six grades, and others still to be introduced into the work of these grades, have had time to be- come integral parts of the work of the lower grades and to fully function in this work, and until teachers learn to drop out the
154
useless and cumbering material that has been allowed to remain a part of the work of the two upper grades. There is no denying that there has been, and still is to some extent, a wanton waste of time and effort in the work of these two grades. Useless processes in arithmetic, burdensome and confusing details in history and geography, rigid insisttnce on too much detail in formal English grammar rather than work in practical English, have consumed the time and dissipated the energies of teachers and pupils to such an extent that there has been unsatisfactory results in practical work. By personal experience in teaching in these grades I have become firmly convinced that the essential elements of history and geography can be successfully acquired in one-half the time, in class room study and instruction, that is usually devoted to them. It is well known, and generally ad- mitted that there is nearly, or quite, as great waste in teaching arithmetic and grammar.
In explanation of my statements concerning improved methods in the lower grades I desire to make a few statements.
In the first three grades I am morally certain that far better results are being obtained in reading and number than were secured when the previous methods were in use, and this too without adding materially to the burden upon the child. In the next three grades there are certain essentials that ought to be more thoroughly acquired than is usually the case, and much superfluous matter that ought to be omitted entirely, or relegated to a secondary position. For example, much valuable time and attention is lost to the pupil because of insufficient drill in num- ber facts of the four fundamental processes, resulting in but partial acquisition of these facts. The pupil struggles along with difficulty in advanced processes because his time and attention must be given largely to these elementary processes. In the fifth and sixth grades we would gain somewhat in efficiency in the study of history by concentrating on a portion each year rather than by superficially covering the whole two years in succession. We are removing these defects as fast as funds and conditions will permit. Decided progress can be reported in this direction.
155
The South School, now used by the State as a practice school, under the supervision of the Lowell Normal School authorities, has more of the special advantages than any other outlying school. The boys of the grammar rooms are doing bench work, wood work and other work, and the girls have cook- ing, sewing, and other branches of household arts. The kitchen outfit, sewing machine, bench and tools, and the Victrola are being put to practical use. This latter instrument adds much to the pleasure of the school life as well as aiding in instruction. Gymnastic, and folk dancing are aided by its use and both are very desirable for exercise and relaxation.
The Golden Cove school and the Highland school are pur- chasing Vectrolas through the efforts of the teachers and pupils. The enterprise of the teachers is to be commended.
At the East school the pupils of the grammar room have the benefit of a sewing machine through the kindness of the teacher.
OUR HIGH SCHOOLS
There have been no great changes in the work of the high schools since my last report. With the beginning of the fall term advanced work in cooking and household arts was started. Those girls of the three upper classes who had taken the elemen- tary course the preceding year were privileged to take the ad- vanced work. Nearly all in each school elected the course, thus demonstrating its popularity.
The girls of the entering class were allowed to elect the be- ginners' course and in this class nearly all accepted the opportunity.
The work in both these classes is practical and valuable and the cost to the town is slight. In both schools free hand and mechanical drawing are offered. The Center High school gives its attention almost exclusively to academic work.
In the North High, outside the Commercial Course, the major portion of effort and attention is being given to academic
.
156
work, but it is well supplemented by manual work of a prevoca- tional nature. This is the second year of genuine commercial work under expert teaching and supervision, and the work is de- veloping in a normal way. I cannot speak too highly of the training the pupils are receiving in this department, both in the formation of good habits and in the technical work of the course. There are now in the department ten typewriting machines, eight of which are new. We hope to replace the other two with new machines soon. There is also an excellent filing cabinet.
In this high school Miss Jones is employed part of the time in conducting classes in academic subjects, and Miss Desmaris takes charge of the classes in basketry and sewing. Together these two teachers also carry on the work of the eighth grade.
Both schools are working under unfavorable conditions be- cause of lack of room. If we wish to offer our high school pupils favorable opportunity for work the conditions must be bettered.
The reports of the principals give further details concerning the schools and their work.
SCHOOL ORGANIZATION AND THE INDIVIDUAL CHILD
That the old system of rigid grading and extreme attention to class instruction is being superseded by, and in some systems has been supplanted by, a more liberal treatment of the individual through flexible grading, is an incontrovertible fact. Much of the retardation of pupils was due to the unreasonable treatment formerly accorded the child. To overcome this evil many schemes of grading have been worked out, some of them de- cidedly complex, and divers methods of treatment have been applied. Nearly any of these could be applied in a fairly large system. In a small system, such as ours, any of them is difficult of application. In no center do we have more than one class to a grade, and in very few rooms is there one grade only. Mul- tiplication of classes, through semi-annual, or more frequent,
157
promotions is highly undesirable. Nor do we have a "floating," or unassigned, teacher who can give her attention to the needs of pupils who would be especially benefited by such attention. We have been able, however, to do much for the individual by special attention to small groups of children whose needs are closely related, and by a loose system of grading. It matters little what grade or class he is in if only the child is receiving the treatment best suited to his needs. It is not an infrequent occurrence for a pupil to be pursuing a part of his work in one grade and the remainder in another grade in the same room, or even in another room. In some cases the work of a pupil is dis- tributed among three rooms. This gives the pupil a chance to advance in his several subjects as fast as his capabilities will allow. This not only keeps the pupil stimulated and encouraged, but frequently enables him to catch up with his grade by special work in one subject in which he is deficient, and in some cases enables the pupil to advance more than one grade a year. Each pupil ought to be given all the new work he is capable of doing without worry that there may be no time for idling and that the mind may be stimulated to constant effort. That is made possible by this method.
This method of instruction depends much upon the in- dividual teacher, and in some cases, I regret to say, the bonds of established tradition and long-continued habits have been too strong for the teacher to break up yet. They will loosen in time, however, and then both the teacher and the child will become emancipated. It requires some effort and entails some extra labor but it is well worth while and no teacher who cares for her work, and what is of far more consequence, cares for the welfare of the child, will hesitate to assume the extra burden. In a live school system there is no place for any self-satisfied, complacent teacher or other official, nor for one who cannot shake off the shackles of custom.
-
-
158
EXTENSION OF LIBRARY FACILITIES
I am pleased to be able to report that plans have been per- fected recently so that now the people of the east section of the Town have some library advantages. With the co-operation of the library authorities and the principal of the East school, Mrs. Ivers, I have been able to bring this to pass.
Books are sent to the East School once in two weeks, on Wednesday, and are issued by Mrs. Ivers at the school. On the same day that the books are received those that have been in the hands of patrons are returned to Mrs. Ivers and thence to the library. A double system of cards is used. If a particular book is wanted the same week it is ordered it can be secured by special arrangement.
The people of that section seem to appreciate highly the opportunity and on the first delivery nearly seventy books were sent. It most assuredly offers to the people a part of the privilege that they ought to have enjoyed long before this time, and if it had been asked for would undoubtedly have been granted. Increased advantages may be offered later.
I hope that this coming year a similar privilege may be granted to the people of the West Village. Probably this can be arranged more satisfactorily through the agency of the library at the North Village. I am convinced, from conversation with a few people who live at West Chelmsford that added facilities for securing books would be appreciated greatly.
The libraries are supported by the whole town and should serve all the people, as far as possible. I am convinced that this is the desire of the library authorities.
CONCLUSION
In concluding I desire to call your attention to my last year's report for items bearing upon school lunches and transportation. These subjects are receiving some attention but need even more.
159
I wish here to express my appreciation of the labors of all those faithful, who are working in any capacity with me for the success of our schools in accomplishing their full work for the good of our children.
I have enjoyed my pleasant relations with the Committee and wish to thank each one of you for courteous treatment and cordial support.
Respectfully submitted, BENJ. E. MARTIN.
REPORT OF THE PRINCIPAL OF THE NORTH HIGH SCHOOL
MR. BENJAMIN E. MARTIN,
Superintendent of Schools, Chelmsford. Mass.
DEAR SIR :
In accordance with the annual custom, I submit the following report of the North High School for the year ending Dec. 31, 1914.
Opening of the School Year
The total registration since the school opened in September is eighty-one. In 1908, there were thirty-one pupils in the High School and Ninth Grade. In six years, the North High School shows an increase of fifty pupils, or 16 per cent.
Graduates
In 1912 there was one graduate; in 1913, six; in 1914, eleven. Out of these seventeen graduates, five girls have en- tered the State Normal School at Lowell, two secured positions as stenographer and typist, one as a trained nurse, one is taking
160
advanced work at a Business College, one is to enter a college of Domestic Science.
One boy has entered the Normal Art School in Boston. In a recent examination this young man received the highest rank in his class. One boy will go to the State Agricultural College, one to Boston College, and one to'the Lowell Textile School.
Certification
Mr. Clarence Kingsley, of the State Board of Education, visited the school last spring. As a result of this investigation, the North High School was placed on the list of approved High Schools.
School Activities
A successful drama was given by the Senior Class, during the winter in the Town Hall.
The Senior and Junior Classes will present a play this com- ing Spring.
Our Aim
This is the day when the individual looms large on the educational horizon.
Individuality of youth demands frequent adjustment. The traditional course is one-sided; ours should be flexible. There should be opportunity for differentiation. We should find out what a pupil is best qualified to do, and find a motive and a stimulus to do that thing. The preparation for some future at- tainment should give way to the accomplishment of present use- ful work, well done. This shifting of interest will stir individual initiative and give a sense of power, self reliance, and self- respect, and give the pupil a sympathetic appreciation of work and pleasure.
I believe that boys and girls can be induced to enter and re- main in the High School; that it does not mean letting down the bars ; that the average boy and girl would sooner work than play ; that once imbued with the spirit of service, they accomplish more and better work than we give them credit for. I believe
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161
that the teachers in the Small High Schools ought not to become experts in turning out failures ; that they should study boys and girls more and the subjects less ; that the controlling purpose of the High School education should be to bring pupils into contact with that kind and amount of work which shall quicken their senses, arouse their ambition, and test out their powers, and if possible face them in the right direction.
Respectfully submitted,
ARTHUR W. TRUBEY.
Graduation Exercises of the North Chelmsford High School Class of 1914
Friday Evening, June 26, 1914
CLASS ROLL
HENRY R. GARVEY, President ALICE P. FREEZE, Secretary KATHERYNE E. M'CoY, Treasurer
MARY K. DALEY S. MARION STEVENS
GENEVIEVE A. CALLAHAN
LEO H. MCENANY
RAYMOND F. BALLINGER
CHESTER R. McCOMB
FRANK J. GARVEY CYRIL C. TRUBEY
MOTTO Finis coronat opus COLORS Purple and Gold FLOWER Buttercup
162
PROGRAM
'SELECTION
Crescent Orchestra
PRAYER
Rev. F. H. Reeves
ESSAY The Warwhoop on the Merrimack
Katheryne E. M'Coy
ESSAY Travel and Modes of Travel
Alice P. Freeze
ESSAY One of Our Neighbors Chester R. McComb
J. C. Macy
CHORUS The Fresh'ning Breeze School
ESSAY The Canal Henry R. Garvey
ESSAY
Civic Beauty
S. Marion Stevens
ESSAY Modern Methods of Gas Lighting Leo H. McEnany
ESSAY Navigation on the Merrimack Frank J. Garvey
JOYS OF SPRING Geibel
Girls' Glee Club
ESSAY The Destruction of Our Forests
Raymond F. Ballinger
ESSAY A Question of Today
Genevieve A. Callahan
ESSAY The Making of a Man . Cyril C. Trubey
VALEDICTORY ESSAY Conservation in Education
Mary K. Daley
CLASS SONG Words and Music by Katheryne E. M'Coy
PRESENTATION OF DIPLOMAS® Sunt. B. E. Martin
BENEDICTION
Rev. E. T. Schofield
SELECTION
Crescent Orchestra
The Salutatorian honor is divided between Miss Alice Freeze and Miss Katheryne M'Coy whose ranks are equal.
163
CLASS SONG
Gather awhile, O My Classmates,
Gather in song, e'er we part,
Part from our school and our friendships,
Friendships so dear to each heart.
We are now facing the future,
With all its joys and its strife.
May we all pass thru it bravely
And upyard and onward thru life.
Linger awhile, O My Classmates.
Linger-in memory dwell.
Swiftly have passed our bright school-days,
School days that we loved so well.
Ponder awhile, O My Classmates,
Think of the days that have passed,
Days filled with gladness and sorrow
And friendships that ever will last.
Honor forever, my classmates, Colors of Purple and Gold.
Honor the buttercup yellow
Which as classflower we hold.
Go forward bravely, my Classmates,
Clearly the world's bugle sounds.
Always we'll stand by our motto.
"Ever the end the work crowns."
REPORT OF THE PRINCIPAL OF THE CENTRE HIGH SCHOOL
MR. BENJAMIN E. MARTIN,
Superintendent of Schools, Chelmsford, Mass.
DEAR SIR :
I herewith submit a brief report of the Centre High School for the year ending Feb. 28, 1915.
However educators may differ as to the advisobility of allow- ing some of the new features a place in the curriculum of our
164
small high schools, there can be little difference of opinion as to the desirability of making each department contribute to habits of application. Perhaps no better thing can be done for a pupil than to so train him that he may be able to set himself promptly to work and continue until the appointed task is completed. Above and beyond the mere acquisition of knowledge of varying degrees of intrinsic value loom the larger questions of mental alertness, self-control, and love for the truth, in other words, the making of the man and the woman. This gained, all questions as to efficiency, I believe, will largely answer themselves. It is along these lines, then, that your principal has endeavored to so direct the work of each department as to yield the greatest re- sults, and I am pleased to acknowledge the hearty co-operation of each teacher to that end. The key note of their efforts has been that, "what is worth doing is worth doing well." That some real substantial gains have been made is my confident be- lief. The hunt for 'soft-snaps' and the desire to 'get-by' with as little effort as possible have yielded in numerous instances to a spirit of genuine scholarship and a truer estimate of the value of honest efforts.
I cannot close my report without a plea for a greater degree of thoroughness in the so-called fundamentals, reading and arithmetic, spelling and writing. From every direction, north and south, east and west, from colleges, technical, vocational and every sort of school comes the complaint of insufficient pre- paration in these essentials. It may be a trite saying that all progress of the pupil is conditioned by his ability to read rapidly and take in the thought of the printed page. Then, too, in these days of increased study of the sciences and their practical appli- cation to our every day life, the need of facility in the various mathematical processes becomes more and more important, while the stigma attached to slovenly writing and freak spelling seems not to abate one jot.
Thanking Committee, Superintendent and fellow-teachers for their many kindnesses the past year, I remain,
Yours respectfully,
C. A. HOLBROOK,
Principal.
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Graduation Exercises of the Chelmsford Centre High School
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