USA > Massachusetts > Middlesex County > Chelmsford > Town annual report of Chelmsford 1924 > Part 10
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from State
1,500.00
Reimbursement on Account of Teachers Salaries
8.270.00
Total Receipts
$113,145.42
.
$ 10,323.13
. .....
132
SUMMARY DECEMBER 31, 1924
Appropriation ana Refunds, not including any other receipts. . $ 97,748.00 Expenditures, less those for New Federal Truck, Insurance and Vocational School 93,810.29
Unexpended Balance $ 3,937.71
Total expenditures for schools, not including those for special building committees for East and Center Schools.
$102,384.09
Total reimbursements, including refunds 9,818.00
Net expenditures for schools, from local taxation. $ 92,566.09
SCHOOL BUDGET FOR 1925
Appro- priations For 1924
Expen- ditures For 1924
Pro- posed For 1925
Administration
$ 3,800.00
$ 3,552.69
3,900.00
Instruction
62,900.00
61,935.34
64,300.00
Operation and
Maintenance.
18,600.00
17,771.74
18,100.00
Auxiliaries
11,100.00
10,323.13
11,300.00
Outlays
5,900.00
5,797.39
1,500.00
Other Payments
*2,527.42
3.003.80
Totals
$104,827.42
$102,384,09
$ 99,100.00
*Dog Tax and Vocational School reimbursement.
A few individual items in the above tables will be found to differ from those of the Town Accountant's report, because of the fact that the State Board of Education requires a different classification of expen- ditures than the Bureau of Statistics.
Approved by School Committee,
FRANK J. LUPIEN, H. WATERHOUSE, CHARLES H. CLOUGH.
INVENTORY OF SCHOOL PROPERTY
Buildings
Total
High
$ 65,000.00
$
Land 3,000.00
Center
15,000.00
500.00
Princeton Street
30,000.00
3,000.00
Princeton Street
7,000.00
Highland
Avenue
30,000.00
1,000.00
31,000.00
Quessey
30,000.00
350.00
30,350.00
South
15,000.00
200.00
15,200.00
South Row
4,000.00
150.00
4,150.00
East
45,000.00
300.00
45,300.00
Westlands
30,000.00
1,800.00
31,800.00
Totals
.$271,000.00
$ 10,300.00
$281,300.00
$ 68,000.00 15.500.00 40,000.00
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REPORT OF THE SUPERINTENDENT
TO THE SCHOOL COMMITTEE AND CITIZENS OF CHELMSFORD:
I am pleased to submit my second annual report as Superintendent of Schools, the 51st in the series of such reports.
With this I transmit to you the reports of the other executive and supervisory officers, together with the tabulation of the usual School Statistics, all of which merit your thoughtful attention.
WORK OF THE YEAR
A careful diagnosis of the scores made in the Standard Achievement Tests, which were given last spring in the fundamental subjects. shows considerable improvement in Reading, though the rate of reading was too slow in some schools and the average scores in comprehension were below standard in some rooms. In general, our pupils read with very good oral expression, but many can not read silently and rapidly glean the thought from the printed page; and more than 90 per cent. of all the reading one does today, the best educators tell us, is just that sort of reading, either for pleasure or to gain information. Judging from the scores made, evidently this is the type of reading that a few of our teachers need to stress a little more in their drill in reading. I do not mean that they should slight, however, the matter of oral reading. Nor- mal or high scores resulted in most rooms in Spelling and the four Fun- damental processes in Arithmetic, but low scores in Writing and Com- position in several rooms. In the latter subject I hope we shall make a somewhat better record this year. I have entered our schools in a state- wide contest in Composition this year to be conducted in co-operation with the School of Education of Boston University. I believe this con- test, with the special emphasis we are giving this subject this year. will aid considerably in raising our standard of achievement in this very im- portant fundamental subject
In general the poorer scores resulted in those rooms where we are teaching three or more grades. I do not believe we can improve the ef- ficiency of our teaching to any great degree in those elementary schools where we have three grades to the teacher. For the most part I believe we had as efficient teachers in these schools last year as could be found on the average throughout the State. It does not require an educator to see, that the best teacher that can be engaged, cannot do the same quantity or same quality of work with 35 to 45 pupils in three different grades, as can be accomplished with only one or two grades. We should improve our organization by the employment of two more teachers, one for the East school. and one for the Quessey, so as to reorganize the work in those buildings with two grades to each teacher. This would make possible much more efficient teaching in these schools and the cost per pupil in average membership in the elementary schools is such, that we can well afford to furnish this better service for the boys and girls concerned.
The assignment of all pupils living on the Groton Road above the West Chelmsford branch and those living on the latter road, also all living on the Westford Road above Pine Road, to the Quessey School, has not only relieved the congestion very much at both the Princeton and Center Schools, but also it has really improved conditions considerably at this school. Previously we had several classes at the Quessey School with only three to six pupils in them, really with not enough pupils io furnish any spirit of rivalry or competition. The social result is not only
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much better within the school but also much improved in all playground activities. We now have at the Quessey School all the essentials for real vitalized school work.
THE HIGH SCHOOL
With respect to the work of the High School the same steady prog- ress has been made as in previous years and for an account of some of its special activities I am pleased to refer you to the report of the prin- cipal for details.
The weakest point in our High School work in my opinion is due to the lack of a definite Program of Studies. Someone has said the first essential of a school is the school plant and its permanent fixtures. To our mind the second essential consists of the courses of study and syllabi, which direct what subjects are to be taught and indicate the emphasis desired. It is impossible to over-emphasize the vital import- ance of this essential of the school, as it probably determines very large- ly how the time and energy of both pupils and teachers shall be spent. The best programs of study, such as are used in leading cities and state systems, supply guidance to the teacher in most, if not all, of the class rooms duties to be performed. It is a real handbook and guide to the teacher. It not only indicates the scope to be covered in each subject, but also suggests good methods of procedure and illustrates the results to be obtained. Means of measuring the progress the pupils are making are also indicated. I am pleased to note that the principal. with the co-operation of the High School teachers, has accepted my suggestion, looking toward the development of a Program of Studies for the High School, for our approval. This project of the teachers will furnish them needed insight into this administrative responsibility. It will enable them to know the good points and to appreciate the weaknesses of an unsatisfactory curriculum. They will learn to take their due measure of responsibility in the proper modification and constant improvement of the Program of Studies of the school where they teach. Such a pro- gram will be a great aid to the teachers, especially to new or inex- perienced teachers, in their endeavor to realize a high degree of success in the attainment of the seven aims or objectives of secondary education.
HEALTH SUPERVISION
A study of the "Health Supervision-Summary." as compared with that of last year shows good results from the medical examination. The total number of defects found this fall was 1747, whereas the previous year, 1274 cases were found. Thus, making no allowance for pupils leav- ing or entering our schools during the year, this would indicate an in- crease of defects among the children in our schools, however, I do not believe this to be true, but due rather to a much more careful and pains- taking examination on the part of our school physicians and school nurse. I have the best of reasons to believe that all three of these officials are so interested in the improvement of the physical and in- directly the educational welfare of our boys and girls, that their in- terest has developed even to the point of real enthusiasm in this school health work. I recommend that all read thoughtfully their reports, os- pecially the full and enlightening report of Dr. Varney, who, due to his release from his regular practice as a physician, has given very much thought and attention to the school work. This fall, 1222 cases are re- ported as having been treated since the last examination, as compared
135
with only 200 reported in the "Summary" a year ago. This indicates that the parents are very wisely heeding the reports of the results of the examination and the excellent "follow up" work of the school nurse.
Of course much good must have been obtained from this medical at- ention, but the percentage of cases treated should have been even larger. The physical welfare of our children should be the first case of every thoughtful parent. I am especially pleased to note that many more pupils were treated for the following defects Defective vision, carious teeth, enlarged tonsils and adenoids, since these defects are especially harmful to the physical and educational growth of our boys and girls. Again, I wish to mention the great need of the establishment of a dental clinic or the employment of a dental hygienist to work in our schools.
SPECIAL CLASSES
In our schools there are many pupils who have not progressed in school as rapidly as most children of similar age. This is due to pos- sibly different reasons as:
1-Some have not developed mentally at the normal rate.
2-Others began school later in life.
3-Others have been retarded due to illness
4-Others have been retarded due to some physical defect.
5-Some have had so many other interests outside the school that they have no ambition or strength left to do good school work.
6-Others have failed to lay the foundation in previous grades to do well the work of their present grade.
These pupils need special help if they are to succeed, no matter what the cause.
The following law in regard to children of retarded mental develop- ment became effective in July 1, 1919.
"The school committee of every town shall annually ascertain, under regulations prescribed by the department and the commissioner of mental diseases, the number of children three years or more re- tarded in mental development in attendance upon its public schools, or of school age and resident therein. At the beginning of each school year, the committee of every town where there are 10 or more such children shall establish special classes for their instruction according to their mental attainments, under regulations prescribed by the depart- ment.'
This examination was made in our schools last spring by experts from the state hospital at Grafton and the reports from them, received this fall, show that we have 20 children of 12 years of age or less, that should be in a special class; still this class has not as yet been or- ganized, due to the difficult problem of transportation and lack of a suitable room to locate the class in. It is not becoming the school de- partment, to whom is entrusted the correct training of our youth, to be a non-observer of the law. However, compliance with the law is not the important question, but rather, are we giving these children a square deal? They are not able to do the work of the grade they are in and we are only educating these boys and girls to expect failure. The only bright outlook they have is the time when the compulsory school law no longer will hold them to their unpleasant and in many cases non- educatable tasks, but permits them to pass out of the schools. But what can they do? Many of them have very little usable knowledge of the three R's. and no practical training. Their whole school experience has
136
taught them that they cannot do anything and do it right. Of course the above probably is true of only the worst cases, but there are suffi- cient of these to deserve our serious consideration.
If these children could be placed in a small group with a special teacher, she might consider only their individual needs, give them only the instruction they could master and some training in practical hand work also. Such training would make them feel the consciousness of success and as an excellent law intends, it would help them to become more useful citizens.
ATTENDANCE
The per cent. of attendance, 94.68 for all schools last year makes an excellent record or ideal for us to aspire to equal or beat in future years: In fact, it is the best record made in the past 10 years and is one factor that would indicate, that probably better school work was done by a greater number of our pupils than in several previous years. Most of our schools have very few cases of tardiness, yet there are some that have many more cases than they should, if we are to succeed in training our boys and girls in the habit of punctuality. I like to believe that this improvement in attendance is an indication of a more serious pur- pose on the part of the pupils themselves, as well as due to the hearty co-operation of the parents with the teachers.
TEACHERS
We lost through resignation last spring and summer four teachers in the High School and three teachers in the elementary grades, who had given very efficient service. We also lost during the year through death, Miss Anna C. Mackay, a kindly, patient, and very successful teacher of grade two at the Princeton Street School, one dearly be- loved by her pupils. Miss M. Marion Adams, who had served very suc- cessfully as Music Supervisor for several years, but who had had a year and a half leave of absence, on account of illness also retired perman- ently, since she had not fully regained her former health.
The following were elected during the summer to fill the vacancies made by the leaving of the above teachers: Miss Abbie B. Smith, Miss Lucy T. Norden, Miss Florrie Alderson and Miss Marion Turner for the High School and iss Alice M. Kelly and Miss Mary E. Mooney in the grades. Mrs. Elsa Reid was transferred from the East to the Princeton sixth grade, Mrs. Lilla B. McPherson from the sixth at Princeton to the fourth and Miss Genevieve E. Jantzen from the fourth to the third. At the East, Miss Katie D. Greenleaf was appointed as principal and teacher of the upper grades, Miss Ruth M. Ward for the middle grades, and Miss Mary F. Robinson for grade two at the Princeton Street School. All our new teachers are teaching and managing their schools successfully and our other teachers are giving the same high type of service as they have in the past. None of them are perfect, few of us are, but with strong backing that we feel justified in expecting from all school officials and parents and from the citizens in general, we hope to produce satisfactory results.
SCHOOL BUILDINGS
The most important single problem confronting Chelmsford is that of providing adequate school accommodations for the future. Condi- tions here are no different than in nearly every town and city in the country, that are having a normal growth of population. The shortage of school houses is chronic.
137
Within the past five years the school population has more than doubled in the Westlands. it is one sixth greater at the East; the next largest growth has been at the Center and following this, in the North end of the town. It would appear that this increase will continue in about the same proportion in the above sections. We should plan to take care of this rapid growth by adopting a comprehensive, ambitious and far-sighted educational program. A wise school build- ing program should be based on the following fundamentals.
1. School units should be as large as possible since the larger they are the better organization is possible, with better equipment and lower per pupil cost.
2. New sites should be large enough to provide for adequate play- grounds and future growth.
3. The cost should be kept as low as possible to insure safety, cor- rect sanitation. comfort and durability. Present prices call for about $12,000 per unit room, with additional for gymnasium, auditorium, lunch room and other features.
4. All things considered, the two-story building is more oconomi- cal than the one story since it offers less problems. One story buildings for small schools are justifled in climates where light construction is sufficient. In colder climates the plan is not economical. The :many exits and exposed areas, the long run of water pipes and heat ducts, together with excessive corridor space. makes the one story building more expensive and harder to administer, with no particular educational advantages.
5. New schools should be built so that the interiors can be easily altered. Almost all cross walls should be easily removable, since one never knows what purpose a school room may be needed or 20 years hence or even 5 years from now. Many buildings have been ruined for future use because the interior plans are not suitable for modern needs and cannot be altered without practically tearing out the whole interior.
6. New buildings should be constructed so that whenever additions are needed they can be had with little re-adjustment in the old build- ing.
The question of play spaces deserves special emphasis. They should be located and planned so as to accommodate community needs as well as school needs. Nearly all communities in the west und many in the east now have broad open spaces for playground facilities. Time was when 30 square feet per pupil was considered the standard requirement, but this only permitted their use for calisthenics, where pupils were lined up in rows likte soldiers to go through sitting up exercises. For such exercises, a space 5' by 6' was enough for each pupil to make the desired motions of the instructor. But the ideas of 50 years ago regarding playgrounds are just as much out of date now as are the ideas regarding transportation and many other things of 50 years ago.
The modern conception calls for playgrounds sufficiently hrge as to allow several groups to be occupied in organized games or physical activities without interfering with each other. In elementary schools, such activities call for, running and jumping. handball. basketball, base- ball and soccer football. Besides they should be equipped with swings. teeters, slides, giant strides, horizontal bar, etc. Merely because most of us did not have these things when we were boys and girls is no good reason why our children should not have them. In fact, do not most of our children do and have many more things than most of us did, and is not this so because we wish it.
.
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The purpose of playgrounds is to develop proper ideal and balvits with respect to physical exercise and health. as well as to provide for the natural play instinct of children. We ought not consider too lightly the play of children and the sport of youth. It has been well sid that the battle of Waterloo was won on the football flelds of England. Si it may as well be said that the World War was won on the American baseball and football fields. for no doubt these American sports aided in no small degree in giving to the American soldier. initiative. versotil- ity and courage.
Nearly a year ago at a special town meeting, a special building cum- mittee was appointed to investigate as to the possibility of reme luling our present Center grade building to conform to modern ideas; and to investigate os to a site. pUns and cost. of an entirely new building. in acconimodate our grade children at the Center. No doubt there are only a few why would questiun the need of sume sort of a new building since the "report of progress" was made in the citizens at a special meeting Lust fall. However, there may be much question among us As Lo just what type of building is needed to provide for future needs of a broad and an expanding education 1 program, as has been in process of evolution in somewhat recent years all over our country. Whatever the type. I believe it should confirm to the previous fundamentals. Nrief- lv discussedl Murenver. I believe it should be definitely planned sn That we might at some future date organize our school work at this ond of the town in grades i, & and 5 to conform with the then best known stand- ords of Junior High School work.
Future plans should also call for the abondwument if the old Prince- tun Si .. building with its unsanitary conditions. in the near mutire ind the remmleling of the newer building there inin at least i ten to twelve roum building, Then we conld vrg nize Junior High work in the same grades. i. S and 9 at that end of the town. reserving our present High School building as our Senior High School to accommodate the List three years of high school work. I believe this plan is absolutely essential In order to provide for the increasing numbers that are each year de- nonding of us a high school education. Our High Schul hus grown in the last four years from a school of 160 pupils to one of 2_1 or an increase of 3\1%. If we inas assume the same rate of increase in che next four years, we shall then hore a High School of more than 309 pupils. But where shall we put them? Or. whose chill shall we dooy the privilege wf a High School education! Shell it be ywirs or mine. our present High Schoul Willing was built to accommodate about __ " pupils. We have already re ched' the point of congostion. Every rham is filled to overflowing and we are now conducting serers! chieses In the stock room in the basement Surely this condition uiters ot for thought to all of us. This plon of two Junior High Schools one -u Center and one at the North. will relieve the congestion in The Hich Schul temporarily i. e. fnr some years. but eventually we will have to mike additions to our High School building to take care of wur senior high pupils.
THE JUNIOR HIGH SCHOOL.
The question is pertinent as to whether the Junior High School is a permanent type of school organization or merely a pissing fui, The question is n vital one to the verge citizen who is called upon wo up- port expenditures for new buildings. If it is tui be discarded in only a few years. surely we would he wise not to spend much money to ibent- porate the idea as a part of wur school program. In answer to the ques- tion. I will say the idea started back in about 1910 to 1912 and Junior High
139
or Intermediate schools have been rapidly organized the country over and particularly in the east in more recent years, and there is no indi- cation that any places that have adopted the idea will ever go back to the 8-4 type of organization. The reasons seem plain.
The old eight grade system is difficult to administer, with too many pupils in the lower grades and too few in the upper grades. Commonly there is one grade to each room and the number of pupils to the grade drops off rapidly in the upper grades, since many pupils find little io challenge their interests and abilities and so leave school. Usually the principal teaches the higher grade and has little or no time for super- vision. In general the teachers are quite independent, a law unto them- selves.
The fundamental aim of the Junior High School is to furnish suit- able secondary education to all the children of all the people. In a democracy like ours, if it is to be intelligent, we must educate the mas- ses as well as those who are to be leaders. The peculiar functions of the Junior High school are:
1. To realize a more democratic school system through:
A. Better retention of pupils.
B. Better economy of time.
C. Recognition of individual differences.
D. Exploration for guidance.
E. Vocational education.
2. To recognize the Nature of the child.
3. To provide conditions for better teaching.
4 To secure better scholarship.
5. To improve the disciplinary situation and socializing oppor- tunities.
From a study of Age Grade Tables and other investigations, educa- tors for many years have been aware of the rapid elimination of pupils from school from the 5th and 6th grades upward in the system. In my report of last year I pointed to this great pupil mortality and its signifi- cance in our upper grades and the first one or two years of the High School, under the topic "Vocations." The same condition is to be observed in the Age Grade table for the last year. It has been recogniz- ed and is a much deplored fact that a great gap has existed between the work of the first year of High School and the last grade of the Grammar School. Pupils, who had been under the constant care and teaching of only one teacher, upon entering High School, came under several teachers, who put them upon their own responsibility. Each teacher commonly has required an excessive amount of time and study upon his or her special subject, without regard to the demands of other teachers, who were equally zealous. High School education thus be- came a highly selective process, as a great many pupils became dis- couraged and dropped out .. To the High School teacher, "weeding them out," has been a very common phrase in the past. The whole idea was exceedingly undemocratic.
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