USA > Massachusetts > Middlesex County > Chelmsford > Town annual report of Chelmsford 1928 > Part 9
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The committee wishes to extend its very sincere thanks to everyone who in any way contributed to the success of our schools. We would be pleased to discuss any school problems with the people at any time, and we welcome any and all helpful suggestions and constructive criti- cisms.
Respectfully submitted,
FRANK J. LUPIEN, EDWARD B. RUSSELL, J. EARL WOTTON, School Committee.
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REPORT OF SUPERINTENDENT
To the School Committee:
In submitting the 55th report of the superintendent of schools of Chelmsford, I wish first to express to you my appreciation for the val- uable advice and assistance you have given, for the fine spirit of co- operation shown by every member of the teaching corps, and for the active interest and support of the parent-teacher associations and of citizens generally. While the report is addressed to you in your official capacity, it is in reality written to the general public as a means of keeping citizens and tax-payers informed. The people of Chelmsford evidently take pride in their schools, and they are justified in so doing. Since my short period of service does not qualify me to suggest any far sighted plans for improvement, the report is confined to a few gen- eral principles of administration, and contains only such statistical tables as are believed to be of general interest. Other data relating to attendance, costs, etc. may be obtained in my office, and I most heart- ily invite any one who is interested in any phase of school work or expenditures to come to me with inquiries.
TEACHERS
By far the most important factor in any school system is its corps of teachers. "As is the teacher, so is the school." Teaching is the service which costs most, amounting to 69% of the total school budget of Massachusetts in 1927. Other Expenditures are made to make the services of the teachers most effective, such as the furnishing of books and supplies, providing supervision, etc. The superintendent's most vital service is that rendered in connection with classroom work. When there are vacancies it is his duty to recommend candidates. He considers character, personality, preparation, scholarship and pre- vious experience; other considerations should not have the slightest weight. After the teacher is installed in the classroom the super- intendent can assist by furnishing material, by directing her work, and by giving aid in specific cases in which it is requested, but after all is done the tone of the school is given by the teacher herself. She is the one in close contact with the pupils; she must do the actual teaching.
You have in Chelmsford a number of teachers who are beginners and another group who have served the children of the town for many years. All are working with a fine spirit and rendering good service. The beginners have youth, energy, enthusiasm. It is no disparage- ment of their work to say that the older group have the more skill, a firmer grasp of difficult situations, achieve better results. For these teachers who have given years to their profession in your service the present schedule of salaries is certainly not extravagant. It is low for towns of this size in the Commonwealth, as was shown by Supt. Walker last year. (Pages 123-125 of 1927 report.)
I would urgently recom- mend to the citizens of Chelmsford that they give serious consideratian to the advisability of increasing the salaries paid the more experienced teachers. This would be a deserved recognition of their worth, and would at the same time be an incentive to the younger ones. Their
aim should be, not merely to replace the older ones as they retire, but to surpass them. In order to do this they must study as a means of professional growth. They should feel that such added preparation would be recompensed in the salaries they would eventually receive, and that without their being obliged to seek positions elsewhere. In the long run better salaries mean better schools.
PUPILS
While the teachers are the most important factor in a school system it is not for them that the schools exist. Schools are for pupils; in a very real sense the schools are the pupils. The acid test to be applied
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to every policy and to every expenditure is: Will it promote the wel- fare of the boys and girls? The only reason for advocating higher salaries is that the pupils may have better servants. . Comfortable and sanitary buildings are provided to conserve their health; play- grounds and physical education to promote normal development of their bodies; transportation to equalize opportunity, etc.
On Nov. 1st there are 1414 pupils in school, distributed through the grades and the High School as shown by the table on page 123. An examination of the card index in my office would show that the ma- jority of them have progressed at the rate of a grade a year. Occasion- ally a pupil has gone faster; more frequently pupils have lost a year or two. This is inevitable. The system of twelve grades for the ele- mentary and high schools is the resultant of long years of experi- ence with a countless number of pupils. It is the normal rate of prog- ress for the majority. Some can go faster: others require more time.
To illustrate, let us suppose that instead of tasks in reading, geography, Latin, etc. we give our pupils loads to carry across a field, a test of physical strength and endurance. No one would expect all the children of a given age to be equally strong. It would be easy to divide the entire number into a dozen groups, each about the same; these can carry five pounds at a slow pace, those older ones ten pounds twice as fast, the biggest and strongest a much heavier load at full stride. Within one of the selected groups, carrying about the same weight at nearly the same speed, variation will be found. The majority will be substantially alike; a few will be better. approximating the strength of the group above; and another small number will barely keep ahead of the group below. With proper training perhaps a few of the small number above the average in strength can safely be moved into the group ahead. Obviously it would be unjust in the extreme to demand that those who are doing the task with difficulty carry more. They are limited by their physical strength. They may be trained to use their muscles to better advantage, encouraged to persist in the task, inspired to work hard, but there is a fixed limit beyond which they can- not go.
School promotion and grading are closely similar to the illustra- tion used, but with the disadvantage that the tasks are less objective and accomplishments less easily measured. The fundamental principles are the same. Pupils differ in their ability to make progress in school. The majority make a grade a year; a few may go faster; a few must take more time. Just as it would be unjust to the boy who can barely carry ten pounds to demand that he take on a heavier load, so it is unjust to the pupil who cannot read any primer at sight to put him into the second grade, or to promote from 4th grade to 5th a pupil who is un- able to perform the process of long division, or to send from the 8th grade to high school a pupil who has not mastered decimals or the fundamentals of English composition. SOLELY FOR THEIR OWN GOOD such pupils are required to repeat grades. I cannot subscribe to the practice, widely prevalent at the present time, or passing on to the grade above for one reason or another pupils who are not ready for the work of the higher grade. To do that means one of two un- desirable things: either the teacher must repeat with the group of un- prepared pupils the work of the grade below, or the pupils are set at impossible tasks, breeding discouragement, distaste for school, a sense of failure. The repeating of a year's work often gives a pupil a fresh start by placing him in the group where he can profit most. And let it be said that inability to make a grade every year does not indi- cate at all that the boy or girl will fail after leaving school. The thing desired is that every pupil, whether fast or slow, shall do the best that is in him. If he does that he is getting the utmost out of his school experience.
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Even with the best of grading every teacher is confronted by the problem of dealing with pupils of varying abilities. The teaching neces- sarily is directed at the largest group, the average group. The few who are superior need direction and opportunity to do additional work. Those for whom the work is hard, usually uninteresting, often mean- ingless, afford the best test of the teacher's ability. They require real teaching, that aids wisely, encourages in difficulty, inspires hard effort, sympathizes if the pupil still fails to grasp the lesson. Punishment in any form is unreasonable, and at the same time it is unjust to the pupil to promote him before he is ready to make the step. In every case of non-promotion in the elementary schools, or of doubtful promotion, the superintendent wishes to be consulted, and in every case the aim will be to place the pupil where he can profit most from the instruc- tion to be given the next year.
COURSES AND TEXTBOOKS
In the elementary schools attention is being given to the method of teaching reading in the lower grades, and to the position of the sub- ject in all grades. The primary method formerly in use which had been followed for many years, has been generally discarded for newer and better ones. The study of methods of teaching reading was begun last year, and is being continued with five different ones now in use. The teachers are comparing notes, visiting each other as opportunity offers, and endeavoring to reach a conclusion as to the best method for use in Chelmsford. They are showing much interest in the problem given them, and I am confident that the primary reading will show decided improvement as a result. Reading is by far the most important sub- ject taught; without ability to read a pupil cannot make progress in any other subject except abstract number; with good ability to read he has command of the tool by which he can go far in educating himself outside of school.
A study is being made of texts and courses in geography, since the books in use are very badly worn. A new text and a revised course will probably be the outcome. Few changes are being made in the other courses.
In the High School a request was received last fall for a course in mechanical drawing. This would be a practical course, of special value to boys, but a special teacher would be required. If the town could again employ an art supervisor it would be possible to engage one who could take such a course.
TRANSPORTATION
A total of 454 pupils are carried by the four school busses, 165 to the High School, 108 to the Center Graded School, 58 to Princeton Street, 103 to Quessy, and 20 to South. The town may well be proud of the service it is rendering in this way to make school advantages more uniform. The children are carried comfortably, expeditiously, and as safely as is possible in these days of heavy traffic. The chil- dren going to school on the busses are far safer than those who are obliged to walk in the highways. Each of the two town-owned busses makes three trips every morning in getting the children to school, and four in getting them home in the afternoon, and in addition they are used within the town in taking high school pupils to games, school gatherings, etc., and also for general public use as in carrying people to meetings in the town hall. The daily school trips cover 42 miles in one case and 47 in the other. One of the privately owned busses makes three trips morning and afternoon, covering over 40 miles, and the other makes two trips over a shorter distance. The total cost of the transportation service in 1928, including salaries, hire of private busses, repairs, gas, oil, etc., but not including depreciation, was $8890.30, which makes the cost per pupil $19.60. Considering the efficiency with which the work is done this is a remarkably low cost. The routes
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and time schedules are complicated. worked out in the years during which pupils have been carried to school, and I can offer no sugges- tions for improvement.
In one report this extensive transportation is a detriment to school work. I refer to the fact that the hours of opening and of closing must conform to the bus timetable Work must cease as soon as the busses arrive to take the children home. There is no opportunity for the teacher to give assistance after school to pupils who may be in need of it, and no possibility after school of doing special work, such as preparing for entertainments, etc. It is difficult to find time for the work of the special supervisors. The present school day is short. In the school life of many who read this report the sessions were from nine to twelve and from one to four. Now it is shortened by one whole hour, and at the same time activities, valuable ones, unknown to us of the older generation, are clamoring for tinie. Educators quite generally are recommending a longer school day. In fact is there any other way of getting in all the work of a modern school curriculum? With the present hours the school must be kept running at top speed every minute of the day. In the upper grades much of the prepara- tion of lessons must be at home. I would like to refer to parents the question whether they would not prefer a longer day, with more time for work in school and less home work required. The matter is closely tied up with this question of transportation.
BUILDINGS
The school buildings are in good condition. The unavoidable wear and tear on public buildings of this nature, and on their furnishings, is considerable, but I am gald to report that there have been very few cases indeed of either wilful or careless injury to school property by pupils. The average amount expended for repairs for the last five years was $3752, considerably less than one per cent of the value of the build- ings, as estimated last year, $527,000. This is surely a small amount to expend yearly for ordinary repairs to plumbing, doors, windows, roofs, steps, etc. and for painting. Anything out of the ordinary must usually come from a special appropriation. The bill for emergency repairs to the sewer system at the Quessy School, however, amounting to $413.38, was paid out of the budget allowance for Operation and Maintenance. There are several desirable improvements for which special appropriations might be made, but not all of them need be taken up this year.
At the Princeton Street buildings the lack of toilet facilities in the old school is a serious menace to the health of the 150 pupils. They have to pass outdoors, a distance of not less than 100 ft., in order to get to the toilets in the new building. Let the citizens picture what that means in all sorts of weather, winter and summer, and decide whether the condition should not be remedied. Either a covered passageway between the buildings, or a toilet system in the old building, would seem to be the solution.
There is need of a supply room, or stock room, at the Center Graded School. This could be secured by running a partition through the large girls' toilet room in the basement, and cutting a doorway into the cor- ridor. The room would be conveniently located for receiving books, paper, etc. Without such a room it is almost impossible for a superintendent to keep a close check on the amount of supplies used in the various schools; with it a continuous inventory of stock on hand can be kept. . and an accurate record of the amount supplied each school.
The South and South Row schools need electric lights.
Mr. Hobbs in his report calls attention to the crowded condition of the High School, mentions the possible necessity next year of put- ting a partition across room 10 so as to convert that large room into two recitation rooms, and emphasize the need of an assembly room and
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gymnasium. Without any question whatever, the citizens within a very few years will be faced with the absolute necessity of enlarging that building, for there is no probability that the enrollment has reached its maximum. High school registration is increasing every- where unless the town enters upon a period of decline the school here will be larger. I urge the citizens to begin early the plans for enlarging the building, and suggest that the addition include auditorium and gym- nasium, which may be in combined form, and also rooms suitable for practical courses, such as household arts, mechanical drawing, shop- work, etc. The present lack of an assembly room is a serious handi- cop. Some important activities cannot be maintained without such a room, and the school can never be wholly satisfactory until one is provided.
SPECIAL REPORTS
Several reports are appended, all of which I endorse as a part of this report. In that of Mr. Hobbs you will note the large sum of money which is handled by the various organizations of the school during the year. The balances are held by the principal, and the book- keeping is done under the direction of the commercial department. The businesslike way in which the financing and accounting are done is to be commended. My attention since September has been centered on the elementary schools, but I have been imprssed many times by the fine spirit pervading the high school in every department. It is a good illustration of a socialized school, one in which every student is doing his or her part to make the school an harmonious, efficient group. The curriculum might be strengthened by adding courses in practical arts, but this will be impossible until the building is enlarged. With a larger school in a building containing special rooms it would be pos- sible to introduce such work without increasing the proportional num- ber of teachers. The normal number of teachers in a high school may be considered to be one for about every 25 pupils. This year we have one for every 26. The school will probably increase to 300 within a few years. The two additional teachers who will then be needed might take work in household arts, etc.
In Mr. Thwing's report note the emphasis he places on enrolling the largest possible number of pupils in the various athletic teams. The aim of his work is to give the best possible development to the largest possible number of pupils. The beginning of this work in Chelmsford is most encouraging, and each year will show further im- provement. There is need of his having more assistance in the upper grades and the High School, a need which can best be filled by en- gaging at some future time a young woman to direct the physical education of the girls. I am confident the work of this department within a few years will show the wisdom of doing this.
Physical education is the latest addition to the school curriculum. It is one of the most valuable. In our short school day, however, it is difficult to find time for the daily drills and exercises which are neces- sary. The suggestion for a longer school day had this fact in mind. One neighboring commonwealth, when it made physical education com- pulsory in every school, at the same time added to the length of the school sessions the time necessary for the new course. Would not that same procedure be advisable here?
Miss Hyde's report reflects her enthusiasm in teaching music. There is every indication that this period in every room is one of the most enjoyable of the day, and the pupils are making a splendid response to her efforts. There is need of a larger supply of music, for children will not do well with songs which they have sung over and over as drills. In the High School the lack of an auditorium is a serious handicap. The entire school should sing together, four part music but that is impossible under present conditions. In this connection I wish
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to mention the loss to the pupils in not having an art supervisor, who might bring to the classrooms the same degree of inspiration and en- thusiasm the pupils now have in music. Would not the citizens ap- prove of engaging again a supervisor of art?
Miss Sheehan's report, including that of the school physicians, emphasizes the need of the parents co-operating with her if the full value of her work is to be realized. The health of school children has been improved through medical inspection and follow-up work by a nurse. If the work stops with the listing of defects, as shown on page 121, it has comparatively little value; but if a large amount of corrective work is done through the attention parents give the school health reports then an immense gain is made. Note on page 122 the number of cases which have been corrected, or at least treated. This last has to be done by the family physician: the school doctors examine and recommend, but cannot go farther. The great value of Miss Sheehan's work is in securing attention to defects which can be remedied. I urge parents to give her their full confidence and co-oper- ation.
The report of the attendance officers shows a very small amount of truancy, a fact which reflects credit on their work in the past. There are probably no children under 14 who are not attending regu- larly. Children from 14 to 16, according to the state manual, "must be accounted for in one of the following ways: (a) At school during school hours; (b) At work, properly certified; (c) Excused because of physical or mental condition." I suspect that in my ignorance of the process of granting educational certificates last September some children in this particular group may have been overlooked by me. They will be checked up with the assistance of the attendance officers and the nurse.
The clerical work in connection with the office of the principal of the High School and that of the superintendent is considerable. In the lack of a paid clerk much of this work has been done by the girls in the business methods course of the commercial department. During the fall they checked up and filed the census cards for the minors from five to 16 who are attending school, and made out cards for others not in school on data collected by the principals of the buildings. Their work in the two offices is a valuable service which I desire to recognize in this public way.
The parent-teacher associations, organized in connection with every school, are doing a most valuable work. Perhaps their most no- ticeable contribution has been in providing playground equipment, in supporting hot lunches, and in furnishing milk. Their service in arousing interest in the schools and their problems, in seeking bet- ter advantages for the children both in school and out, and in cre- ating and maintaining a closer connection between school and home, is their most valuable work. Chelmsford need never fear a lack of public interest in the schools and of public support as long as these or- ganizations are functioning efficiently.
Respectfully submitted,
GEORGE S. WRIGHT.
REPORT OF THE HIGH SCHOOL PRINCIPAL
Mr. George S. Wright,
Superintendent of Schools,
Chelmsford, Massachusetts.
Dear Sir:
It is with pleasure that I make to you my second annual report as the Principal of Chelmsford High School.
We opened school this last September with an enrollment of 265, a figure which far exceeded any former registration. This was an in-
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crease of about forty pupils over our enrollment last year and neces- sitated the opening up of another room as a homeroom and the hiring of an additional teacher, Miss Anna B. Monahan. You will realize how crowded we are when I tell you that for 265 pupils we had only 243 desks in the building. We have managed to get along by crowding in a few temporary desks. We are now at a point where if our num- bers increase another year as they have this last year, we shall have to have some remodeling and perhaps an extension built Room 10 is the largest room in the building and seats about 200. We use it at present for an assembly hall but there is no doubt that very soon, perhaps next year, it will be necessary to partition it off and make two classrooms of it. If such is done the partition which is con- structed should be of the moveable type so that the two rooms may be combined into one for assembly purposes.
I do not doubt but that in the very near future we shall have to construct an extension to our building which will include a suitable gymnasium and auditorium. Westford has just completed such a piece of construction on her Academy and the time is surely near at hand when visiting schools will refuse to play basketball upon our court which has two iron posts directly in the middle of it into which a player is likely to crash at any moment. Also our present audi- torium which is likely to be partitioned at any time will accommodate only 200 of our 265 pupils.
There is another item which needs attention and that is the con- dition of the athletic field in the rear of the building. The water stands there for a long time after a rain and particularly in the spring of the year. It would seem that it requires a small system of drains to lead the water away more quickly.
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