USA > Massachusetts > Middlesex County > Chelmsford > Town annual report of Chelmsford 1954 > Part 19
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(Mrs.) Helen E. Jewett, R. N. Chelmsford, Mass.
SUPERVISORS AND SPECIAL INSTRUCTORS
Mary Patterson Lynch, Phys. Ed. Super. 1954
Tufts College, B. S. Bouve Boston School of Phys. Ed.
Bernard M. Verre, Phys. Ed. Super. 1954
Arnold College, B. S.
E. Ruth Greenberg, Art Super. 1952
Mass. School of Art, B. S.
1952
Mary E. Stevens, Lunchroom Super Lesley Normal School
Paul E. Bordeleau, Instructor of Band 1954
New England Conservatory, B. M., Boston University, M. M.
Olive Littlehale, Music Super. 1947 Lowell, B. S. E.
HIGH
John T. Conrad, Principal 1950 Keene Teach. College, B. E., Fitchburg Teach. College, M. Ed.
C. Edith McCarthy, Vice Principal, Business 1923
Salem Teachers College, B. S. E.
F. Christine Bootlı, Latin, Math. 1927
Colby A. B.
Warren Vincent Carney, General Science, Biol. 1954 New England College, B. S.
( Mrs.) Charlotte S. Carriel, English 1942
Mt. Holyoke, A. B., Fitchburg, M. Ed.
John J. Dunigan, Jr., Social Science 1951
St. Anselm's College, A. B.
Shirley H. Emmons, Business 1948
Boston University, B. S. E.
301
REPORT OF THE SCHOOL DEPARTMENT
Thomas Green, Social Science, Guidance 1952
Brown University, A. B. B. U., M. Ed.
Mildred M. Hehir, French, J. B. T. 1942
Regis, A. B., Fitchburg M. Ed. Murray B. Hicks, Science 1945
Mass. State College, B. S.
Costas Kevghas, English 1953
Suffolk University, A. B., M. A.
Martha F. Kinneen, English 1954
Emmanuel College, A. B.
H. George Marchant, Jr., Algebra, Mechanical Drawing 1954
Tufts, B. S.
Ernestine Maynard, Business 1934
Salem Teachers College, B. S. E.
Joseph P. Nolan, Math., Social Science 1948 .
Canisius College, B. S.
John Franklin Pickett, U. S. History, General Science 1954
Boston College, B. S.
(Mrs.) Helen Poland, English ......... 1938
B. U., A. B.
Marjorie B. Scoboria, Math. 1942
Welleseley, A. B., Radcliffe, A. M.
MCFARLIN
E. Carl Parmenter, Principal
1947
Bowdoin College, A. B., Fitchburg, B. S. E. M. E.
(Mrs.) Alberta R. Mooney, Grade 8 1949
Salem Teachers College, B. S. B. U., M. Ed.
Christos Tournas, Grade 8 1953
Fitchburg, B. S. John E. Janes, Jr., Grade 7 1954
Northeastern Univ., B. S., B. U. M. Ed.
(Mrs.) Helen B. Mills, Grade 7 1947
Lowell, Emerson, B. L. I.
(Mrs.) Eva L. Dobson, Grade 6 1919
Plymouth Normal
John R. O'Neil, Grade 6 1954
Fitchburg State College, B. S. E.
M. Marion Adams, Grade 5 1938
Lowell, Inst. of Music Pedagogy
Grace Taylor, Grade 5 1954
Simmons College, B. S. B. U. M. Ed.
(Mrs.) Mayme T. McCallum, Grade 4
1921
Truro Normal
302
REPORT OF THE SCHOOL DEPARTMENT
Richard W. Cullen, Grade 4 1954
Lowell State Teachers College B. S. E.
(Mrs.) Mary J. Manning, Grade 4 1953
Lowell, B. S. E.
Alva Young, Grade 3 1953
Lowell, B. S. E.
Nancy J. Scott, Grade 3 1954
Lowell Teachers College, B. S. E.
Katherine J. Kosartes, Grade 3 1953
Lowell, B. S. E.
Elizabeth F. Koutras, Grade 2 1952
Lowell, B. S. E.
Linda D. Marinel, Grade 2 1951
Lowell, B. S. E. 1953
Vasiliki Ziogas, Grade 2
Lowell, B. S. E.
Dorothy Rostron, Grade 1 1948
Lowell, B. S. E.
Glennis M. Corr, Grade 1 1954
Lowell B. S. Ed.
Joan D. MacDonald, Grade 1 1954
Smith College B. A.
WESTLANDS
Lawrence J. Silk, Prin., Grade 8 1952
Florida, B. S., N. M. H. A., M. A.
Theresa M. Rodgers, Grade 7 1949
Emmanuel College, A. B.
B. Muriel Bridges, Grade 6
1948
Lowell, B. S. E.
(Mrs.) Evelyn Jenkins, Grade 5 1949
Detroit Teachers College
Evelyn E. Petterson, Grade 4 1953
Fitchburg B. S. E.
Judith G. Black, Grade 3 1953
B. U., B. S.
(Mrs.) Marion E. Adams, Grade 2
Lowell Normal 1928
Marjorie Semple, Grade I
Lowell, B. S. E. 1948
NORTH
H. Francis Wiggin, Prin. 1947
Gorham Teachers College, B. S., B. U. M. Ed.
Genevieve E. Jantzen, Grade 8
Lowell Normal 1911
303
REPORT OF THE SCHOOL DEPARTMENT
John J. Foley, Grade S 1953
Fitchburg B. S.
( Mrs.) Elsa Reid, Grade 7 1922
Lowell Normal
Raymond E. Morin, Grade 7 1953
Lowell, B. S. E.
John W. Sargent, Grade 6 1952
Merrimack College A. B.
Margaret Dadian, Grade 6 1952
Bridgewater, B. S. E.
Nora Miskell, Grade 5 1937
Lowell, B. S. E.
(Mrs.) Lilla M. Dexter, Grade 5 1942
Lowell Normal
Lottie M. Agnew, Grade 4
1923
Lowell Normal
Sally T. Conlon, Grade 4 1937
Lowell, B. S. E.
(Mrs.) Mary A. Donnelly, Grade 3
1949
Lowell Normal
Ann E. Hehir, Grade 2 1935
Lowell, B. S. E.
Florence M. Rizos, Grade 1 1948
Lowell, B. S. E.
Joan M. Kelly, Grade 1
1954
Lowell, B. S. E.
Ann Marie Kelly, Grade 1
1954
University of Mass., A. B.
EAST
(Mrs.) Jessie F. Brown, Prin., Grade 7 & 8 1930
Boston University
Marion R. Mello, Grades 5 &6 1949
Lowell, B. S. E.
Diane Barsorian, Grades 3 & 4 1953
Lowell, B. S. E.
(Mrs.) Patricia C. Dion, Grades 1 & 2 1951
Lowell, B. S. E.
JANITORS
Clifford H. Horton Quessy School
William J. Ayotte Westlands School
Edward Brick Highland School
Charles C. Carkin North School
John W. Carruthers High School
William F. Connor High School
304
REPORT OF THE SCHOOL DEPARTMENT
John J. Fay McFarlin School
Frederick A. Kinney
East School
Eli E. Simpson North School
Mark H. Norton
Center School
RESIGNATIONS
H. Morton Jeffords Superintendent
Alden S. Eames
High School
Louis F. LeBlanc High School
Laurence P. Healey
High School
Ignatius A. Ciszek
Supervisor
Ann T. Cordingley
Supervisor
John E. Hahn
Supervisor
Barbara H. Forsaith
McFarlin
William Hewson, Jr. McFarlin
James H. Foster
McFarlin
Joan A. Hartley
McFarlin
(Mrs.) Helen M. O'Connor
McFarlin
Elizabeth Gleason McFarlin
North
Patricia J. Hogan
North
Millouise Barrett North
Mildred Carlen North
(Mrs.) Evelyn J. Hilton Super. Secretary
APPOINTMENTS
Mary Patterson Lynch Supervisor
Bernard M. Verre
Supervisor
Paul E. Bordeleau Supervisor
Warren Vincent Carney High School
John Franklin Pickett High School
John E. Janes, Jr.
McFarlin
John R. O'Neil
McFarlin
Grace Taylor
McFarlin
Nancy J. Scott
McFarlin
Glennis M. Corr
McFarlin
Joan D. MacDonald
McFarlin
Virginia Castles
North
Joan Kelly North
Ann Marie Kelly
North
Paula-Ann Sparks
North
Paula-Ann Sparks
305
REPORT OF THE SCHOOL DEPARTMENT
HIGH SCHOOL John T. Conrad, Principal
The modern high school curriculum aspires to the lofty purpose of preparing young people to live happy and effective lives. It must fulfill certain definite requirements. It must give adequate training in fundamental and basic skills, It must give usable knowledge in terms of home stability, vocational training, consumer education, personality development, and economic responsibility. More than this, it must stimulate in boys and girls both the will and the ability to contribute liberally to our democratic society. These goals naturally challenge the very best efforts of teachers, administrators, and the community.
In our high school we are deeply concerned with the development in each individual of the knowledge, ideals, and attitudes whereby he will find his proper place in society and at the same time contribute to the improvement of that society. We feel that our pupils should have opportunities for friendship, service, leadership, and the de- velopment of Christian character; we feel also that, having accepted these opportunities, they should assume the responsibilities of indus- trious, loyal, cooperative citizenship. We believe that the behavior of students, while they are members of our student body and also after they leave our school, is an acid test of our achievement.
In keeping with our policy of maintaining an adequate program of studies, we have added new courses to the curriculum this year. A course in mechanical ,drawing gives students a foundation in the skill of using mechanical instruments, techniques for drawing plans, and a knowledge of blueprint reading and tracing. A course in clerical practice integrates other business courses and introduces new, related matter. It trains for initial jobs students who may not be qualified for or interested in becoming stenographers. It includes filing, record keeping, machine operation, billing, and general office practices. A course in retailing emphasizes store selling, buying, displaying, mark,- ing, stock control, and all the functions involved in managing a retail store. Its purpose is primarily to train sales clerks and general retail clerks.
Since Chelmsford has adopted a six-year high school, plans have been made ready for this new development. We believe this change will result in better articulation, better opportunities for guidance, and a richer program of study. It is my responsibility, however, as your high school principal, not only to direct an educational program for your children, but also to keep you informed of the aims and the progress of that program. Our enrollment has increased from 392 in October of 1953 to 423 in October of 1954; estimates for the same
306
REPORT OF THE SCHOOL DEPARTMENT
month indicate 500 in 1955, and about 575 in 1956. I would like to impress upon you that this increased enrollment may make it neces- sary to curtail some phases of our educational program.
There has never been a time when education has not presented its problems, but as we look upon the confusion and insecurity of our own day and consider the growing concern for education expressed on every hand, we are more than ever impressed with the seriousness of our task. The school cannot begin to accomplish its objectives without understanding, confidence, and respect. We are a fundamental and vital part of the life of your children, but we still remain only a part, and a seriously handicapped part at that, unless we have parents and the public as our advocates. Our national character and destiny depend upon what we, and others like us, do together.
Let me once more stress the extreme urgency for cooperative effort on the part of the School Committee, Superintendent of Schools, teachers, and citizens of Chelmsford, and let me assure you again that I will continue to devote my best effort to the improvement of second- ary education in Chelmsford.
MUSIC
Olive Littlehale, Supervisor
The fundamental basis upon which we believe the music program should operate is briefly this: that music is the natural heritage of every child, regardless of his talent for it, and to offer opportunities for every child to participate in many phases of music.
Pleasure and satisfaction are two important goals of music ed- ucation, for we know that without those two elements further learning would be at a stand still. Our immediate aim, therefore, is to con- tinually foster the joy and satisfaction which comes with participation in music. This is done through our five-fold program:
Singing
Listening
Rhythmic
Playing Creating
The seventh and eight grade Glee Clubs were continued and made quite an impression whenever they performed. The most notable being the May Festival, A fifth and sixth grade Glee Club was started in September at the North School. They made their first appearance at Christmas and were well received. There are many values to be gained, not only in singing but socially through participation in this form of activity.
307
REPORT OF THE SCHOOL DEPARTMENT
In May the annual festival was held at the North School. The theme was the word "Chelmsford" spelled out in music. This festival is an integral part of the school music program.
In the Rhythmic program the Square Dancing was continued. The contest was held in the Spring with the North School coming out as the winner. This year will be the last because of the change over of schools.
Two schools purchased film strips, one on the study of the musical staff, the other on Rhythm. These have been used to excellent ad- vantage in grades 4-6. It is hoped that it will be possible to purchase others in the near future.
I wish to take this opportunity to thank all those who in any way have made this program possible.
MUSIC Report of Paul E. Bordeleau
Since this is my first year as Band and Glee Club Director, it is difficult for me to give a complete report. However, I would like to say, that my predecessor, Mr. John E. Hahn, Jr., did a thorough job in directing the band and glee club and also in the music classes in the elementary grades.
The band program in the High School is the same as last year, with ensemble rehearsals three days a week, one period per day. Plus two full band rehearsals a week, during the activity period. Therefore, the band members meet with me for a total of five periods a week.
The band's progress in reading and tone production is excellent. More work needs to be done however, on intonation and blend. How- ever, It is one of the best sounding high school bands that I have ever heard.
The band performed at all football games, at which time stirring marches and half-time shows thrilled the spectators and made the town proud of its band. The transportation provided for the band, twirlers, and cheerleaders by the school department has been excellent And while on the subject of twirlers and cheerleaders, I would like to extend my thanks to Miss Mildred Hehir for her fine cooperation and helpful suggestions.
On May 1, 1954, the band took part in the Northeastern Mass. Music Festival which was held in Lexington, Massachusetts.
On May 20, 1954, the band gave its Tenth Annual Concert, assisted by the Mixed Glee Club, under the direction of John Hahn. They per- formed again on June 16, 1954 for the Chelmsford High School graduation.
On December 20, 1954 the band traveled throughout all the sections of Chelmsford playing Christmas Carols for the "shut-ins".
308
REPORT OF THE SCHOOL DEPARTMENT
On December 22, 1954 the band's Christmas Banquet was held at the Westlands Improvement Association Hall, ou Stedman Street. We want to thank Mr. and Mrs. Edward Hoyt and her committee of band parents for making this annual affair a tremendous success.
The High School Glee Club made its first appearance this year at the Christmas Assembly held at the High School Auditorium.
I devote two days a week to the elementary grades. The instru- mental program begins in the fifth grade and progresses through to the eighth grade. I am looking forward to starting a Junior High School band as soon as the 7th and 8th grades are all transferred to the McFarlin School. As this is the only way to build better and better High School bands for Chelmsford in the future.
In closing I must mention that one reason for the wonderful success enjoyed by the music students is the "esprit de corps" which exists throughout all the activities.
ART PROGRAM
E. Ruth Greenberg
The art program provides experiences with as many different kinds of art media as possible at all grade levels; the children learn to use and control these media to express their ideas and emotions. At the primary level, few art facts should be given because the child neither understands them nor needs them in the primary grades. Instead, he learns through actual art experiences how to achieve certain effects with form, color, texture and line. Factual knowledge however, is given according to the readiness of the child at the primary level. Understanding and growth takes place with continuous art ex- periences in different media. This year, we introduced new media to the primary grade children, media which heretofore had been used solely in the upper grades. One of these, paper mache, provided the children with three dimensional creative work. From this material they constructed large animals and small figurines, the latter objects being used at the Christmas holidays for decorative purposes. Another new media which was introduced to this lower age group was ceramics. The youngsters made various forms and objects, baking and glazing the objects in the kilns. Silk screening was another process experiment- ed with at the primary level. This process, a commercial method of printing color-fast cloth, was reduced to its most basic steps and then the children in a first grade printed some material with one of their own designs. This material was later used as a curtain for their room closet door.
At the primary level the children also have lessons in painting, clay modeling, paper sculpture, plaster-of-Paris, as well as various kinds of crayon work.
309
REPORT OF THE SCHOOL DEPARTMENT
In the intermediate grades, the same materials are used plus the introduction of new media. Although many of the same materials are used in the intermediate grades that are used at the primary level, the scope and understanding of these materials are broadened. New ways of using these media are brought forth. At this level, more art facts are given to the children; enough facts are given so that the child develops an awareness of the elements of art (line, form, color, texture), and so that he learns to use and enjoy them in his everyday life.
In grades seven and eight, we use clay, paints, crayons, and so on, as in the other grades, plus the introduction of new media such as charcoal and pastels. Because of the diversified interests of the children at this level, more craft work is taken up, crafts such as potato printing, and soap and wood sculpture.
The program at the high school deals with more advanced prob- lems and use of media. As well as the usual problems in painting and drawing, there are problems of design, such as posters to illustrate and advertise school activities, textile decorations and stage design. There is instruction in drawing which includes still life, figure por- trait, and creative work, as well as projects in lettering, advertising, and various kinds of painting. During the good weather, some drawing and painting is done from life out-of-doors. Some lessons are three dimensional problems, such as clay modeling or mobiles, for a more creative and abstract approach. In addition to the regular art problems and projects, the classes handle most of the advertising and decorating for the numerous school activities.
This year, for the first time, two art exhibits were held at the Adams library. Mid-way during the school year there was a display of crafts created by children in the elementary schools and during the month of May, we held an exhibit of art done by high school pupils.
The value of a child's work can be judged by the joy that he receives from working with the art materials as well as how mean- ingful the art experience was. The result of an art experience need not always be realistic but it may be of a purely aesthetic nature, dealing directly with the relationships of line, color, form and texture. Realistic or abstract, one is as meaningful and important as the other.
PHYSICAL EDUCATION Boys-Mr. Verre
The ultimate goal of the physical education program in the Town of Chelmsford is the development of the youth, physically, mentally and socially.
As supervisor, it is my obligation to the student to reach the ultimate goal of physical education, which I attempt to do by emphasiz- ing maximum participation in all planned and supervised activities.
310
REPORT OF THE SCHOOL DEPARTMENT
The program for the elementary schools consist of the following activities (wherever facilities allow) ; calisthenics, tumbling, military drill and fundamentals in football, basketball, baseball (thru skill drills) along with various indoor games. Movies, demonstrations and blackboard lectures are sometimes used to help in the teaching and learning of the skills involved.
The basketball league which originated last year to introduce team play and competitive spirit to the seventh and eighth graders has been omitted this year.
The high school program is also planned to reach the objectives of physical education. The mediums used to attain these objectives are explanation and demonstration by the instructor and trial and error by the student in various activities. The high school program consists of calisthenics, military drill, basic tumbling, limited apparatus work and fundamentals in football, soccer, volleyball, college wrestling, basketball, softball and baseball.
The climax of the physical education program comes with the annual field day activities in the month of May.
Girls-Miss Lynch
Physical Education is education by means of physical activities. Some educators have advanced theories that play is the result of sur- plus energy in children, others claim play is an instinctive need for recreation in our children, while still others claim play is just nat- ural growth in children. However, children need direction in their play if it is to result in the proper physical, mental and social de- velopment we are striving to achieve.
This year because of the tremendous number of children en- rolled in the Chelmsford schools it has become necessary for me to work exclusively with the students from the fourth grade through the twelfth grade. The classroom teachers are working with the first three grades. They are striving to teach the children the basic motor skills of skipping, hopping, running and jumping by means of games of low organization and relays.
With the aid of the classroom teachers in the first three grades I am now able to devote more time to the upper grades. I now work for at least twenty minutes a week with the boys and girls in each of the fourth grades in the town. In these classes we are working on group games of higher organization than those done in the first three grades. Elementary stunts, ball skills and tumbling are included in this program as well as marching and rhythmic activities.
311
REPORT OF THE SCHOOL DEPARTMENT
From the fifth grade on I work exclusively with the girls. Each fifth and sixth grade class has one half hour class of physical educa- tion a week. In these classes more highly organized group and team games are started. Some time is also devoted to stunts and tumb- ling, rhythmies, recreational games, and class room games in some schools.
In the seventh and eighth grades I am now able to work with each class almost forty minutes a week. Team games are emphasized more strongly with lead-up games for field hockey, and basketball being stressed. A section of time is allotted to stunts and tumbling, gym- nastics and rhyhmics, In the spring softball skills will be emphasized.
Each high school student has two forty-five minute classes in physical education a week. In these the fundamental classes skills of field hockey, volleyball, basketball, and softball are taught, as well as gymnastics, posture training, and field events.
Varsity field hockey, basketball and softball teams represent our school in interscholastic competition. Intra-mural competition will also be held in basketball and softball.
During the winter and spring we hope to organize clubs for those interested in gymnastics and bowling.
SCHOOL NURSE'S REPORT Helen M. Jewett, R.N.
The school health program is made up of the procedures that contribute to the understanding, maintenance, and improvement of the health of pupils and school personnel, including Health Services. Health Education and Healthful School Living.
School Health Services are the school procedures which are estah- lished to:
( a ) Appraise the health status of pupils.
(h) Counsel pupils, parents and other persons involved con- cerning appraisal findings.
(c) Encourage the correction of remediable defects.
(d) Help prevent and control disease.
(e) Provide emergency care for the sick and injured.
The key person in the School Health Program is the classroom teacher. Due to her strategic position and her constant daily contacts with the pupils, it is necessary that she assume definite responsibil- ities planning and administering the total health education program of the school. She is responsible for providing for her pupils an en- vironment as wholesome and healthful as existing facilities and con- ditions will permit. She has a definite part to play in the Health Service Program through cooperation in many ways with the school
312
REPORT OF THE SCHOOL DEPARTMENT
nurse, and by making daily observations of her pupils to detect any deviations from their usual patterns of behavior, which are reported to the school nurse.
The Instructional Program is developed upon five basic health needs of children, namely:
1. Adequate nutrition.
2. Sufficient sleep, rest and relaxation.
3. Ample outdoor play and exercise.
4. Freedom from communicable disease and remediable defects.
5. Freedom from accidental injuries and strains.
The home and school must become partners if instruction in health and safety is to be effective. The changes in the health be- havior of children which the nurse and the teacher try to effect will not come about unless parents see fit to provide opportunities in the home for the practice of health and safety habits and the use of health and safety knowledge. Good working relationships with parents must be sought to secure their understanding support of the health program in the school.
Our school physicians do physical examinations on all pupils in grades 1, 4, 7, and the juniors in High School, and notices are sent home reporting any physical defects found during the examination. They also carry through our Immunization Clinics which are held in March and April for all pre-school as well as school pupils. These are yearly spring clinics, followed in May by a Vaccination Clinic:
The new law now requires testing the vision and hearing of every school child by the Massachusetts Vision Testing Machine and the Pure Tone Audiometer. A notice is sent home if any defect is found.
The Child's Guidance Clinic, Crippled Children Clinic and Heart Association furnish services for the special child. The school nurse may be contacted during school hours by calling GL2-5884 and she will explain to any interested parent the opportunities presented by these services.
We have come a long way in a half century in the development of a health service for school children. In its beginning, that service centered in the nurse, and today, the nurse is still its central agent.
313
REPORT OF THE SCHOOL DEPARTMENT
SCHOOL LUNCH PROGRAM Mary E. Stevens
The School Lunch Program provides a complete hot lunch, which includes protein (meat, fish, cheese, eggs, dried beans or peanut but- ter), vegetables, fruit, bread and butter and milk. This is offered to all grades through High School.
In the past year there has been a substantial increase in the num- ber of children who are taking advantage of these low cost meals. During the School year 1952-1953, we served 58,114 complete "A" lunches to children and we purchased a total of 196,579-1/2 pints of milk. The School year 1953-1954 showed 99,749 "A" lunches served and a total of 236,739-1% pints of milk purchased.
The object of the School Lunch Program is "to improve the health of the nation's children, through more and better School lunches at lower cost". We feel that we are contributing toward accomplishing this end.
The beautiful cafeterias and kitchens in the new Schools, lend to greater interest on the part of the children and more efficient equip- ment and preparation areas make possible better variety in the menns.
314
REPORT OF THE SCHOOL DEPARTMENT
SCHOOL CALENDAR
1954 - 1955
Begin-
September 8, 1954
End-
December 23, 1954
Days out-
October 12-Columbus Day
October 29-Teachers' Convention
November 11-Armistice Day
November 25, 26-Thanksgiving
Begin-
January 3, 1955
End-
February 18, 1955
Begin-
February 28, 1955
End-
April 15, 1955
Days out-
April 7-Holy Thursday
April 8-Good Friday
Begin-
April 25, 1955
End-
June 24, 1955
Days out ---
May 30, Memorial Day
SCHOOL INDEX
School Department: Page
Art Supervisor 308
Budget for 1955 299
Financial Statements 298
Lunch Room Supervisor 313
Music Supervisors
306
Personnel Roster 300
Physical Education-Supervisor of Boys 309
Physical Education-Supervisor of Girls 310
Principal of the High School 305
School Calendar
314
School Committee
292
School Nurse
311
Statistics:
Distribution of Personnel 295
Distribution of Salaries 297
Enrollment Distribution by Grades 296
Growth of Chelmsford Schools 295
School Buildings 297
INDEX
Accountant's Report : Page
Appropriations and Transfers 192
Balance Sheet 260
Debt Payments Due
156
Interest Payments Dne
158
Payments
199
Recapitulation
252
Receipts
192
Trust Funds :
Custody of
264
Income and Payments of
290
Appeals, Board of
167
Assessors, Board of
149
Building Inspector
169
Cemetery Department:
Commissioner's Report 170
126
Perpetual Care Funds
Civil Defense Committee
163
Constable
166
Dog Officer
169
Fire Department
160
Health Department:
Report of Board of Health 171
176
Report of Plumbing Inspector
Highway Department
177
Inspection of Animals
182
Hora Roce Com 168
Personnel Usd. report, 187 INDEX
Library Department :
Adams Library, Librarian 158
Library Trustees, Secretary 155
Library Trustees, Treasurer 157
MacKay Library, Librarian 159
Middlesex County Extension Service 180
Park Commissioners
162
Planning Board
165
Police Chief 188
Sealer of Weights and Measures 168
Sinking Fund Commissioners 166
Tax Collector
147
Town Clerk:
Annual Town Meeting, March 9, 1954 30
Appointed Town Officers
5
Births 106
Elected Town Officers
3
Deaths
178
Financial Report 105
Jury List 100
Marriages 112
Special Town Meeting, May 10, 1954 74
Special Town Meeting, November 29, 1954 94
Warrant-Annual Town Meeting, March 1 and 8, 1954 10
Warrant-Election, Town, May 10, 1954 72
Warrant-November 2, 1954 82
Warrant-State Primaries, September 14 75
INDEX - continued
Town Clerk: (Continued)
Warrant-State Election, November 2 82
Warrant-Special Town Meeting, November 29 88
Town Treasurer
124
Veterans' Benefits Director 167
Veterans' Emergency Fund Committee:
Secretary's Report
183
Treasurer's Report
184
Welfare Agent
153
Acknowledgements to: EDITH F. CHARLTON, 15 Bridge St .- For Cover Art Work KATHLEEN MCELROY, 32 Billerica Road- For Tercentenary Prize-Winning Seal.
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