USA > Massachusetts > Middlesex County > Tewksbury > Town of Tewksbury annual report 1950-1954 > Part 46
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Respectfully submitted,
EDGAR BEAL
151
REPORT OF THE SUPERVISOR OF INSTRUMENTAL MUSIC
To the Superintedent of Schools of the Town of Tewksbury:
The purpose of teaching music in the public schools is to help each and every child to a richer, fuller life through an appreciation of the beautiful. By teaching for appreciation we hope to develop the child's personality and character. Instrumental music is one of the best subjects of all for teaching coordination of thought and action. In doing so it improves the mind and makes all other subjects easier to learn. It should be evident to all that the child who can play an instrument is always popular at events and gather- ings where he can show his talent. When playing for other people the child provides fun and entertainment for others as well as having fun himself.
We usually do not emphasize the possibility of any child grow- ing to be a professional musician since only an average of one percent of all people who study music eventually play profession- ally. However, there is a wide field of opportunity in music for those who choose to so devote their attentions.
Our method of teaching for appreciation has been outlined by the Music Educators National Conference and starts in the first grade. Our first grade children have been equipped with simple instruments such as drums, cymbals, and tambourines. They play these instruments with songs that they can sing or with higher level recordings in order to learn something of the elements of music. After five months of the year have elapsed our first grade children can distinguish mood, character, and to a certain extent, the instru- ments that are playing on the recording.
In the second grade the children carry on with their rhythm work and learn to read musical scores using pictures and symbols instead of notes. The transition between reading pictures and notes takes place in the third grade and by the end of the year we expect the third grade children to create original scores for known songs. This requires the gathering up and using of all previous knowledge of music.
In grade four we introduce the pre-band instrument known as a song flute, which sounds somewhat like a flute.
The children learn to play these instruments and in doing so learn coordination of thought and action. They learn to look at a note and respond by covering certain holes with their fingers in order to produce the desired tone. In addition to playing together in unison the children play parts and thereby start their study of
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harmony by experiencing harmonic sounds which they themselves produce.
When a child reaches the fifth grade he starts his formal train- ing with an orchestral instrument. Lessons are given to the children in groups which are arranged according to age and level of ability. These lessons are given to each child in the program once every week when school is in session and are given during school time. The playing of an instrument requires a great deal of practice outside of school and naturally some children practice more than others. The rate of progress of a child who studies an instru- ment can definitely be related to the amount of time which he spends practicing.
Opportunities are provided for the children to play in a group of some kind which is on their own level of progress and studies on the instruments are continued through the high school.
This year Tewksbury High School was represented by a band at some of the football games and at the Christmas program in the High School. In addition to the color, spirit, and entertainment which the band provides at such functions, it also provides a medium of important learning for the band members. It teaches them a sense of cooperating to produce something worthwhile and in doing so teaches them a sense of responsibility to the group which we hope will be easily transferred to the every day life of our pupils.
As a supplement to the band, a group of high school girls was organized into a performing group which is a combination drill team and baton twirler group. These girls led the band at the football games with their twirling and precision marching. In addition to appreciation of music we hope to develop in these girls a sense of rhythm and poise which is so important in everday life.
It is my sincere wish that my endeavor to help my pupils to a richer and better life through an appreciation of the beautiful will ultimately lead to a better community.
Respectfully submitted,
CLIFTON A. SYMONDS
153
REPORT OF THE REMEDIAL READING SUPERVISOR
To the Superintendent of Schools, Town of Tewksbury:
As the person in charge of Remedial Reading, I am pleased to submit my report covering the last twelve months of this program.
To the person who has never had any trouble with reading or whose children have not had trouble, the fact that a child should have trouble with reading is difficult to believe. The fact remains that many children in all school systems, public or private, do have trouble. Unless something is done to help them, we the people of the United States of America are cheated out of the services of another very able person, a possible scientist, engineer, teacher, or community leader. All this because he or she had trouble reading and soon gave up trying. One gets very tired of hitting one's head up against a stone wall as it must seem to the able child who is having trouble reading.
What student should receive remedial reading? Basically, those children who are reading two years below where they should be are those to be considered in need of remedial reading help. How do we determine who these children are?
Tests are not foolproof. Help of the teacher is essential. She knows the pupils. She hears them recite and knows them well. Here is a boy or girl who is reading way below what would seem to be that which he should be doing. The teacher refers those students whom she thinks should be tested. Last year's achievement test scores are also referred to in the constant search to find those who need remedial reading help. Combining both the referrals from the teachers and the achievement test results, the students are chosen and testing begins.
Previous to the testing, time is taken to get acquainted with the student so that he or she is relaxed and is feeling at home. During this time a test is given that is lots of fun. It is to determine whether the child is right legged or right eyed, right or left handed- ness having been determined already when the name was written.
The testing consists of four tests. First each student is ad- ministered the Wechsler Intelligence Test for Children. Since there is no reading nor writing to do, children with reading trouble can give a fair indication of their ability. The administration time is one and one halfs hours or more. Scoring and write-up takes thirty minutes to one hour. After the lapse of a week or so, the child returns for two tests. First an oral reading test is given. This is based upon the number of errors per page of a graded reader. At
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this time the test administrator also looks for habits that the child has formed, both good and bad: word by word reading or grouping, finger following, attack upon words, reversals, etc. After fifteen to thirty minutes a silent reading test is given. The test administered will vary according to the results of the oral reading test just administered. While the student is working, the administrator of the test watches to pick up head movements, lip movements, vocaliza- tion, finger following, etc.
On the following Friday, the fourth and last test is given. This is a diagnostic reading test which breaks reading down into many of its component parts. Through this test the administrator is able to find where the students are having their trouble, especially when one part of reading is giving more trouble than the rest of the skills and devoloped abilities. This last test requires one and one half to two hours to administer and approximately one hour to score.
Thus through the use of testing, the ability of the students is ascertained, their level of reading is determined, and what their troubles are to a certain degree. It takes approximately one school day or more of time for testing each student with two or three hours more for scoring and writing up the report after school. It is short enough time to find out so important an answer.
Eye and ear screening tests are given as a part of this program.
From these tests we can determine how far behind his ability each child is. For practical purposes, a child's ability grade level is averaged with his actual grade level and the average of his oral and silent reading tests are subtracted from the former. Those students with the greatest difference are placed in an appropriate remedial reading group or will be placed in one as soon as it is formed.
As time permits, parents are contacted by mail regarding the results of the testing. Numerous conferences are held with the teachers both before and after the testing of the child and a full written report is sent to each teacher.
At present, there are eleven groups receiving remedial reading instruction in the three elementary schools, Foster, Shawsheen, and North Street Schools. The earlier starting time at Foster School, 8:20, makes it possible to have two more groups than was possible before. Each group meets twice per week. Each child begins at a level where he or she can read with ease, and a developmental reading program is started at this point.
Since it is necessary to carry on the testing program so as to continue to find those who need help, Friday is set aside each week for this purpose. Basically, the program is preventative. We want to catch the problems as soon as possible. By keeping in close
155
contact with the teachers and continuing the testing program right along with the instruction of the groups, it is possible to keep a close watch on the student body and bring help to those who need it as soon as is humanly possible.
Since December first, 1953, 66 children have been tested indi- vidually. This large number of children tested in this time was possible only because in the infancy of the program only a few groups were receiving instruction and this allowed more time for testing than is now available.
In addition to these duties, Kuhlman Anderson scholastic aptitude tests were administered to all the first grades, one half room at a time. The scoring of these tests were done by the individual teachers. Massachusetts School Tests (achievement tests) were administered individually to a number of children.
Respectfully submitted, FRED C. BURNABY
156
REPORT OF GUIDANCE DIRECTOR
To the Superintendent of Schools, Town of Tewksbury
Today's youth is besieged by many difficult problems. He is confronted by an astouding variety of occupations from which he must choose his vocation. After graduation from high school, if he wants specialized training, he must choose from a vast number of schools and colleges. In discharging his duty towards his country, he must make these choices in conformity with his military respon- sibilities. To help our youth best achieve his place in society, occupational, civic, and social, where he can contribute to society's safety and progress, organized help must be given him from all parts of the social order: the home, the church, the state, and the school.
The administrators of your school have recognized their re- sponsibilities in this vital matter and have, therefore, added a guidance service to our school system. This guidance service now confines its activities primarily to the high school. However, our long-range objective is to organize guidance services for the entire school system.
It might be well to state briefly what guidance is and what it does in the modern school system. Guidance is a service offered to an individual to assist him in reaching decisions involving voca- tional choices, educational problems, and personal adjustments. It does not solve problems for the individual but helps him to solve them. It is designed to promote the healthy growth of self-direction by providing pertinent information necessary for an intelligent decision. Guidance offers specialized assistance, vocational, educa- tional, psychological, to enable each student to achieve the maximum value from his school life.
The essentials of a guidance program include the following: (1) individual inventory, (2) educational and occupational informa- tion, (3) counseling, (4) placement, and (5) follow-up. I shall dis- cuss these areas, reporting what we have done and plan to do this year.
Individual Inventory
Every student in our school system up to the sophomore year has an individual cumulative record which records yearly marks, special test results, extra curricular activities, health records, and the educational and vocational plans of pupils. After a period of years, these records will afford teachers, counselors, and adminis- trators a comprehensive view of a student's school progress.
157
In the guidance office there is maintained a personal cumulative record which will contain summaries of counseling interviews, evidence relating to the habits, ideas, and personality of the pupil, copies of the results of his yearly achievement, scholastic ability, and other standardized tests.
As testing is an essential part of the individual inventory, our testing program should be explained here. Modern tests, of which the I. Q. tests is a well-known example, are tests designed by leading educators, psychologists, and statisticians for use in the evaluation of definite aspects of the total objectives of the school. Under the active leadership of Mr. Rivard, administrators and supervisors of the various schools are planning a testing program for the entire school system. This testing program will be designed to furnish administrators, teachers, counselors, and students a scienti- fically accurate appraisal of the student's scholastic ability, his school achievement in basic skills, his vocational and personal interests, his aptitudes, and other facets of his total personality. The diagnosis given by these tests will, of course, identify a student's problems; planned assistance in the problem area will mean that the student is given an opportunity to achieve the optimum realiza- tion of his unique abilities.
Tests administered this year include the following: (1) S.R.A. "Youth Inventory" to all high school students, (2) USES General Aptitude Test Battery to 43 seniors, (3) the B. U. Vocational Battery to the juniors, scheduled for March, 1955, (4) 21 individual intelli- gence tests, and (5) Kuder Vocational Interest Test for grades 8, 9, and 10, scheduled early in the second semester.
The following tests are being discussed for administration this year: an intelligence test for grade 9, an achievement test for grades 9 and 11, and a diagnostic reading test for all high school grades.
Educational and Vocational Information
Seniors desiring to go on for further schooling have been given individual attention. This was accomplished through counseling interviews and the furnishing of needed information. Representa- tive college catalogs are available to students, and scholarship information is posted on senior and office bulletin boards.
A group of interested senior girls spent two hours a day for two weeks at the North Street School. Here they observed modern teaching techniques in a well-quipped school and assisted the teachers in minor educational duties. Three of these girls have applied for admission to Lowell State Teachers College. Two girls decided that teaching was not their career and have applied to liberal arts colleges.
Representatives of Fisher Junior College, Nasson Junior College,
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and Burdett Business School have talked or are going to talk to our interested students about the various professional and business opportunities offered girls with advanced training.
We have made an appointment in January with Mr. McGravey of nearby Merrimack College to discuss a schedule for an assembly program. This program will have competent speakers explaining the qualifications, training, and opportunities of many professional positions.
Of course, many of our students go into the skilled and unskilled trades. We are, therefore, going to contact the various service agencies for assistance in scheduling competent speakers in this area.
Our primary interest is that all students will have an oppor- tunity to understand the advantages and disadvantages of as many vocations as possible. This can not, we feel, be accomplished through one Career Day; it is necessary to have many Career Days.
Much timely, accurate, vocational information is available on request. We are assembling this information for use in group and individual guidance.
A course in educational and vocational information is planned for grades 8 and 9 during the second semester.
A brochure of information for boys entering the military service was scheduled for distribution in January. However, it must now be delayed until Congress acts on the proposed new bill.
Counseling
Our plan is to interview all students at least twice a year. Seniors are scheduled first; then the other grades in order. How- ever, in any critical situation, any student desiring or in need of assistance is given an appointment as soon as possible.
Counseling interviews revealed the need of the specialized assistance of community social and medical services for several of our students. This aid was quickly obtained.
Placement
This involves not only vocational placement but educational placement as well. The school should strive to have every student make a successful adjustment to his post-school activities.
The United States Employment Service has an interest in those high school students seeking employment. Through the local office in Lowell, Mr. DeWolfe has organized the testing of 43 of our senior boys and girls at the high school at no expense to the school. The testing was done by Miss Donahue of the employment office,
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using USES General Aptitude Battery. This is a differential test, containing fifteen tests each designed to discover a special aptitude. The tests are Intelligence, Verbal, Ability, Numerical Ability, Form Perception, Clerical Perception, Aiming, Motor Coordination, Finger Dexterity, and Manual Dexterity. These aptitudes are associated with over 2000 jobs.
Each student's test results were explained to him and attention directed towards the various jobs for which he showed latent abilities. Upon completion of the interview, each student received a state employment registration card and was urged to use the services of the State Employment Service.
As this service is new this year, some time will be needed to estimate the effectiveness of the program for our students.
Our further plans for vocational placement include the personal contacting of employers to encourage as many as possible to use the services of the school in hiring new workers. After all, our school has, in many instances, several years of accumulated knowledge of the individual-his personality, character, aptitudes and abilities. We can make intelligent, realistic recommendations of our gradu- ates to employers.
Follow-up
This is an important phase of the total guidance program. It serves as an effective evaluation of the total educative processes that the student has undergone. It also affords an opportunity to offer any further assistance to the student that he might require.
Although the follow-up of our graduates requires much time and clerical help, every effort shall be made to ascertain how well our students are adjusting to their new responsibilities and how we can better serve them during their school years.
Without the loyal support and active cooperation of adminis- trators and faculty, any guidance program is ineffective. I can state sincerely that I have this support. Your school personnel have shown by their actions tha they are actively interested in your child's happiness and indivdual progress.
I shall be happy to discuss your child's vocational or educational plans at any time.
Respectfully submitted, JOSEPH E. BASTABLE Guidance Director
160
RINEHART FUNCTIONAL HANDWRITING SYSTEM
To the Superintendent of Schools of the Town of Tewksbury:
I am pleased to submit the following report on the operation of the handwriting program in the Tewksbury schools for the school year of 1953-54.
In the intial handwriting tests administered to your elementary school pupils in September 1951, 3.3% of the pupils received a grade of "A" (Excellent); 25.9% received a grade of "B" (Good); and 70.8% scored less than "B." In the tests administered in June 1954, 79.8% received a score of "A"; 14.1% received a score of "B"; and 6.1% scored less than "B." In the tests administered to the high school students in June 1954, 70% scored "Satisfactory." Hand- writing certificates were awarded to 60% of your eighth grade pupils and to 67% of your high school students.
During the school year we graded approximately 9500 formal and 28,500 informal handwriting samples for your pupils. A formal test was administered at four teaching-week intervals and a report was furnished each teacher giving a careful diagnosis of the hand- writing of each pupil in her room.
We furnished the following instructional materials: teachers' outlines, pupil folder outlines, room motivation certificates, handed- ness tests, individual handwriting certificates to pupils who quali- fied, term envelopes, graphs, seals, etc.
My supervisors join with me in expressing our appreciation for the splendid cooperation we have received from you and your teachers at all times. We are very pleased with the results obtained in your schools.
Respectfully submitted, WILLIAM L. RINEHART Director
161
REPORT OF THE SCHOOL NURSE
To the Superintendent of Schools, Town of Tewksbury
The school dental clinic, sponsored by the Tewksbury Board of Health, has had another successful year although care has been limited almost entirely to children of Grade 1 and emergencies. Because of the patient and understanding efforts of Dr. Currie and Dr. McCall, most of these children have lost their fear of dental treatment.
A total of 456 children of Grades 1, 4, and 7 were examined by Dr. Herbert Larrabee. The parents of these youngsters were invited to be present for these examinations. Notices were sent home with all children needing medical care.
On April 25 vaccination clinics were conducted at the North Street and Shawsheen Schools; 78 children were successfully vaccinated at this time by Dr. Jose Ruinsanchez, Board of Health physician. At three clinics held at the Town Hall during May and June, 55 children were given a complete series of diphtheria, whooping cough and tetanus antitoxin, and 70 more were given · booster shots.
The Massachusetts audiometer equipment was used for testing 300 children from the first grades and the Remedial Reading classes. 859 children were given the Massachusetts Vision Test; 22 of these were subsequently seen by an eye specialist and given treatment.
All new students at the High School, the Sophomore class and all participants in athletics were examined in October and November by Dr. Morris Kelman.
Children needing routine rheumatic fever and x-ray checkups have been taken to the North Reading Sanitorium for this service.
Numerous home visits have been made in an effort to help children with physical or emotional problems which would in any way interfere with their school activities.
Only through the cooperation of the entire school personnel has it been possible to maintain an adequate School Health Program.
Respectfully submitted,
ORA MACLAREN, R. N.
162
REPORT OF THE ELEMENTARY PHYSICAL EDUCATION SUPERVISOR
To the Superintendent of Schools of the Town of Tewksbury:
Physical education occupies a vital place in the elementary school curriculum because it contributes immeasurably to the development of desirable habits, attitudes, skills, and abilities in the individual.
A sound foundation for all physical education is built in the first six years of the elementary school. These are the years when posture habits are being formed and fundamental motor skills are being learned to give the individual poise, grace, and bodily effi- ciency. In these years, basic skills may be acquired that will give the individual wholesome recreational habits throughout his life- time. It is during these early school years that the child undergoes marked changes and dévelops rapidly so his program must be regulated carefully to fulfill his needs. The selection of specific activities is made on the basis of maturity and ability of the child. Each activity has its own unique purpose - yet the total physical education program has as its single purpose the development of the whole personality - physical, social, and mental - insofar as physical education activities may contribute to this end.
These activities used as a means to promote a child's physical, mental, social, and moral growth are story plays and mimetics, games (low and high organization, sports), relays, stunts and self- testing activities, rhythmical activities (creative rhythms, singing games, dances), and individual athletic activities. Each child has the opportunity to participate in each of these six activities some time during the school year.
Since its origin, the physical education program during the past two years has been greatly expanded in the elementary grades. Each classroom at the North Street, Shawsheen, and Foster Schools was visited once every other week so as to give the child the oppor- tunity to participate in some form of physical activity. Adequate equipment was available to the children in the schools during their recess and after lunch play periods. New outdoor basketball facilities have been erected at each of the three schools. During the month of May thirty-two youngsters took part in the Suburban Learn-to-Swim Campaign conducted at the Lowell YMCA. After several weeks of instruction and practice fourteen were classified as beginners, thirteen as swimmers and only five as non-swimmers. An after-school program was conducted after each school day, in which each youngster (boy or girl) from the sixth grade through the eighth was given the opportunity to take part in this program.
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The fundamentals of basketball were taught during the winter months and the fundamentals of baseball (boys) and softball (girls) were taught during the spring months.
The widespread recognition of the fact that recreation is a fundamental human need has tended to place increased emphasis on the Summer Recreational Program that was conducted under my supervision. The attendance during the past summer months was well over 1300 for this six weeks program.
Several recommendations for the future-
1. More time allotment for physical education for each classroom.
2. A more extended use of the gym facilities in the schools (after school and evenings).
Respectfully submitted, NICKLOS ANDRONIKOS
164
ROSTER OF SCHOOL EMPLOYEES As of December 1, 1954
Principal
Lawrence McGowan, M. Ed. High School Tewksbury
Teachers
John W. Lough
Max Leiter, M. Ed.
Kathryn Chandler
Jennie Basile (Mrs.) M. A.
M. Clare Murray, B.S. Ed.
Emily Doucette, B.S.
Rita Sullivan, B.A.
Elsie B. Woolaver (Mrs.) B.A.
Etta Lapniewski (Mrs.) B.A. Mary Stevens (Mrs.) B.A.+
Anibal Oliver, B.S.
High-Science & Math.
Lowell
High-Science and Phys. Education Newtonville High-English & French
Salem Depot, N. H.
High-Math. & Science Wollaston High-Social Sciences Lowell
High-Special Class Tewksbury
Principal
North Street School and Foster School
Tewksbury
Teachers
Norma Simard (Mrs.) B.S. Ed. Marion McGrath (Mrs.)
Helen Cogswell (Mrs.) B.S. Ed. Caroline Fiedler (Mrs.) Martha Quinn, M. Ed. Mae Kane (Mrs.)
North St .- Grade 5 North St .- Grade 4 North St .- Grade 4 North St .- Grade 3 North St .- Grade 3 North St .- Grade 3 North St .- Grade 2
North St .- Grade 2
North St .- Grade 2
Charlotte Johnson (Mrs.) B.S. Ed. North St .- Grade 1
Ruth Anderson (Mrs.) Barbara Christenson (Mrs.) B.S. Ed.
North St .- Grade 6
North St .- Grade 5
Lowell Lowell Tewksbury Andover Lowell
Phyllis Daw (Mrs.) B.S. Ed. Winifred Colbath (Mrs.)
Alice Mercier (Mrs.) B.S. Ed. Anna Shelvey, M. Ed. Ann Jannetti, B.S., Ed.
North St .- Grade 1
Lowell Lowell Tewksbury Lowell Lowell Lawrence Tewksbury Tewksbury
North St .- Grade 1 Lowell
165
High-Manual Tr'n'g No. Andover
High-Science No. Wilmington
High-Commercial Tewksbury
High-Languages Lawrence
High-Commercial Lowell
High-Household Arts Tewksbury High-English Tewksbury High-Social Sciences Wilmington High-Mathematics Lowell
High-English Lowell
Mary Walsh (Mrs.) B.S.
Ruth O'Connor (Mrs.) B.A.
Wiliam Campbell, M. Ed. Henry Mroz, B.S. Katherine O'Rourke (Mrs.)
Everett Thistle, Ed. D.
Kenneth Young, M. Ed. Catherine Collins (Mrs.)
Edward Pelletier, B.S. Ruth Cullinan (Mrs.) B.A. George Abodeely, B.S. Ed. Elizabeth Flynn
Virginia Gauthier, B.S. Ed. Richard Gesner, B.S. Ed.
Foster-History
Lowell Brookline
Foster-English
Foster-Science
Lynn
Foster-Mathematics
Lowell
Foster-Geography
Lowell
Foster-Grade 6
Chelmsford
Foster-Grade 6
Lowell
Foster-Grade 6
Lowell
Principal
Harold Hershfield, M. Ed.
Shawsheen School
Lowell
Teachers
Blanche Perzel (Mrs.)
Shawsheen-Grade 5 No. Chelms.
Ruth Alward (Mrs.) B.S. Ed.
Shawsheen-Grade 5 Tewksbury
Hazel Neal (Mrs.) B.S. Ed. Gilberte Roy
Shawsheen-Grade 4 Lowell
Miriam O'Heir, B.S. Ed.
Shawsheen-Grade 3
Lowell
Terese Hey (Mrs.)
Shawsheen-Grade 3 Shawsheen-Grade 3
Lowell
Jane Keddie (Mrs.) B.S. Ed.
Shawsheen-Grade 2 Lowell
Kathleen Mangan, B.S. Ed.
Shawsheen-Grade 2
Lowell
Joan McGlinchey, B.S. Ed.
Shawsheen-Grade 2
Lowell
Alice McGrath (Mrs.) Veronica Hansbury (Mrs.) B.S. Ed.
Shawsheen-Grade 1
Lowell
Shawsheen-Grade 1 Chelmsford Shawsheen-Grade 1 Tewksbury Shawsheen-Grade 1 Lowell
Special Class Supervisors
Roberta Thresher (Mrs.) B.S. Ed. Art
Melrose
Edgar Beal, B.S.
Vocal Music
Wakefield
Clifton Symonds, B.S. Ed.
Instrumental Music
Littleton
Joseph Bastable, B.S. Nicklos Andronikos, M.A.
Physical Education
Peabody
Fred C. Burnaby, B.S.
Remedial Reading
Lowell
William L. Rinehart, Dir. Charles Hazel
Handwriting
Waltham
Physical Education and Coach Tewksbury
Janitors
Andrew Kohanski
High School
Tewksbury
Harry Currier Earl Sands
Shawsheen School
Tewksbury
Francis McCusker John Smith
Foster School Tewksbury
Utility
Tewksbury
Attendance
Earl Sands
Tewksbury
Shawsheen-Grade 4
Lowell
Lawrence
Mary Coughlin, B.S. Ed.
Helen Reardon (Mrs.) B.S. Ed. Virginia Quinn, B.S. Ed.
Guidance
Tewksbury
North St. School
Tewksbury
166
General Index
Page
Appeals Board, Report of
73
Assessors, Report of 50
Assets 102
Auditor, Report of 83
Births 35
Balance Sheet, Auditor
102
Building Inspector, Report of
58
Committee to Investigate Changes
In the Form of Town Meeting, Report of
62
Deaths
44
Dog Officer, Report of
52
Election Results
27
Expenditures, General
87
Fire Department, Report of 57
Health Agent, Report of 48
Highway Department (Road Commissioners), Report of 61
Inspector of Slaughtering, Report of 49
Jury List 77
Liabilities and Reserves
102
Librarian
59
Library Trustees
59
Marriages 40
Middlesex County Extension Service, Report of - 73
Moth Department, Report of 71
Planning Board, Report of 54
Police Department, Report of 52
Public Welfare Board, Report of
58
Registrars of Voters, Report of
47
Revenue Accounts 102
Road Commissioners (Highway Department), Report of 61
167
Schools 129
Age-Grade Distribution 138
Age of Admission 138
Art Department, Report of 150
Calendar 130
Employees Roster
165
Guidance Director, Report of
157
High School Principal, Report of 140
Household Arts Department, Report of 149
Music Department, Instrumental, Report of 152
Music Department, Vocal, Report of 151
North & Foster Schools, Report of Principal
145
No School Signals 130
Physical Education, Report of Supervisor 163
Remedial Reading Department, Report of 154
Reimbursement 135
Rinehart Handwriting System 161
School Census 130
School_Grade Distribution 138
School Budget 134
School Committee, Report of 132
School Nurse. Report of 162
Shawsheen School Principal, Report of 148
Superintendent, Report of 136
Selectmen. Report of 79
Table of Estimates 107
Town Collector, Report of 81
Town Counsel, Report of 75
Town Clerk, Report of 47
Town Meeting, Annual 6
Town Meeting, Special June 15, 1954 30
Town Officers, List of 3
Treasurer, Report of 56
Treasurer's Receipts 83
Tree Department, Report of (same page as Moth Dept.) 71
Trust Funds 99
Vital Statistics 35
Warrant, Annual Town Meeting 1954
6
Warrant, Annual Town Meeting 1955 105
Warrant, Special Town Meeting, June 15, 1954 30
Water Commissioners, Report of 49
565
168
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