USA > Massachusetts > Middlesex County > Westford > Town of Westford annual report 1896-1901 > Part 10
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16
Vertical Writing was introduced early in the fall term and has made a good beginning. Teachers practice it, use it in their board work, and drill upon it in the writing books. Pupils do all their written work in this style. The special form of vertical writing used is that of Newlands and Row's. Besides being vertical, the forms are simplified, the print form being the model and the aim with the script has been to make it as plain as print. Good teachers do well in this as in other work, and page after page is written by their pupils very correct in form and very easy to read.
Temperance Physiology-The course is as follows :
Ist Year-Whole body. External parts. Uses and care of parts. 2nd Year-The senses.
3rd Year-The limbs and walls.
4th Year-Respiration.
5th Year-Circulation.
6th Year-Bones and muscles.
7th Year-Digestion.
Sth Year-Nervous system.
9th Year-Whole subject reviewed in the High School.
Time-Grades I-VIII. Twenty minutes daily for six weeks each year.
Grade IX. Three recitations of forty minutes each per week during four months.
Method: Topical. Text book used in discretion of teacher.
Temperance : That which has special reference to the particular part of the subject studied, and as in the text book.
This course was submitted last November to Mr. Geo. A. Walton, at that time an agent of the State Board of Education, and his opinion was asked as to whether it complied with the law in regard to temperance instruction. His reply was as follows :
"I am sure your course in Physiology meets the demands of the law and the needs of the subject and the children."
The friends of temperance instruction do well to express their solicitude for its proper maintenance in the work of the schools, and it is hoped that this approval of the course of study will give them the sincere pleasure that it has the teachers and school officials.
Teachers have been instructed to "Give to_Scientific Temper- ance Instruction the attention its importance deserves and which the State law requires."
17
MODERN METHODS.
The aim of teaching is the harmonious development of the whole being of the child, and complete development as far as the time at command and the age of the child permits. The studies pursued are to be considered chiefly as means to this end The knowledge gained may be valuable in itself and the skill acquired may be serviceable, but both knowledge and skill are chiefly to be desired because they contribute to the main end of education,-the devel- opment of the child. His happiness, his usefulness in life is to be determined not so much by what he knows as by what he can do.
Studies are the means ; development is the end. Method is an adaptation of these means to the end sought, such adaptation of the studies pursued as shall insure the highest development of the child. A natural method is an exact adaptation of means to end.
In recent years, discovery, invention, research have widened human knowledge. The application of these discoveries and inventions to modern life has changed very much the conditions under which children live. Methods of travel, of communication, of transportation, of commerce, manufactures, and agriculture have all been immensely transformed. The environment of the child of to-day is consequently quite different from that of fifty years ago. His problem in life is how best to adapt himself to this environment, how to qualify himself to engage with others in the activities of life as he finds it, to overcome obstacles, and in com- petition with others to gain the necessities of existence, and an honorable position among his fellow-men. Still further, how best to qualify himself that he not only may give to his fellows as much as he receives, but that he may prove in some degree a benefactor to the community in which he lives.
Education, to be adequate, must take into account this changed environment, and the studies pursued in the public schools must be arranged accordingly. This has been done by the State in its law requiring a larger number of studies than formerly to be taught in its schools.
Modern conditions demand modern studies, and the adaptation of these modern studies to these modern conditions is what is meant by modern methods. As we cannot return to the provincial life of our ancestors, and would not if we could, so it is useless to idealize
18
the olden time and berate the modern for its lack of pristine simplic- ity. The way we do things now is not a matter of choice with us, but is determined by the conditions that surround us. Thus modern methods are a necessity, and our chief opportunity for choice is in choosing to adapt our methods as exactly as possible to our conditions ; that is, to make them natural methods.
To do this teachers must understand the child. Child study is fast coming to the front. Teachers must observe children ; read what others are studying and learning about them, and must acquaint themselves with the elements of psychology, and maintain this observant and teachable attitude throughout their lives as teachers.
The teacher is called upon to be proficient in a large number of subjects. The time has come when only the thoroughly qualified need expect preferment. Every High School instructor should be a college graduate. Every common school teacher should be a Normal School graduate. Who chooses less, chooses inferiority or mediocrity at best. The time has gone by, if it ever existed. when a person, presuming to be a teacher, may sit at her desk with her book open, call upon the pupils to close theirs, proceed to ask questions from the book, and expect to retain either her own self respect or that of her pupils. A knowledge of the children forbids it. A knowledge of the subjects to be taught, and proper prepara- tion of the daily lesson makes it unnecessary, while a suitable effort on the part of the teacher to adapt the subject matter of the lesson to the minds and sympathies of the children causes her to close her book when the pupils close theirs as so many encumbrances to be removed, and, eye to eye, face to face gives the teacher free scope to use the subject matter as a means of real education for the children : the perfunctory pumping up of dry details is transformed to a more spontaneous contribution by the pupils. The recitation partakes more of the nature of discussion. Pupils ask questions as well as the teacher. The topical method of instruction in gram- mar and high school grades becomes a necessity. With minds directed to subjects rather than pages, important matters stand out most prominent, authorities are consulted outside the text book, different books are often profitably used in the same class, and the bare facts cease to be the sum total of the lesson, but form merely a basis for judging of causes and effects. Questions have their place,
19
but never are made to stand in the way of pupils having the oppor- tunity to stand squarely on their feet and recite as best they can ; after which a question or two from the teacher causes the pupil to recite more fully, to correct some error, or brings other pupils to complete the recitation properly. Least of all would the teacher attempt to compensate for pupils' deficiencies by half-reciting the lesson for them. Such transgressions of good judgment are largely obviated by the employment of a good method of instruction, and when besides this the teacher adds to adequate knowledge and pre- paration a real interest in the subject and sympathy with the pupils, rapid and substantial progress is certain.
An important feature of topical instruction is its profound effect upon the way pupils will prepare their lessons. An inefficient teacher, asking questions from the book, complains that her pupils do not know how to study, while the competent teacher, by ntelligent use of the topical method in conducting the recitation, teaches her pupils how to prepare for the next.
The recitation furnishes the teacher her chief opportunity for moral influence and upbuilding of character. Honesty, industry, good taste, a high sense of honor and scholarly habits are to be learned not so much from the book, as from the presence of the teacher and the way she handles her class. Pupils are quick to detect moral qualities. The high intellectual and spiritual plane upon which the teacher lives, sets up a standard about which her pupils will array themselves as veritable "soldiers in the army of the Lord," or if it be insincere, selfish and narrow, under the bane- tul influence of which the pupils will set up low standards for their own lives, and the recitation will be shorn of its legitimate fruitage -the building up of human character toward and into the Divine likeness.
DISTRICT SUPERVISION.
I. Its Cost. The arrangement by which this supervision is secured for our own town is as follows : Ayer, Littleton, and West- ford unite to form a district for the employment of a superintendent of schools. The state fixes the minimum salary at fifteen hundred dollars a year, and pays back to the towns, at the end of each year, five-sixths of this sum, or twelve hundred fifty dollars. The re- mainder, two hundred fifty dollars, is paid by the towns, one-fifth
20
by Littleton, two-fifths each by Ayer and Westford. One hundred dollars also is allowed for traveling expenses, and apportioned in the same way. Thus the total expense for supervision in the dis- trict is three hundred fifty dollars,-seventy dollars for Littleton, one hundred forty dollars each for Ayer and Westford.
The Westford town reports of last year show this as follows : page 28, Selectmen's report, E. P. Barker, salary paid ... $640 00 page 22, Treasurer's report, on account of Supt .of Schools received. 500 00
The difference shows the net cost to the town for the year. . $140 00 2. Its Extent. The wide extent to which this plan of super- vision has been adopted throughout the State, the beneficent results accruing from the small outlay of money on the part of the town, and the esteem in which the system is held by educators in other parts of our country, are shown in a circular issued by the State Board of Education Jan. 8, 1897, in which occur the following statements : "Extent of Skilled Supervision. The number of towns and cities at present employing school superintendents is 259. The number of superintendents is 151. Of this number 50 are district superin- tendents for 148 towns, most of the remaining III towns and cities having one superintendent each. These 259 towns have a popula- tion of 2,353,858 and contain 91 per cent. of the schools of the State and 93.8 per cent. of the, pupils. The 94 towns not under supervi- sion have a population of 146,325 and contain 9 per cent. of the schools of the State and 6.2 per cent. of the pupils. Eighty-two of these 94 towns have a valuation under $2,500,000.
3. "Results of Skilled Supervision."
I. Better teachers and better directed teaching effort.
2. More regular attendance of pupils.
3. Better classification and progress of pupils.
4. Greater unity of effort throughout the various grades.
5. Greater care in the selection of text-books and supplies.
6. Economy in school supervision.
7. Increased interest in the schools on the part of parents and tax- payers."
4. "The Massachusetts System. Nearly every State in the Union has compulsory supervision by superintendents, but the unit for such supervision is the county, which is too large for personal visitation. The office is too often a political one, and the service
21
rendered is largely of a clerical kind. Under the Massachusetts system of district supervision the unit is a small group of towns wherein frequent visitation of schools is the rule, the office is not political but professional, and the service rendered is distinctly educational and uplifting."
" The most conspicuous and unique feature of Massachusetts supervision-that of district superintendence-is admitted by the United States Commissioner of Education, by the Committee of the National Educational Association appointed to consider plans for improving rural schools, and by experts generally, to be the best system yet devised in this country for advancing the interests of schools in small and sparsely settled towns."
AGE AND SCHOOLING CERTIFICATES.
At Forge Village Mr. G. H. Prescott reports twenty-one cer tificates issued during 1896,-thirteen to boys and eight to girls.
At Graniteville Mr. Arthur Wright reports having signed ten certificates for boys and four for girls.
IMPROVEMENTS SUGGESTED.
I. The school year might well be lengthened to thirty-six weeks. Three terms of twelve weeks each make a good standard school year. The salary of the thirty-sixth week is desired by the teachers, the instruction is needed by the pupils, and, under bonds as we are, so to speak, to furnish pupils to the Academy thoroughly fitted for High School work, the importance of a full school year cannot well be exaggerated. Of the seven towns bordering on Westford, five have school years of thirty-six or more weeks. Westford was originally a part of Chelmsford. Shall our pupils have less school- ing than those of the parent town ?
2. Vocal music should be taught to our High School pupils. Towns having instruction in this subject at all, give it in the High School as well as in the other schools. There are decided advan- tages in the case of High School pupils. They form a large class ; the several parts can be taken by groups of pupils. The ability to read more difficult music is acquired and the singing becomes more like that which they will encounter in after years. The labor of previous years in the common schools is here brought to fruition, and the habit of singing becomes more firmly established.
22
By all means let us have the vocal music instruction continued into and through the years spent in the Academy.
CONCLUSION.
Recognition is due the teachers for the zeal with which they have addressed themselves to their arduous tasks, and to all who have in any way been concerned in the school work for the spirit of consecration to duty which has made so harmonious the work of the year. United in a common cause, we have felt the encouragement and support of our fellow workers and can wish for the future no pleasanter associations than those of the year that is past.
Respectfully submitted, EDMUND P. BARKER, Superintendent of Schools.
MUSIC TEACHER'S REPORT.
To the School Committee of Westford :
The work which has been accomplished in the public schools of this town in music during the past year has been most gratifying in nearly every instance. The grade of the work is, as it should be, much higher than it was one year ago. Most of the schools have two classes in music ; the first division consisting of either the older pupils or of those who are able to sing correctly, and the second division of either the younger pupils or of those voices with which we were doing individual work, i. e., developing tone perception.
In some instances very good results have been obtained where the older pupils have become the teachers of the little ones, thereby making their own work more intelligent and relieving the teacher of some of this extra work. Even more might be done in this direction, for I have yet to find the boy or girl who loves music who will not become interested in teaching some of the little ones to sing correctly ; yet there must be intelligent supervision of this kind of work.
Some of the classes are now ready, and others soon will be, for the Second Normal Music Reader. This book takes up greater difficulties in tone and time ; commences work in accidentals ; also contains exercises and songs for one soprano ; two sopranos ; next, in trio form for two sopranos and alto, followed by trios for soprano, alto and bass.
The first classes in Primary schools at the Centre, Forge Village, Graniteville, Stony Brook, and Minot's Corner are singing easy exercises from the Chart and Reader in the nine different keyes.
My visits have been planned as follows : one week at the two schools at Forge Village, Wright, Long-Sought-For and the four schools at Graniteville; the second week at the Eighth Grade Nashoba, Parkerville, Minot's Corner, the Primary and Grammar schools at the Centre, Stony Brook, and Nabnasset. On the day of the Graniteville route, as there was some time to spare between the close of school and train time, I invited all of those pupils in the
24
two higher grades, or rooms, who were interested in music, to meet me from four to five o'clock to study songs. It proved quite an interesting feature of the work in this building.
I am glad for the opportunity of thanking the teachers who have given me their cordial support in this most interesting study ; and if in any instance the work has seemed to be a failure, it seems to me that it must be because the teacher has not seen the impor- tance of fitting herself for this study just as faithfully as for any other branch taught in the school curriculum.
Respectfully submitted,
MRS. GATES LOCKHART.
TRUANT OFFICERS' REPORT.
GRANITEVILLE, MASS., Feb. 24, 1897. To the School Committee :
Sirs :- The number of cases that have come under my notice and I have investigated, have been twenty-two during the year and two cases of truancy, but of course an allowance must be made for quite a lot of sickness.
Respectfully yours, E. DEROEHN, Truant Officer. WESTFORD, MASS., Feb. 28, 1897.
To the School Committee :
Sirs :- There have been two cases reported to me for investi- gation and the pupils were returned to school. No prosecutions.
Respectfully submitted,
AI BICKNELL, Truant Officer.
ROLL OF HONOR.
GRANITEVILLE GRAMMAR.
Kate Leland, 1
Austin Healy,
1
Roscoe Moran,
1
Esther Grant,
2
Harold Libbey,
1
Laura Mann, . 3
James Brown, 1
Edward Hanley,
1
Lillian Wood,
1
Archie Whigham,
1
Stella Gurney,
1
GRANITEVILLE LOWER PRIMARY.
Edward Champagne, . 1
Mary Sullivan, 1
Frank De Roehn . 1 James Spillane, 1
Paul Symmes,
1
John Rafferty,
1
Stella McLenna, 1
Stella Carkin, 1
Frank McNulty 1
Edward Leland, 1
Hermon Libbey,
1
WRIGHT.
Clarence Wright, . 1
Lena Shugrue, 1
Charles Blodgett, . 1
Carl Badger, . 1
Luella Wright, 2
Lillian Wright, 2
Carl Wright, .
2
Hazel Hutchins, 1
Fred Blodgett,
3
GRANITEVILLE UPPER PRIMARY.
Carrol Furbush, .
1
Alice Quinn, .
1
Arthur Charlton, 1
Eddie Leland, 2
Gussie Spillane, 1
George Gower, 1
Florence Sullivan, 1
Inez McLenna, 1
Nellie Callahan, 2
Willie Casey, 1
John Grieg, . 3
Myron Carkin, 1
FORGE GRAMMAR.
Willie Petherick, 2
Frank Loftus,
1
Nelia Kierstead, 1
Philip Callahan,
1
Herbert Shattuck,
1
Etta Sheahan, 1
Fred Casey, . 1
Ellsworth York, . 1
GRANITEVILLE INTERMEDIATE.
Stephen Callahan 1
John Ring, 1
Edward Riney, 1
Oila Lovell, 1
George Petherick,
2
Henry Le Duc,
1
Frank Charlton,
1
Margaret Clark, 1
Jennie Ledwith, 1
Willie Murphy,
2
Willie Wall, ·2
Michael Ledwith, 1
Martha Symmes, .
1
May Grant, .
Clarence McLenna, 1
Fred Leland, 1
Eva Craven, . 3
LONG-SOUGHT-FOR.
Iva Sherburne, 1
Victor Sherburne,
Katie Burke, . 1 Leonard Dane, 1
FORGE PRIMARY.
Nerry Berthiaume, 1
26
Willie De Roehn, . 1
Gerald Daley, 1
Roy Darling, 1
Georgianna Byron, 1
Eddie Connell,
1
CENTRE PRIMARY.
Robert Prescott. . 1
Etta McDougall, .
1
Blanche Lyman, . 1
Marguerite Bannister,
1
Olga Anderson, 1
Nellie Felchi . .
1
STONY BROOK.
Alson Kimball, 1
Thomas Flynn,
·
1
Ruth Miller, .
Effie Kimball,
1
Frances Browe,
1
Edith Bicknell,
1
Ida Walkden,
1
Inez Kimball, 2
Grace Fletcher, .
·)
EIGHTH GRADE.
Mollie Holden, ·
3
Annie Harris, ·
1
MINOT'S CORNER.
Augusta Blaisdell,
1
PARKERVILLE.
George Cann, ·
1
NASHOBA.
Nellie Richardson, ·
1
Ora Richardson, 2 NABNASSET.
Elmer Trull, 2
Joseph McAdam, 1
James Taylor,
1 Frank Mooney,
Charles Taylor,
Alfred Anderson,
1
Arthur Anderson,
2
Alister MeDougall, .
1
Harold Lyman,
1
Wesley Browe,
1
Harold Hildreth, 1
Robert Prescott,
1
Charles Robey. Warner Trembly,
1
1
Aaron Tuttle,
1
John Taylor,
1
Stella Hartford, .
1
Eva Pyne, 1 .
Jennie Robey,
1
Dorothy Sleeper,
1
Nathalie Sleeper,
1
Elsie Wilson, 1
CENTRE GRAMMAR.
Leroy Hartford, . ·
1
Alberta Wilson, . ·
2
Charlotte Prescott, .
3 Willie Millis, 1
Sidney Wright, 1
Effie Bennett, .
1
.
2
LIST OF TEACHERS.
SCHOOLS.
TEACHERS.
APPOINTED.
EDUCATED.
SALARY.
Academy, Principal.
Assistant ... .
Margaret A. O'Neil .. ..
Hollis H. S .. '88; Smith College
Eighth Grade ..
A. Mabelle Drew ...
Sept., 1896
Bridgewater Normal, '90 .. . Bridgewater Normal, '90 ...
10 00
Centre Grammar
¿ Gertrude I, Merrill. . ..
Sept., 1896
Hebron Academy. '91 ...
10 00
Centre Primary. .
Fannie B. Prescott. . .
April, 1892
Westford Academy .
10 00
Stony Brook.
Lillian A. Downing .
March, 1895
Ayer High School, '94 .
9 00
Sadie L. Blaisdell. . ...
Dec., 1895
Boston University . . .. .
10 00
Forge Grammar.
Etta Ilolt ..
Sept., 1896
Punchard Academy, '82 10 00
S Clara L. Hammond. .
Sept., 1893
Acton High School, '90 ...
10 00
Forge Primary
Clara J. Schwartz.
Feb., 1897
Washington, D. C., Kinder- garten Training School, 81 .. 10 00
Nashoba . ..
Mary E. Pickard
March. 1895
Littleton High School, '87 .....
8 00
Parkerville
Rose A. Parrot. ..
March, 1896
Worcester Normal. '96 .... ...
8 00
Minot's Corner.
Eva M. Brewer
Sept., 1896
Everett Home School, '93. .
8 00
Nabnasset .. .
Lizzie A. Winship.
Sept., 1871
Framingham Normal, '74.
9 00
Annie F. Dower.
Sept., 1893
Hingham High School ..
8 00
Long-Sought-For
Charlotte Bain
Sept., 1896
Salem Normal. '96 .. .
8 00
Flora H. Merrill.
Dec., 1896
Boston University . . . .
8 00
Bertha A. Swain .. .
Sept , 1894
Bradford Academy .. .
9 00
Wright ....
¿ Bessie A. Marshall .
Sept., 1896
Boston University . ..
8 00
Issie A. Parker. .
April, 1885
Westford Academy, 81.
10 00
Granite. Intermediate .
Jan., 1893
Westford Academy, '92 ..
10 00
Mabel L. Baldwin . ..
Sept , 1891
Worcester Normal, '91. .
10 00
Granite. Upper Primary ..
Bertha A. Swain .. ..
Sept., 1896
Bradford Academy . ...
10 00
Granite. Lower Primary .
Anne Carmichael. .
Sept , 1891
Westford Academy, '91 ... . .
10 00
Music Teacher ..
Mrs. Gates Lockhart.
Sept., 1895 (Address, 58 Cliff St., Roxbury, Mass.)
.
Lucy M. Harmon .
Sept., 1895
Cushing Academy, '95 ... ..
8 00
.
.
.
.
Bowdoin College, '70 ...
William E. Frost
1872 1892
{ Town pays $1500 ( of Salaries $10 00
.
S A. Mabelle Drew ... ·
Sept., 1×90
..
.
Granite. Grammar ..
Julia M. Chamberlain. .
SCHOOL STATISTICS .- 1896-97.
VISITS.
Grades.
Weeks of School.
Enrollment.
ship.
Average Member-
Average Attendance
ance.
Per cent. of Attend-
Under Five.
Fifteen.
Fourteen.
Between Eight and
Over Fifteen.
Half Days Absence.
Tardinesses.
Tardinesses per
Dismissals.
Supt.
Others.
1
Academy .
9-12
39
32
29.6
27.8
92.5
0
S
2
24
398
413
13.2
49
4
14
47
8
23
16
13.8
12.7
92.0
0
9
3
257
72
5 6
15
1
7
2
Eighth Grade ...
4,5,7
35
29
24.0
22.7
94.6
0
27
22
2
457
67
2.9
40
1
12
4
Centre Primary.
1-3
35
42
34.1
31.5
92.4
0
41
17
1
903
44
1.3
3
13
62
5
Stony Brook ..
1-6
35
34
29.6
27.2
91.9
1
33
17
0
823
80
2.9
15
6
9
59
6
Forge Grammar.
4-7
35
35
21.4
20.0
93.5
0
34
33
1
481
75
3.7
20
3
15
1
Forge Primary
1-33
34.2
54
43.3
39.5
91.2
O
49
24
0
1,327
84
2.1
13
4
17
17
S
Nashoba . ..
1-6
35
23
14.5
12.9
89.0
1
22
10
586
156
12.0
26
1
10
39
9
Parkerville .
1-8
35
21
14.5
12.5
85.6
0
21
10
1
752
81
548
56
5.1
59
3
10
30
10
Minot's Corner
1-6
35
35
26.3
25.0
95.1
-
34
26
1
451
43
1.7
21
6
8
34
11
Nabnasset . . .
1-8
35
13
7.6
7.2
94.7
0
11
6
2
146
16
6.3
21
2
10
6
12
Long-Sought-For
1-6
35
22
18.0
17.0
94.6
1
21
11
0
339
5
0.2
10
2
10
35
13
....
5-1
31
48
35.1
32.7
93.2
()
47
40
1
757
78
2.3
42
2
13
45
14
Granite, Grammar . .
3-4
31
40
33.0
31.7
96.0
0
40
38
0
424
35
1.1
14
1
14
37
16
Granite, Upper Primary. . ..
2-3
31
26
29.0
27.8
95.9
26
8
0
377
39
1.4
16
2
15
42
17
Granite, Lower Primary . ... . .
1
31
60
41.9
38.8
92.6
3
57
5
0
964
66
1.7
6
1
14
56
Totals, 1896-7. ..
569.6
546
428
398
93.1
11
496
272
40
9,990
1,440
3.5
442
43
201
653
Totals. 1895-6.
..
540
496
412
383
92.8
7
454|
306
35
10,009
1,801
5.2
538
51
197|898
·
. .
..
....
...
..
.
..
34.4
16
12.3
10.9
88.6
0
16
10
0
6.4
18
1
10
24
1-6
..
....
Wright ..
15
Granite, Intermediate. . . ..
..
.
f
No.
SCHOOLS.
Pupil.
Committee.
30
Centre Grammar
12
0
Between Five and
ANNUAL REPORTS
-OF THE-
TOWN OFFICERS
-OF THE-
TOWN OF WESTFORD
-FOR THE-
YEAR ENDING MARCH 1, 1898. -ALSO-
TOWN WARRANT FOR ANNUAL TOWN MEETING TO BE HELD APRIL 5, 1898.
F
WESTF
NMOI
RD
€
1729. c
Co
RPORATED
3
S
LOWELL. MASS. : COURIER-CITIZEN COMPANY, PRINTERS. 1898.
ANNUAL REPORTS
-OF THE-
TOWN OFFICERS
-OF THE-
TOWN OF WESTFORD
-FOR TIFE-
YEAR ENDING MARCH 1, 1898.
-ALSO-
TOWN WARRANT FOR ANNUAL TOWN MEETING TO BE HELD APRIL 5, 1898.
OF
WESTF
V
O
TOW
& INCORP
1729. c
ORATED
T. 22
SEP
LOWELL. MASS. : COURIER-CITIZEN COMPANY. PRINTERS. 1$98.
OFFICERS OF THE TOWN OF WESTFORD, 1897.
Town Clerk. GILMAN J. WRIGHT.
Selectmen.
SHERMAN H. FLETCHER, Chairman, Term expires April, 1898
GEORGE W. HEYWOOD,
Term expires April, 1899
WESLEY O. HAWKES, Secretary,
Term expires April, 1900
Assessors.
GEORGE H. HARTFORD, Chairman, · Term expires April, 1898
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