USA > Massachusetts > Middlesex County > Westford > Town of Westford annual report 1942-1946 > Part 21
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This year the town has received $5,950.00 from the State as our share of income taxes, $1,393.28 for tuition and transportation of State Wards, $412.70 from Tyngsboro for tuition and transportation of two pupils, and $157.95 from the State for vocational tuition. This money goes into the Town Treasury and is not available to the School Depart- ment.
Respectfully submitted,
FREDERICK GATENBY,
Chairman.
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REPORT OF THE SUPERINTENDENT OF SCHOOLS
To the Westford School Committee:
I hereby submit my third annual report as superintendent of Westford Schools. Due to the absence of the Academy principal I am including his report as part of my own.
The outcomes of learning are attitudes, appreciations, under- standings, insights, abilities, and knowledges which act as controls on an individual's behavior. These are interactive and complex in their workings. For example, one's attitude toward studying physics has a definite influence on understanding principles of physics and hence on the amount and quality of knowledge acquired. While it is impos- sible to separate entirely any one factor in the learning process this report will stress the work being done in Westford in helping pupils to acquire various kinds of knowledge and abilities.
KNOWLEDGE AND SKILLS
Knowledge and skills are not acquired by all pupils at an even rate or with equal ease. Often instruction that has meaning and value to one child in Grade Three, for example, will be meaningless and valueless to another child until a later grade. Pupils often go through the motions, write the papers, do all the exercises, but never really know what they have been doing. The following story illustrates the point: Several years ago an Eighth Grade boy was working with me building a table. He was told to measure a piece of lumber 323/8" long. Noticing that he was having trouble, I discovered that he did not know how to use the fractions of an inch in a functional way. I showed him how to use the carpenter's rule. His face lit up and he explained, "I never knew that was what fractions were." That boy could compute, add, subtract, and divide fractions but he did not understand fractions. Troubles of this sort could be avoided if our instruction was more functional and within the experience level of the pupil.
Westford teachers are aware that we must take a pupil where he is educationally. The old excuse, "He should have learned that in Grade Three, Six, or Eight" no longer applies. Maybe he did have an opportunity then but if he did not learn the work there is only one
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thing an intelligent teacher can do and that is to teach it again. No longer can an upper grade teacher honestly say, "That is third grade work. That is none of my business." No longer can high school teachers honestly say of the boy who reads poorly or cannot spell, "That is the work of the grade school. I teach mathematics, or English, or science." The thinking teacher no longer talks this way. She says, "What can I do to assist the pupil?" Then she puts in many hours trying to help him. There is no one place in the educational ladder where all pupils learn the same thing. As I said above, learning is a complicated process and the rate of learning very uneven with different pupils.
I believe if we are to get greater mastery of abilities and know- ledge we must first make our instruction more functional and secondly, recognize that pupils do not learn at the same rates. If we can accept this idea, we will no longer think in terms of passing Grade Seven, or chemistry, or senior English. We will think in terms of learning; that is, acquiring skills and knowledge useful in our everyday lives. If a pupil is too old to be assigned to Grade Eight, he should be placed in the Academy and given instruction in the skills and knowledges deemed best suited to his needs. If he is a poor reader, this means reading instruction. If he cannot think mathematically, this means instruction in arithmetic, not algebra.
I hope no one is foolish enough to interpret the above to mean that instruction in advanced mathematics, languages, and sciences should not be taught in the Academy. On the contrary, I'd like to have them taught more intensively but only to those pupils whose achievement warrants it. These pupils are the ones likely to go on to colleges and hospitals. But to those pupils who have not acquired proficiency in the fundamentals, I should like to see instruction in them required. I believe this is the only way we can get our pupils to acquire the skills and knowledges we believe they should have.
TESTING PROGRAM
One of the means of evaluating instruction is through the use of standardized tests but the results of these tests must be interpreted with caution. No single test or even battery of tests can be devised to measure all the outcomes of learning. Even when the testing is restricted to knowledges and abilities it is still impossible to be arbitrary about the results. However, good tests do give information concerning strengths and weaknesses of pupils and are thus much more valid information than teacher opinion.
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Our testing program began several years ago and has grown so that today we are beginning to get a body of information of immense value in helping and guiding pupils. All elementary pupils of Grade Three to Eight are given the complete battery of Iowa Every Pupil Tests of Basic Skills each year. The results are graphed on individual pupil charts so there is a record of each pupil's progress through the grades.
This battery includes tests in reading, work study skills, language skills, and arithmetic skills. The reading test measures a pupil's ability to comprehend and the extent of his vocabulary. The work study skills test includes sub-tests in map reading, use of references, use of index, use of dictionary, and use of graphs. The language skills test measures a pupil's ability in punctuation, capitalization, usage, spelling, and sentence sense. The arithmetic skills test measures a pupil's fundamental knowledge, his understanding of fundamental operations, and his ability to solve problems.
The question is immediately asked, "How do Westford pupils show up on these tests?" The answer is, as is usual and natural, "Some good and some poor." Many pupils are two or more years ahead of the national average and others are equally below. The class averages work in like manner. Some of the classes are up to the national average and some are below.
There are many factors that explain this variation, one of which is the capacity of a class to learn. One way to measure the capacity of a class is by intelligence tests. These tests are an indication of a pupil's capacity to learn but there are many other factors such as interest, purpose, experience, and family tradition which influence a pupil's learning. We have intelligence ratings for all pupils above the Fifth Grade. This data has been immensely valuable for frequently it indicates that a pupil's failure in school work is due to other causes than lack of ability. The Henmon-Nelson Test of Mental Maturity is used in the grades and the Otis Quick Scoring Mental Ability Test is used in the Academy.
First grade pupils in learning to read go through a reading readi- ness program. This is designed to build up his fund of experiences so that he may understand the meanings of the new printed symbols he is about to learn. Children vary greatly in having the necessary experiences upon which to build reading concepts. How can one tell when a child is ready to read? The answer is teacher judgment and a
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Reading Readiness Test. Westford teachers have found the Metro- politan Readiness Tests to be of great help in supplementing their own judgment.
The past fall all pupils in the Academy were given the Iowa Tests of Educational Development. These tests measured a pupil's achieve- ment in social studies, science, his ability to write correctly, his ability to think mathematically, his ability to read social studies, science, and literature materials, the extent of his vocabulary, and his ability to use sources of information. The results are graphed individually for each pupil. As in the grades, some pupils make excellent showings and others not so good.
In these tests each high school class is compared with the same class in other schools all over the United States. The test results show that our seniors rate very fovorably with other high school senors. Our seniors are especially strong in social studies, reading, and languages. The other Academy classes made their best showing in these fields, too.
I should be greatly discouraged if the juniors and seniors did not make the best showing. By the junior and senior years in the Academy, pupils take a more serious interest in what the school has to offer. This has been especially true in the last two years. Our boys and girls know that they are soon to take real jobs, join some branch of the armed forces, train for nursing, or go to colleges. They can see a purpose to their work and are more willing to apply themselves. We find this is especially true in the college preparatory and commercial work. As was said above, they see a purpose in the work; to them it is more functional.
In reporting on any test results greater space is needed than is available in this report. The test results are available in the superin- tendent's office and he is only too willing to explain them to any interested person.
MAINTENANCE OF BUILDINGS
The following are the major repair items completed in 1944:
1. Cameron School:
The exterior of the building was given two coats of paint putting the building in A-1 condition.
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Eight classrooms and the center corridors were redecorated. Soft pastel colors were used on the walls making the rooms more attractive and restful to the eye.
A new coal bin wall was built making the boiler room much freer of coal dust and safer from fire.
That portion of the return pipes to the boiler that pass through the coal bin were replaced. These pipes become gradually corroded due to the action of the sulphuric acid in the coal and have to be replaced every fifteen to twenty years.
2. Wm. E. Frost School:
The exterior of Frost School was given two coats of badly needed paint.
New locks were installed in two outside basement doors.
Considerable work was done on the driveways.
A sewer drain became broken necessitating considerable outside work in locating and repairing the break.
3. Sargent School:
That portion of the return pipes to the boiler that pass through the coal bin was replaced. As in Cameron School those pipes were badly corroded.
The coal bin window has been enlarged to make a bulkhead chute so that large truckloads of coal can be dumped directly into the bin.
New locks were installed in the two outside basement doors.
Grates were replaced in one boiler.
4. Academy:
New locks were installed in several of the outside doors.
The gymnasium floor was thoroughly cleaned and treated with penetrating floor finish.
Boiler tests revealed a leak between two boiler sections. New nipples were installed eliminating the leaks.
The third story floors were sanded and treated with penetrating finish.
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5. Nabnassett School:
The roof of this building developed bad leaks during the winter months making necessary the elimination of the old rear roof gutters. The roof is now in good condition.
The end of 1945 should find our buildings clean, attractive places in which to live. The progress made in putting our buildings in good repair is gratifying and barring the unforseen, the repair budget for 1946 should be considerably less.
Opportunity Class:
It was necessary to disband this class due to our inability to obtain a satisfactory teacher
Westford Academy:
The Academy began the 1944-45 school year without the services of its principal, Mr. Anthony Brackett. Mr. Brackett was granted a leave of absence to accept a naval commission. His duties have been assigned temporarily to me. I should like here to express my appre- ciation of the work of Mr. Samuel Frolio who has been my assistant in the Academy. His help has been invaluable.
Our Academy pupils are continuing to show the loyalty and in- terest in what the school has to offer that has characterized the life of the school in the last few years. The space available in this report is too limited to cite the many examples of this but there is indeed much for which to be proud. I have limited this part of my report to five topics which follow.
1. Rating of Westford Academy:
Pediodically for many years rumors have arisen concerning the academic standing of the Academy. The rumor is nearly always the same; namely, "Westford Academy is not a Grade A secondray school and its graduates cannot be accredited to college." Like most rumors this one is false.
In the principal's office is a certificate issued by the State De- partment of Education stating that Westford Academy holds a Grade A rating. This is sufficient refutation of this part of the rumor.
The record of graduates certified to college is the answer to the inaccuracy of the rest of the above statement. In recent years gradu-
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ates have been certified and accepted for entrance to Boston Uni- versity, Holy Cross, Bates, Massachusetts State, New Hampshire University, and the Lowell State Teachers' College. Not only were graduates certified to these colleges but those certified have been successful in their collegiate work.
Certification for college entrance depends on a pupil's scholastic achievement. To be certified a pupil should achieve "A" or "B" grades in all subjects listed as entrance requirements by a college. However, not all colleges will admit applicants upon certification. These colleges require entrance examinations of all applicants regardless of the quality of their secondary school work.
2. Student Council:
Our Student Council is developing into an important part of Westford Academy life. A well organized council is a vital bit of machinery for operating a school co-operatively by pupils and faculty. While it is true that the faculty is responsible for all school activities from a French class to a basketball game, many things can and should be the responsibility of pupils.
Very frequently we adults condemn the lack of responsibility shown by young people overlooking the fact that as many examples of not accepting responsibility are evident every day in our own lives. I believe that one of the best ways to get young people to accept responsibility is to give them important tasks to do and then hold them responsible for the results. This does not mean that pupils run the schools but it does mean they share actively in decisions and actions when it is within their province to do so. Such things as finances, dramatics, athletics, determination of admission fees to dances, plays and the like, are within the pupil's capacity to render a decision.
In recent years greater responsibilities have been given to the council. Though their acts are subject to the principal's veto, as the student body has gained in social power the use of this veto has be- come less necessary. Council members often ask the question, "Is this matter within our authority?" and seek advice before acting. I believe our council represents a definite step forward in training our pupils in the democratic way of living.
3. Dramatics:
The outstanding dramatic effort of recent years in the Academy was the presentation last spring of the "Academy Antics". This Revue
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of Academy life was original in all respects. It was written and produced by the pupils under the direction of Mrs. Helen R. Rochefort. Everyone who saw the performance was loud in his praise of their work.
4. Athletics:
Last fall the Academy sponsored its first football team and all of us are proud of the team's record. This sport was made possible by the marvelous co-operation of pupils, parents, and interested citizens and particularly through the efforts of Mr. James Belleville and Mr. Samuel Frolio. The Academy pupils acknowledge their debt to all of you.
A statement of football finances follows:
Game receipts, expenses deducted
$199.26
Football programs and sponsors 249.41
Gifts .....
42.73
Total
$491.40
Expenditures other than those incident to games 447.42
Balance
$ 43.98
The expense of cleaning and repairing equipment is yet to be deducted.
This winter the Wachusett Basketball League was revived. The Academy has both boys and girls entered in this league. The league has been divided into an eastern and western division thereby eliminating several long trips and most of the Tuesday evening games.
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5. Westford Academy Activities Fund:
The Academy students' finances are handled by a central treasury, the principal serving as treasurer. This fund is largely controlled by the Student Council. A financial statement as of January 1, 1945 follows:
Athletics
$288.39
Clarion
71.22
Yearbook
8.93
Clarionette
64.37
General Fund
117.22
Film Fund
57.38
Dramatic Club
89.01
Glee Club
12.66
Class of 1945
63.06
Class of 1946
182.65
Class of 1947
Class of 1948
Trophy Case
11.42
Locker Fund
13.50
Total
$979.81
Check book Balance
0938.29
Cash on hand
41.52
Total
$979.81
CHANGES IN STAFF PERSONNEL
1. Resignations
Barbara Gray, history and English, Cameron School Helen R. Brownrigg, special class, Cameron School Ruth L. Wright, principal, Sargent School Mary C. McQuade, history and geography, Sargent School Muriel S. Burke, English and reading, Sargent School Mary Croucher, mathematics, Academy
Marian Kelly, social studies, Academy
Richard T. Harrity, science and social studies, Academy Howard H. Ferguson, janitor, Academy
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2 Transfers
Catherine Goodwin, from Cameron School to Sargent School, 6th Grade.
3. Leave of Absence
Anthony G. L. Brackett, principal, Academy, Navy
4. New Staff Members
D. Ethel Cleary, social studies, Cameron School Laura I. Hall, fifth grade, Cameron School Gordon C. Getchell, principal, Sargent School Helen Marie Garrity, fifth grade, Sargent School Louise E. Fremeau, mathematics, Academy Herbert G. Lowell, social studies, Academy Richard T. Harrity, science and social studies, Academy Robert Spinner, janitor, Academy
A WORD OF THANKS
For many years the Abbot Worsted Company and the C. G. Sargent's Sons Corporation have made a Christmas gift of money to the ele- mentary schools. Their generosity is commendable and is deeply appreciated by the children.
In closing I want to thank the School Board, the teaching staff, and the citizens of Westford for their fine cooperation. It is this excellent spirit of cooperation that makes serving as superintendent of schools in Westford a real pleasure.
Respectfully submitted,
CHESTER V. SWEATT
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REGISTRATION-WESTFORD PUBLIC SCHOOLS October 1, 1944
SCHOOL GRADES
1
2
3
4
5
6
7
8
9
10
11
12
Total
Academy
54
44
43
26
167
Wm. E. Frost
20
21
12
9
13
11
20
22
128
Sargent
31
36
23
29
22
18
24
21
204
Cameron
27
27
25
14
29
20
22
14
178
Totals
78
84
60
52
64
49
66
57
54
44
43
26
677
Registration of Minors
October 1, 1944
MINORS BY AGE GROUPS
5-7
7-16 Totals
Girls
67
275
342
Boys
58
271
329
Totals
125
546
671
..
..
..
-
-
-
-
........
CORPS OF TEACHERS, DECEMBER 31, 1944
School
Teachers
Date of
Training at
Appointment
CAMERON SCHOOL .... Peter F. Perry, B. S., Ed. M., (Prin.) ...
.. Hyannis Normal, B. U.
Sept.
1924
Marion E. Carroll, B. S. E.
Lowell St. Tea. College
Nov.
1936
D. Ethel Cleary, B. S. E.
Lowell St. Tea. College Sept.
1944
Helen A. Johnston, B. S. E. Lowell St. Tea. College
Sept.
1942
Janet L. Kenney, B. S. E.
Lowell St. Tea. College
Sept.
1942
Laura I. Hall, B. S. E.
Lowell St. Tea. College
Sept.
1944
Louise E. Thompson, B. S., Ed. M.
Lowell Normal, B. U.
Sept. 1922
Ruth A. Walker
Lowell Normal School
Sept.
1922
WM. E. FROST .K. Merton Bozoian, B. S. E. (Prin.)
Bridgewater St. Tea. College
Jan.
1942
Esther T. Burns, B. S. E.
.Lowell St. Tea. College
Sept.
1942
Shirley M. Coughlin, B. S. E.
Lowell St. Tea. College
Sept.
1940
Rita H. Miller, B. S. E.
Lowell St. Tea. College
Sept.
1939
Kathleen R. Hammersley, B. A.
D'Youville College
Oct.
1938
Ruth P. Tuttle
Lowell Normal School
Sept.
1903
SARGENT SCHOOL .... Gordon C. Getchell, B. S. E. (Prin.)
.. Salem St. Tea. College, B. U.
.Sept.
1944
Jean E. Bell
Fitchburg Normal School
Apr.
1930
Lottie D. Blodgett
.Framingham Normal
Sept.
1916
Alice M. Cullen
Lowell Normal School Nov.
1940
Catherine H. Goodwin, B. S. E.
Lowell St. Tea. College
Sept.
1943
Ann Harrington
.Lowell Normal School
Sept.
1926
Helen Marie Garrity, B. S. E.
Lowell St. Tea. College
Sept. 1944
Lillian G. Wright
Lowell Normal School
Sept.
1914
ACADEMY .Chester V. Sweatt, B. S., Ed. M. (Acting Prin.)
Univ. Maine, Western Res. Univ. .... .... Sept. 1944
Mildred J. Caram, B. S. E.
Salem St. Tea. College
.Sept.
1941
Carolyn E. Dutton, A. B.
Boston University
Sept.
1943
Louise E. Fremeau, B. A.
.Tufts College Oct.
1944
Samuel F. Frolio, B. S., Ed. M. .Tufts College, B. U.
Sept.
1942
Richard T. Harrity, A. B. (resigned)
.Holy Cross College
Sept.
1944
Herbert G. Lowell, A. B.
Portland Jr. College, Duke University
Sept.
1944
Mary L. Robinson, Ph. B.
Goucher, Univ. of Chicago
Sept. 1927
Helen R. Rochefort, A. B.
Tufts College
Sept.
1942
MUSIC SUPERVISOR Lilley Mae Lawler
Nov.
1935
SCHOOL NURSE ....... Dorothy Healy, R. N. .Framingham
.Sept.
1941
SUPT. OF SCHOOLS .... Chester V. Sweatt, B. S., Ed. M.
Univ. of Maine, Western Res. Univ. .......... .Aug. 1942
ELEMENTARY SCHOOL GRADUATES
June 1944
CAMERON SCHOOL
Pauline Oneda Bellemore
Elizabeth Ellen Holmes
Ronald Arthur Boisvert
Bernard Benedict Kavanaugh
Joseph Patrick Brown Colette Marie Brule
Raymond Norman Lamy
Sheila Mulligan
Muriel Rolande Brule Raymond Joseph Brule
Raymond Joseph Panneton
Denise Pellerin
Robert Leo Connell
Armand Joseph Roux
Alice Agnes Crickett
Eleanor Frances Thompson
Peter Daranchuc
Ruth Mace
WM. E. FROST SCHOOL
Anne Lydia Abrue
Bert Alexander Harless, Jr.
Patricia Wynne Burne
Eaton Frank Jefferson
Doris Eleanor MacArthur
Esther Louise Moore
William Leo O'Connell
Bernice Helen Gagnon
Arthur Avard Sim
Donald Edwin Greenwood
Catherine Agnes Sullivan
Charlotte Blanche White
SARGENT SCHOOL
Rita Louise Milot Helen June A. Hanson Sally Louise Gann Marvin Sites Russell George Langley Lawrence Joseph Boisvert Gerard Joseph Gagnon William Daniel Connell Paul Milot
Harry Carl Johnson, Jr. Marjorie True Kierstead Patricia Ann Carbo Monica Louise Woznac Eleanor Theresa LeDuc Phyllis Florence Sinton Phyllis Jean Bergsten Jeanne Frances Carpentier Marie Ann Rioux
109
Shirley Ann Collier Russell Frederick Decatur Marjorie Fletcher
ACADEMY GRADUATES
1944
Lillian Rita Barretto
Madeleine Therese Bechard
Mary Ann Brown
John Clarence Burne
Emil Nadolny
Ruth Evelyn Chamberlain
Virginia Ella Richards
Bryant Read Chaplin
Donald Frederick Robinson
William Henry Studdiford
Harvey Maurice Swanson
Thomas William Gower Rita Marilyn Healy
Francis Joseph Szylvian Shirley Idel Thompson
Gwendolyn Margaret Walker
Priscilla Evelyn Wright Norman Herbert Young, Jr.
Class Motto Impossible is un-American
Class Marshal John Frederick Flanagan
Class Colors
Red and White
Class Flower American Beauty
Winners of Prizes (Given by Trustees)
Awarded at Graduation Exercises
Member of Senior Class for Excellence in English: Five Dollars-William Henry Studdiford
Member of Senior Class for Excellence in Mathematics and Science: Five Dollars-John Clarence Burne
Member of Senior Class for Excellence in Secretarial Science: Five Dollars-Lillian Rita Barretto
110
John Frederick Flanagan
Denise Marie Gervais
Robert Jerome Heman
Robert Currier Hepburn
Marea Roberta Kelly
Vera Helen Kovalchek
Constance Marie Lemire Jane Elizabeth Mulligan
Member of Senior Class the most worthy representative of Westford Academy :
Five Dollars-Marea Roberta Kelly
Awarded at Class Day Exercises
Member of the Class of 1945, the most worthy representative of Westford Academy:
Five Dollars-Helen Belida
Member of the Class of 1946, the most worthy representative of Westford Academy:
Five Dollars-Francis M. McKniff
Member of the Class of 1947, the most worthy representative of Westford Academy:
Five Dollars-Beverly I. Nickles
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REPORT OF SCHOOL PHYSICIAN
Members of the School Committee:
The following is my report as school physician for the year ending December 31, 1944:
The usual physical examination was made on all the children attending the public schools of Westford. A separate physical examina- tion is made to recheck all the cases in which major physical defects are found, and the children may receive treatment if any is indicated. Academy pupils playing football and basketball received special examinations.
I have responded to calls at the schools for emergency cases when called by the school principals.
Co-operation by the Board of Health nurse, teachers, and parents of the children has been splendid.
Respectfully submitted,
DR. D. W. COWLES
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REPORT OF THE SCHOOL NURSE
January 15, 1945
Mr. Chester V. Sweatt, Superintendent of Schools,
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