USA > Massachusetts > Middlesex County > Westford > Town of Westford annual report 1942-1946 > Part 28
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At the first meeting of the Board, Mr. Frederick Gatenby was chosen chairman and Mrs. Dorothy Chandler, secretary.
Like all school boards our own has had to contend with the problem of securing and holding teachers. We have been more for- tunate than a neighboring school union that has had to replace over half its teaching staff annually during the past four years. The problem of securing good teachers and keeping them is one of salary. Teachers are no longer satisfied, and rightly so, with salaries of twelve or thirteen hundred dollars.
As was stated in the 1944 budget, it is the policy of our Board to maintain a salary range of $1200 to $1700 for elementary and $1200 to $2100 for secondary teachers. This is none too much but it would tend to make Westford something more than a training ground for beginning teachers. This schedule cannot be maintained longer than through 1946 on the present total budget figure.
We are respectfully asking for the sum of $84,500.00 with which to operate the public schools during 1946 and the sum of $1,000.00 for vocational tuition. The amount for vocational tuition is increased ' over that of 1946 because more pupils are attending Lowell Voca- tional School.
This year the Town has received $5,703.00 as our share of income taxes appropriated according to Part 1, Ch. 70 of the General Laws, $954.25 for tuition and transportation of State Wards, $81.87 from
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Tyngsboro for tuition of one pupil, and $150.90 from the State for reimbursement on vocational tuition. These funds are paid directly to the Town Treasurer and are not available to the School Depart- ment.
Many Massachusetts school officials believe the income tax re- turns, by law apportioned according to teachers, should be made directly available for school purposes. On the other hand there is no question but what the money received from the State and other towns for tuition and transportation is received by the Town as a result of school services. Westford received $1,187.02 from the latter sources thus actually making the school expenditures for the year 1944 $82,812.73 instead of $83,999.75.
Respectfully submitted,
FREDERICK W. GATENBY,
Chairman.
Expenditures of School Department
SCHOOLS
Teachers' Salaries
Academy
$15,281.50
Elementary
33,914.28
$49.195.78
Textbooks
Academy
717.60
Elementary
1,107.14
1,824.74
Supplies
Academy
1,228.66
Elementary
٠١٠٠٠٠٠٠
1,186.33
2,41.4.99
Other Expense of Instruction
Academy
201.50
Elementary
289.00
490.50
Janitors' Salaries
Academy
2,128.68
Elementary
4,390.08
6,518.76
Fuel
Academy
1,112.89
Elementary
2,119.71
3,232.60
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Miscellaneous Operation
Academy
Water
122.52
Janitor Sup.
233.28
Lights
358.92
Telephone
24.00
Elementary
Water
106.52
Janitor Sup.
256.51
Lights
423.25
Telephones
61.54
1,586.54
Repairs
Academy
1,558.41
Elementary
1,716.57
3,274.98
Furniture and Fixtures
Academy
62.00
Elementary
549.67
611.67
Health
Salary and Supplies
316.00
Transportation
Academy
4,167.64
Elementary
4,170.13
8,337.77
Tuition
Academy
247.32
Elementary
119.57
366.89
Other Expense
Academy
64.42
Elementary
.... ..........
33.51
97.93
General Control
Supt's Salary
3,097.78
Supt's Expenses
128.00
Clerk
830.00
School Census
85.00
Office Expenses
463.14
4,603.92
Outlay
Academy
299.99
Elementary
..... ........... ...........
826.69
1,126.68
$83,999.75
Vocational Tuition
992.00
Retirement
67.25
$1,054.75
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REPORT OF THE SUPERINTENDENT OF SCHOOLS
To the Westford School Committee:
It is a pleasure to present the following report.
The heart of a school program is the classroom teacher. On her shoulders rests the quality of instruction, the extent of pupil learn- ing, and the quality of pupil morale. This report is devoted in a large measure to what has been accomplished in Westford schools in the improvement of classroom instruction.
In-Service Teacher Training
It is generally accepted by the average citizen that teachers need only to attend some training school to be fully prepared to teach indefinitely thereafter. While it is true such study does prepare teachers for their work, this training is only preparatory. A teacher must continue this training as long as he teaches. This can be done in many ways, such as university graduate courses, extension courses, lectures, reading, travel, and industrial work.
A determined effort has been made by the Westford teachers to improve professionally. During the first half of 1945, seven of the staff attended regular graduate courses at Harvard or Boston Uni- versity. Four attended the full summer session at Harvard. During the fall semester, seven teachers took graduate courses at Harvard and Boston University and twenty-one participated in a Harvard- Boston University Extension Course held in Westford. In addition, one teacher took private lessons throughout the year while another spent the summer traveling.
This professional study on the part of the staff has resulted in improved instruction. Teachers are more enthusiastic and purposeful in their work. They are more aware of their responsibilities for the development by their pupils of the attitudes, appreciations, under- standings, insights, abilities, and knowledges involved in worthy liv- ing. This professional improvement is most gratifying and the staff is to be commended for its efforts.
The School Board is to be congratulated on their keen awareness of the, need for in-service training. The financial assistance given to the teachers has been a tremendous stimulus. Inasmuch as no financial aid is given a teacher until she returns the following year, it has also had some stabilizing effect on the permanency of the staff.
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Each principal has been asked to state how the in-service train- ing program has affected instruction in his school. Their reports follow:
Mr. Perry-Cameron School
In order to get a fairer picture of how the teachers at Cameron School have improved or have tried to improve in their classroom instruction, each teacher was asked to write a short paper evaluating her teaching. This to me was a better way than if I had recorded what I had seen through observation. Being a full time teaching principal, it is difficult to judge a teacher's work on the short visits which are occasionally made. The following will be a summary of the papers received.
The subject of discipline was mentioned several times and it was definitely clear that the discipline mentioned was not the kind in vogue fifteen or twenty years ago, a's the following will show. "I have tried to create a feeling of freedom from tenseness and strain but not a freedom without restraint. A feeling of ease is a factor toward learning. One cannot do his best work if he is tense and ill at ease." "A well-disciplined classroom is conducive to greater learning than is possible in a room where the discipline is either too rigid, in the old fashioned manner, or non-existent. My description of a well disciplined classroom is a place wherein the pupils do the job that is required because it is interesting to them and they want to do it. Under these circumstances, even the so-called problem-child ceases to be a problem." "An informal atmosphere should be present and the feeling of fear of the teacher should be eliminated." This does not exhaust the remarks on this subject but space prevents further discussion.
Another teacher remarks, "This year I have worked especially hard in trying to improve my slower reading groups. These groups have improved, both in silent and oral reading. Such things as drills in words and phrases, silent reading, alphabet, and phonic drills have helped these slow readers."
"Improvement in teaching comes with the successful outcome of objectives set by the teacher in accordance with the interests, needs, and abilities of her class. This year I have been trying to make the class feel that school is a privilege and not just something they are compelled to attend. I would like to change a worn out statement from, "If you don't do your work you will stay after school" to "If you don't do your work you can't stay after school."
95
"The subject matter should be determined by the needs of the class, not the book. A teacher discovers these needs by the questions that are asked and the information volunteered. Oftentimes she must set the stage herself. Now we have "The birth of a unit." No more handing out a set of questions to be answered by everyone from his text and passed in at the end of my specified date. Rather we list pupil questions, then discover that our own texts don't have enough information, so we gather the necessary references and find the answers to our own questions."
"I have found that Mrs. Landis' course has been particularly helpful to me. The principles of teaching which she presented in our Art course can be applied to any class. I have learned that motiva- tion through vivid presentation of material will give the necessary stimulus whereby the child will not be satisfied until the learning process is complete. In spelling, by making each word alive, that is, understanding and applying it through oral and written work, I find the children eager for each new group of words. Spelling rather than a mechanical thing becomes related to reading and language."
We at Cameron School, like all other teachers in Westford, are striving to improve our classroom instruction. Last year four of our teachers took courses at Harvard University. The first semester of this year, two took courses at Boston University. There are a number of us who are now planning to take more courses at Harvard and Boston University this coming semester. Only through constant study can we hope to improve our teaching.
Mr. Getchell-Sargent School
We at Sargent School have been alert to improve ourselves pro- fessionally during the past year. While three of us have taken courses at Harvard University or Boston University the main source of new teaching ideas has been our extension course "Art In the Elementary School", taught by Mrs. Landis of Harvard University. While this was primarily an Art course it offered innumerable sound practical teaching principles that could be used in most any school situation. Our teachers, always alert for new and better procedures, were quick to adopt them with the following results:
Realizing that sometimes a child's enthusiasm is dampened by too much stress upon how something should be done when he is trying to express himself either artistically, poetically, musically, or through oral and writtten stories, the teachers have allowed them to
96
express themselves first, unhindered by attention to mechanical de- tails, and then afterwards have worked tactfully to correct these mechanical errors. This has produced excellent creative stories in the language work of Grades 3 and 4. The children of Grade 4 have been able to interpret their songs both musically and through making up their own dances to fit the music. The pupils of Grades 7 and 8 have shown remarkable ability to express themselves through the written word. One girl has been able to consistently express herself through poetry. Her crowning achievement being the re-writing in poetic form of a story written in prose. Another girl can express her- self excellently by writing, directing, and acting plays.
Of course, the art itself has shown a remarkable improvement in that the children are now really expressing themselves artistically and not merely "coloring" as school art so frequently was in the past. I am especially proud of our little first graders who have been in school only four months. It is a pleasure to see them working and then have them interpret their paintings orally. Their parents can well be proud of them.
All of the teaching procedures and pupil results promise a bril- liant future for the children in Westford in being able to express themselves under the guidance of teachers well skilled in the art and science of modern teaching.
Mr. Bozoian-Wm. E. Frost School
The value of a teacher to a community is determined in large measure by what he is doing for the children of the community and what he is doing to make himself an increasingly more important factor in the stimulation and motivation of educational experiences.
As principal of the William E. Frost School, it has been my privilege to watch the growth of our teachers both with respect to their philosophical concepts of education and the application of practical educational principles.
Evidence of professional growth, for the most part the result of in-service training, is apparent in the work of all teachers. Our youngest teacher and oldest teacher seem to be following the same principles when the former says, "I have a feeling of more confidence in the approach and the actual teaching of ideas." And the latter says, "Each year, I try to present different things in different ways to stimulate new ideas."
97
Our energies are directed, insofar as possible, toward the realiza- tion of a school situation in which pupils live. This democratic living we place on a level of the pupils in order to make it effective. One of our teachers explains, "Encouraging children to express them- selves is no simple task. And unless children do learn in school to do their own thinking and to express themselves as they feel and interpret the same as their own, their ability to express them- selves will be very much curtailed."
Practically all formal education, at one time, was a matter of telling children what to do and then making certain that they did it. Such rigid training under a "tell them-do it-make them do it" philosophy does not prepare young people for living in a democracy. "Crushing democratic living in a school or a group is likely to produce mentally handicapped children just as a lack of exercise is likely to produce physically handicapped children."
Our teachers present problems to their classes as a whole. Here they give prominence to the ideas of the children. "Free, constructive discussion, in accordance with their own provisions, is encouraged. Children are most likely to follow plans in which they have shared."
In the social studies, one of our teachers explains, "The value of this work is not in the realization of some very unusual thought expressed in a brilliant manner. Rather it is to bring about personal growth. The question asked is, "Has the child grown in his ability to express himself and to interpret his own ideas?"
Another kind of growth is typified in the statement one teacher makes, "I hope I have grown in tolerance, understanding, and ap- preciation."
We have seen tremendous growth among our teachers in the use of art as a medium of expression, Youngsters have been free to follow impulses and feelings in painting their own ideas and interpreting these ideas in the light of their own experiences. Our in-service training program in art this year has elicited such responses as these:
"It was a source of growth to me. This course has improved my methods by making them more progressive."
"My outstanding interest this year is the art course which has been a great inspiration and stimulation for my work."
"The art course has given me opportunity to grow and strengthen my teaching."
98
This philosophy cannot help but reflect a spirit and attitude that is making Westford a place where children are going to school to prepare for living, "I have felt keenly the responsibility that present day education places upon me as a teacher in the schools of West- ford. This year, I have tried to make it my chief task to understand the thinking and individual personality of each child with a view toward evaluating his creative work by not only analyzing his event- ual success but also by interesting myself in his aims in life and his reactions to life situations."
Art Instruction
For many years a certain amount of time has been given for art instruction in' the elementary grades. With a few exceptions the work has been of not too good quality. This was due to a lack of understanding of the basic philosophy of art instruction.
This fall a Harvard-Boston University Extension Course was or- ganized in Westford for the purpose of helping teachers acquire an art philosophy and techniques for putting that philosophy into prac- tice. Mrs. Mildred Landis, an art instructor at Harvard University and Ella Wheelock College, conducted the course. The course was financed by the teachers themselves, with some assistance from the School Board and the Harvard-Boston University Extension Service. Mrs. Landis has taken a great interest in what our teachers are trying to do and has come to Westford many times at her own expense, and without remuneration, to help teachers conduct art work in their classrooms. We are grateful for Mrs. Landis' interest and help which has gone far beyond her responsibility as an ex- tension course instructor.
It has been asked, "What do you hope to accomplish through this art work?" I would answer as follows: Language of all sorts, oral, written, or pictorial is a means of self-expression. So is physical movement, like dancing and skating. So, also, is music and art. Through these various means the human being can express himself and each is used when it can best express the desired idea or feeling.
Every child should develop his natural self-expression so that he can portray ideas and feelings that are his very own. Among the ways this can be done are writing, dancing, singing, playing a musical instrument, or painting a picture. To be good the work must be one's very own, and it must have quality. Young children can usually express themselves in one or more of these ways until we adults, in our fear of being different from the masses despite the fact
99
that we all want to be different, teach them to inhibit their natural self-expression.
Our classroom work using paints and crayons is designed to help children keep alive their natural expressiveness. Expressing ideas through the media of paint and crayon, if begun with young children by a clever teacher, will help a child to develop his own individuality. Very few will become artists and then only after years of effort, but all will make progress in becoming more individual personalities.
(It should be trite to say that the above is not to advocate that children should always do as they please. No one with any sense advocates this.)
Evidence of pupil originality can be seen in their classroom displays. If the visitor will only view them on the beginners level rather than on the level of the finished worker, these displays show real pupil development. They indicate that a significant step has been taken in improving the art work in Westford.
MAINTENANCE · OF BUILDINGS
Every effort is being made to hold to the long range building maintenance plan adopted four years ago. The results of such planning show in the improved appearance of our schools. We have had many compliments by visitors on the attractiveness of Westford school buildings.
Obtaining labor for building maintenance was especially difficult in 1945. We were fortunate to complete the major part of the planned work but some items had to be postponed.
There is always a certain amount of minor plumbing, carpentry, and electrical work that is necessary each year and no attempt has been made to list these things. They include replacing a leaking valve, window cords, or a defective light switch. This type of repairs is at a minimum now that our buildings are in good condition.
The larger items of maintenance are listed below.
Academy:
Auditorium ceiling washed and painted two coats.
Auditorium stage curtain replaced.
One section of boiler repaired.
Boiler grates replaced.
New book shelves in one of classrooms.
Replacing the steam pipes which run through the coal bin.
100
Cameron School:
Coal bin window enlarged into bulkhead so coal can be dumped directly into bin.
Fluorescent lights were installed in six of the classrooms.
Wm. E. Frost School:
Driveway resurfacing begun in 1944, completed.
Eighth grade room floor sanded and refinished.
Toilet seats replaced.
Window seat in teachers' room enlarged to serve as sick room cot. New book shelves in teachers' room.
Nabnassett School:
Replacing damaged shutter and window glass.
Sargent School:
Painting exterior two coats.
Repairing roof and roof gutters.
First grade room floor sanded and refinished.
NO-SCHOOL SIGNAL
The No-School signal will be two blows of the fire alarm whistle repeated three times.
The above signals will be given at 7:15 A. M. unless icing con- ditions begin about that time; in which case the No-School signal may be blown as late as 7:45 A. M.
The No-School announcement will be broadcast over stations WEEI, WLLH, and WLAW whenever possible.
It is the policy of the School Department to keep schools in session on all days during which it is safe for buses to be operated. On days when the weather condition is questionable parents are urged to exercise their own judgment as to the wisdom of sending their children to school.
CHANGES IN STAFF PERSONNEL
Resignations :
Esther T. Burns, first grade, Wm. E. Frost School.
Helen Marie Garrity, fifth grade, Sargent School.
Marion E. Carroll, grades 6, 7, 8, Reading & English, Cameron School Samuel F. Frolio, science, Academy.
Anthony G. L. Brackett, principal, Academy.
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Leave of Absence:
Walter T. Pulsifer, returned December 1, 1945, Academy.
New Staff Members:
Elinore Corbett, seventh grade, Cameron School. Mary L. Kearney, fifth grade, Sargent School. Mollie A. Mazur, first grade, Wm. E. Frost School. Fredric W. Jewett, science, Academy.
Albert C. Cook, principal, Academy.
A WORD OF THANKS
Christmas Gifts
It is my privilege to extend to the Abbot Worsted Co. and the C. G. Sargent Sons Corporation the appreciation of the elementary school children for the generous Christmas gifts given by them.
One of the finest things any school system can have is the democratic way of working together, for then everyone's talents can be put to the greatest use. I believe we have this spirit in Westford. I see evidence of it constantly among pupils, teachers, principals, school board, and citizens. It is this willingness of all to work to- gether to give Westford better schools that makes serving as super- intendent of schools in Westford a real pleasure.
Respectfully submitted,
CHESTER V. SWEATT.
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REGISTRATION - WESTFORD PUBLIC SCHOOLS October 1, 1945
SCHOOL GRADES
1
2
3
4
5
6
7
8
9
10
11
12
pg
46
44
36
34
1
161
Academy
176
21
24
29
22
16
23
19
Cameron
147
Wm. E. Frost
23
24
21
14
13
17
14
21
29
30
29
23
29
20
18
20
Sargent
.......
-
-
-
-
-
Totals
73
78
79
59
58
60
51
63
46
44
36
34
1
682
Registration of Minors October 1, 1945
MINORS BY AGE GROUPS
5-7
7-16 Totals
60
269
329
Girls
.63
277
340
Boys
-
Totals
123
546
6.69
..
198
-
-
..................
..
22
CORPS OF TEACHERS, DECEMBER 31, 1945
School
Teachers
Training at
Date of Appointment
CAMERON SCHOOL .... Peter F. Perry, B. S., Ed. M. (Prin.)
Hyannis Normal, B. U.
Sept.
1924
Louise E. Thompson, B. S., Ed. M.
Lowell Normal, B. U.
Sept.
1922
Ruth A. Walker
Lowell Normal School .Sept.
1922
Helen A. Johnston, B. S. E.
.. Lowell State Teachers College
Sept.
1942
Janet L. Kenney, B. S. E.
Lowell State Teachers College
Sept.
1912
Laura I. Hall, B. S. E.
.Lowell State Teachers College
Sept.
1944
D. Ethel Cleary, B. S. E.
Lowell State Teachers College
.Sept.
1944
Elinore A. Corbett, A. B.
.Regis College
.Sept.
1945 .
Wm. E. Frost .. K. Merton Bozoian, .B. S. E., (Prin.)
....... Bridgewater State Teachers College Jan.
1942
Mollie A. Mazur, B. S. E.
.Lowell State Teachers College
Sept.
1945
Shirley M. Coughhlin, B. S. E.
.Lowell State Teachers College
Sept.
1940
Ruth P. Tuttle
.Lowell Normal School .Sept.
1903
Rita H. Miller, B. S. E.
Lowell State Teachers
College
Sept.
1939
Kathleen R. Hammersley, A. B.
D'Youville College
Oct.
1938
Sargent School
Gordon C. Getchell, B. S. E., (Prin.)
.Salem State Teachers, B. U.
Sept.
1944
Ann Harrington
.Lowell Normal School
Sept.
1926
Jean E. Bell
Fitchburg Normal School
April
1930
Alice M. Cullen
Lowell Normal School
Nov.
1940
Lottie D. Blodgett
Framingham Normal
Sept.
1916
Mary A. Kearney, B. S. E.
.Lowell State Teachers College
Sept.
1945
Catherine Goodwin, B. S. E.
Lowell State Teachers College
.Sept.
1943
Lillian G. Wright
Lowell Normal School
Sept.
1914
Academy
Albert C. Cook, B. S. E. (Prin.)
Mass. State College
.Sept. 1945
Mildred J. Caram, B. S. E.
.Salem State Teachers College Sept. 1941
Carolyn E. Dutton, A. B.
Boston University .Sept. 1943
E. Louise Fremeau, B. A.
Tufts College
.Sept.
1944
Frederic W. Jewett, B. A.
.Wheaton, Maryville
Sept.
1945
Herbert G. Lowell, A. B.
.Portland Jr. College, Duke .Sept.
1944
Mary L. Robinson, Ph. B.
Goucher, Univ. of Chicago
Sept. 1927
Helen R. Rochefort, A. B. Tufts College
Sept.
1942
School Nurse .. Dorothy Healy, R. N. Framingham .Sept.
1941
Supt .of Schools Chester V. Sweattt, B. S., Ed. M. .University of Maine Aug.
1942
Western Reserve University
ELEMENTARY SCHOOL GRADUATES
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