USA > Massachusetts > Middlesex County > Westford > Town of Westford annual report 1942-1946 > Part 37
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KNOWLEDGE AND SKILLS
Instruction in the following subjects is given in the elementary grades and Academy :
Reading
Instruction ranges from teaching the elements in Grade One to the study of Literature in Grade Eight.
Arithmetic
Teaching emphasis ranges from functional instruction in arith- metical concepts in Grade One to the practical application of arithmetical skills in Grade Eight.
Social Studies
In Grade One instruction is centered around concepts involving the home. In Grades Four, Five, and Six instruction is given in geography and history on a world and hemisphere basis. In Grade Eight instruction is concentrated on United States History.
Language
The titles of the language texts indicate the instructional em- phasis:
Let's Talk Grade 2
Making Words Work Grade 3
Gaining Skill with Words Grade 4
Sharing Experiences Grade 5
Communicating Ideas
Grade 6
Making Meanings Clear Grade 7
Expressing Ideas Clearly Grade 8
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Spelling
Instruction in spelling is given in all grades.
Writing
Instruction in cursive writing is carried on from Grade One through Grade Eight.
Science
Science instruction in the lower grades is informal. In Grades Five and Six the emphasis is on health. The work in Grades Seven and Eight is in general science preparatory to the Academy science program.
Music
Instruction is given in all grades where teachers are available.
Art
The emphasis on all grade levels is on creative expression. The teacher's task is to motivate the work. Paint, charcoal, clay and paper are the media used. No copying is allowed.
Physical education
Such instruction as we have is in directed playground activities and inter-school games.
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WESTFORD ACADEMY PROGRAM OF STUDIES - 1946 - - 1947
Per- Cre-
Per- Cre-
Per- Cre-
1st year
iods dits
2nd year iods dits
English II ........ 5 5 World History .. 5 5
English III ........ 5
5
U. S. History .... 5
5
English IV ........ 5 5
Problems of
Democracy ........ 5
5
SUBJECTS TO BE ELECTED
1st year
Per- Cre- iods dits
Per- Cre- iods dits
Per- Cre- iods dits
4th year
Per- Cre- iods dits
Civics .5
5
Spanish I or II .. 5 5
5
5
II or III 5 5
II or III .5 5
Algebra I 5
5
Typwrtng. 5 21/2
Chemistry 5
5
Trig. &
Prac. Math. ...... 5 5
Bkpng. I .5
5
Physics 5
5
Solid Geom. .... 5 5
Gen. Science .... 5 5
Algebra II .5
5
Glo. Geog. 5
5
Chemistry 5
5
..
Jr. Bus. Tr. ...... 5
5
Glo. Geog. .5
5
Bkpng. I . .
5
5
Physics 5
5
Stenog. I ...
5
5
Stenog. II
.5
....
5
Typwrtng. II .... 5 2 1/2
Science III ...
.5
5
Psychol.
5
5
Pl. Geom. 5 ..... 5
Science III ........ 5
5
4th year
Per- Cre- iods dits
3rd year
iods dits
English I ......... .5 5
Algebra or Prac. Math. ...... 5 5
2nd year
3rd year
Spanish I
Spanish I
Spanish I 5
5
Biology . .
1. There must be a pupil enrollment of at least 10 before a class section in any subject will be formed.
The important thing in any program is the way and manner in which the instruction is given. In my 1944 report I outlined cer- tain points of view concerning instruction in skills and knowledges which hold true today. At that time, I wrote:
"Knowledge and skills are not acquired by 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 are 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 32 3/8" 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 thing an intelligent teacher can do and that is to teach it again. No longer can an upper grade teacher 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 who 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 is very uneven with different pupils."
"I believe that if we are to get greater mastery of abilities and knowledge 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
114
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 to colleges. But for 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."
The acceptance of the above instructional point of view requires teachers in the Academy to face the problems of differentiating instruction, something which was not necessary years ago. Formerly only about four percent of the children of school age attended secondary school. Standards were set up and those unable to meet them were forced to drop out. Now, sixty percent of the children of school age attend the Academy and probably five percent of them definitely cannot meet a high academic standard. The State requires children to attend school until they are sixteen years of age, and only a differentiated program gives these pupils a chance. The teachers in the Academy are trying to meet the problem by a greater amount of individual attention and adopting the instruction to each individual child.
I believe we have been reasonably successful in our efforts. Fewer pupils leave school than in former years as is shown in the size of the graduating classes. More pupils are showing interest in additional schooling beyond the Academy. Twelve of the thirty- seven graduates last June were admitted to colleges or higher schools. These graduates were accepted at Harvard, Boston University, Massachusetts Institute of Technology, Columbia, Lowell State Teachers' College, Lowell Textile, Massachusetts State College, Norwich, Becker Junior College, Forsythe Dental School, Burbank Hospital, Anna Jacque Hospital, and Lowell Commercial College.
The standardized tests given each year indicate achievement. The Cooperative Tests in various subjects were given to all pupils in the Academy last June. We had pupils in the upper percentile
115
ranks in nearly every subject. Our best results were in the field of English where in each of the four classes fifty percent of the class were above the middle of the national group. Several pupils in each class were in the upper five percent of the national group.
There is no need for anyone in Westford to be ashamed of the achievement of our boys and girls but there should be no complacen- cy. Efforts to improve the instruction should be encouraged in every way possible. One of the best ways is by in-service training of teachers.
ATTITUDES, INSIGHTS, APPRECIATIONS
The problem of providing for individual development includes not only differentiating the instruction on all grade levels but developing the will to do, the drive, or the "habitual vision of great- ness," the desire to do one's best.
All the knowledge in the world is of little value, and may be dangerous, if the "vision" of how it can be used for good living is not a driving force in a person's life. Helping pupils develop this driving force, a "passionate desire for goodness," a desire to do one's best, is the big task of teaching. Westford teachers recognize this obligation.
I have observed literature classes in which the teacher used the characters and their actions in the books being read as a vehicle for teaching good and evil in living. Over and over in the social studies classes one finds personages, events, and movements being analyzed in terms of goodness. I have heard science teachers em- phasize the social aspects of science, the need to use scientific knowledge for good and not evil. I have seen teachers concern them- selves with the attitudes and appreciations of their pupils toward, and of, beauty, courage, and truth.
Our teachers are constantly becoming more concerned in deve- loping the desire for "goodness" than they are in the usual concept of character as training in fair play and discipline. This is to be commended for only as character becomes an intellectual matter and not blind habit can pupils develop a "habitual vision of greatness."
CITIZENSHIP
I believe the training in citizenship being given our pupils is commendable. Each school is considered a miniature society in which the pupils get opportunities to practice citizenship. All schools
116
CORPS OF TEACHERS, DECEMBER 31, 1946
School
Teachers
Training at
Date of Appointment
Academy
John T. Conrad, B. E.
. St. Anselm's, Keene Teachers
Sept. 1946
Mary A. Finn, B. S. E. . Salem State Teachers
Sept. 1946
Carolyn E. Dutton, A. B. Boston University
Sept. 1943
E. Louise Fremeau, A. B Tufts College
Oct. 1944
John A. Rennie, A. B. Wesleyan University
Sept. 1946
Helen R. Rochefort, A. B.
Tufts College
Sept. 1942
David L. Wyman, A. B. Tufts College
Sept. 1946
Cameron Peter F. Perry, B. S., M. Ed. (Prin.) .... Hyannis, B. U.
Sept. 1924
Louise E. Thompson, B. S., M. Ed. ..... Lowell Normal, B. U.
Sept. 1922
Ruth A. Walker Lowell Normal
Sept. 1922
Jean M. Frazier, B. S. E.
Lowell Teachers College
Sept. 1946
Claire H. Topping, B. S.
Framingham State
Sept. 1946
Rosemary B. Nicholson, B. S. E.
Lowell Teachers College
Sept. 1946
D. Ethel Cleary, B. S. E. . Lowell Teachers College
Sept. 1944
Helen B. Mills, B. L. I. Lowell Teachers College
Sept. 1946
Wm. E. Frost .K. Merton Bozoian, B.S.E., M.Ed. (Prin.) Bridgewater, Harvard Mollie A. Mazur, B. S. E. ..
Jan. 1942
. Lowell Teachers College
Sept. 1945
Shirley M. Oliver, B. S. E.
. Lowell Teachers College
Sept. 1940
Ruth P. Tuttle Lowell Normal
Sept. 1903
Rita H. Miller, B. S. E. Lowell Teachers College
Sept. 1939
Kathleen R. Hammersley, A. B. D'Youville College
Oct. 1938
Nabnassett Ruth L. Wright . Plymouth (N. H.) Normal
Sept. 1946
Sargent Gordon C. Getchell, B. S., M. Ed. (Prin.) Salem State, B. U. Charlotte C. Cronin, B. S. E.
Sept. 1944
Lowell Teachers College
Sept. 1946
Jean E. Bell Fitchburg Normal
April 1930
Martha M. Yoshida, B. S. E.
. Lowell Teachers College
Sept. 1946
Lottie D. Blodgett Farmington (Maine) Normal
Sept. 1916
Helen C. Laganas, B. S. E. Lowell Teachers College
Sept. 1946
June I .. Barnard, B. S. E.
Lowell Teachers College
Sept. 1946
Lillian G. Wright . Lowell Normal
Sept. 1914
Supt. of Schools Chester V. Sweatt, B. S., M. Ed. University of Maine Western Reserve University
Aug. 1942
School Nurse Dorothy Healy, R. N. . Framingham Sept. 1941
Academy enrollment as of October 1, 1946
Class
Boys
Girls
Total
1947
12
26
38
1948
13
29
42
1949
22
27
49
1950
27
26
53
P. G.
4
4
Totals
78
108
186
Resignations
New members of staff
Academy
Academy
Albert C. Cook
Jchn T. Conrad
Mildred J. Caram
Mary A. Finn
Frederic W. Jewett
John A. Rennie
Herbert G. Lowell
Kenneth H. Robes
Walter T. Pulsifer
David L. Wyman
Mary L. Robinson
Cameron
Cameron
Laura I. Hall
Jean M. Frazier
Helen A. Johnston
Claire H. Topping
Rosemary B. Nicholson
Elinore A. Corbett
Helen B. Mills
Sargent
Sargent
Ann Harrington
Charlotte C. Cronin
Martha M. Yoshida
Helen C. Laganas
June L. Barnard
Nabnassett
Ruth L. Wright
ELEMENTARY SCHOOL GRADUATES
June, 1946 CAMERON SCHOOL
John Walter Bohenko Marcel Joseph Brule Maurice Joseph Brule Paul Worth DeLaHaye Walter Halko Conrad Joseph Heroux
Dorothy Ann Heroux Joan Margaret Kelly Ruth Ann Lassonde Celine Florence Milot Marlene Marie Milot
127
Janet L. Kenney
Alice M. Cullen
Mary A. Kearney
Catherine A. Goodwin
Richard Arthur Milot John Mulligan
Theresa. Mary Panneton
Claude Pierre Provost
Harold Fletcher Rogers
Warren Everett Rooks
Jeanine Marie Roux
James Francis Thompson
Raymond Tousignant
Winifred Mary Ann Young
Winifred Mary Ann Young
WM. E. FROST SCHOOL
Andrew Gustave Anderson
Bette Ann Ouellette
Henry Antonelli
Richard Clayton Pendleton
Doris Helen Chandonait
John Hamilton Perkins
Margaret Louise Eddy
David Frank Popolizio
Henry Freeman
David Trueman Pulsifer
Shirley Jones
Roger Ralph Rancour
Stanley Mottram Kimball
Evelyn Lillian Reeves
Albert Raymond Lambert
Russell Melvin Shea
Mary Rachel Luiz
Geraldine Marie Sullivan
Edward Harold Maffini
Robert Joseph Walker
Joan Ellen Wilson
SARGENT SCHOOL
Carole Ann Benoit
Cecile Jean Milot
Barbara Margaret Campbell
Frances Theresa Milot
Theresa Shirley Dubey
Jeanine Maria Moulton
Dolores Marie Dumont
Rose Lillian Perkins
Dwight Ernest Hanson
Beatrice Rita. Perion
Ina Gertrude Kierstead Joan Rita Lamy
Norma Joan Randall Herman S. Roberts
Robert Gerard Langley
John William Spinner
Ruth Eleanor Langley
Norman John Vasselin
Rita Mary Leduc
Betty Ann Williams
WESTFORD ACADEMY Westford Academy Graduates June 1946
Martha Ann Bailey Marjorie Evelyn Beebe
Stephen John Belinski Shirley Elizabeth Burne Alfred Arthur Carlson Lillian June Connell Robert John Connolly Robert Harry DiComes
Claire Ferguson Robert H. Fitzpatrick
Harold Arthur Fletcher
Lucille Marie Gervais
Jacqueline Theresa Grenier
Philip Gilman Hall
Muriel Evelyn Johnson William Joseph Kavanagh
128
Margaret Virginia Lahme Eleanor Stella Lewkowicz Thomas E. May, Jr.
Francis M. McKniff Helena Anne McKniff Doris Cecile Milot
Myrna Louise Morse Raphael Alfred Oliver Constance Joan Reeves
Marie Ann Ricard
Mary Lillian Rogers
Michael Sawosik, Jr. Vera Sawosik
Marden Homer Seavey, Jr.
Fred Nicholas Sudak
Margaret Frances Sullivan Veronica Patricia Sullivan Joseph M. Thompson Margaret Mary Thompson Helen Susan Wallace John Joseph Waugh
Class Motto
Class Marshall
NOT FOR OURSELVES ONLY
BUT FOR THE WHOLE WORLD Class Colors Blue and White
Francis M. McKnfif Class Flower Gardenia
Winners of Prizes (Given by Trustees)
Awarded at Graduation Exercises
Member of Senior Class for Excellence in English : Five Dollars Robert Harry DiComes
Member of Senior Class for Excellence in Mathematics and Science: Five Dollars Marden Homer Seavey, Jr.
Member of Senior Class for Excellence in Secretarial Science :
Five Dollars Lillian June Connell
Member of Senior Class, the Most Worthy Representative of Westford Academy :
Five Dollars
Claire Ferguson
Awarded at Class Day Exercises:
Member of the Class of 1947, the Most Worthy Representative of Westford Academy : Five Dollars James Studdiford
Member of the Class of 1948, the Most Worthy Representative of Westford Academy: Five Dollars Cynthia Cook
Member of the Class of 1949, the Most Worthy Representative of Westford Academy : Five Dollars Donald Wark
129
REPORT OF SCHOOL PHYSICIAN
Members of the School Committee:
The following is my report as School Physician for the year ending December 31, 1946.
The usual physical examinations were made on all of the children attending the public schools of Westford. A separate physical examination was made to recheck all the cases in which major physical defects were found, in order that the parents of the children could be notified as to what procedure would be needed for them to see that the children would get the needed medical or surgi- cal care when major defects were found.
A special examination was made on the pupils of the Academy who were to play football and basketball, in order that they could carry Liability Insurance and to find out if they were in the right physical condition to enter in these sports.
.
A large number of pupils were treated at the Abbot Worsted Hospital for minor surgical and medical conditions. These cases came to me as emergency cases referred to me by the Principals of the different schools.
Cooperation by the Board of Health Nurse, teachers, and parents of the children was splendid as it has been in the past.
Respectfully submitted,
DR. DWIGHT W. COWLES
130
January 13, 1947
Mr. Chester V. Sweatt Superintendent of Schools Westford, Massachusetts
Dear Sir:
Following is the report of the School Nurse from January 1, to December 31, 1946:
Schools visited 352
First aid and dressings 72
Children examined for minor ailments 214
Children recommended for exclusion because contagious disease, skin infection or pediculosis 23
Assisted at clinic for mentally retarded children. Number of children seen. 3
Vaccinations checked.
Weighed and measured school children.
Audiometer, loaned by State Department of Public Health, used to check hearing of all school children in grades 4 to 12.
Assisted school physician with physical examination of school children in Spring and Fall of 1946.
Respectfully submitted,
DOROTHY A. HEALY, R. N.
131
December 26, 1946
Mr. Chester V. Sweatt, Supt. Westford Public Schools Westford, Mass.
My dear Mr. Sweatt:
I am pleased to submit the following report on the Handwriting program in the Westford Schools for the school year 1945-46.
In the initial Handwriting tests administered in September, 1940, 20% of your elementary school pupils received a grade of "A" (Excellent) ; 8% received a grade of "B" (Good); and 72% of the pupils had a grade below "B". In the June, 1946 tests, 73% were graded "A" (Excellent) ; 22% were graded "B" (Good) ; and 5% were graded less than "B". Handwriting Certificates were awarded to 81% of the eighth grade and 85% of the High School graduates. These scores indicate that excellent progress has been made, and I wish to compliment the pupils and teachers for their achievement.
During the school year we graded approximately 5250 formal and 15,750 informal samples of Handwriting for the elementary school children, and 1200 formal and 2400 informal handwriting samples for the High School pupils.
We furnished the following supplies during the year :- monthly outlines for the teachers, pupil folder outlines, room motivation certificates, monthly and term envelopes, handedness tests, individual handwriting certificates for the eighth and high school pupils who qualified, diagnostic charts and seals, etc.
My supervisors join with me in expressing our appreciation of the splendid co-operation we have received from you and your teach- ers at all times.
We are very pleased with the results obtained in your schools.
Sincerely yours,
W. L. RINEHART
132
NO-SCHOOL SIGNAL
The No-School signal will be two blows of the fire alarm whistle repeated three times.
The above signal will be given at 7:10 A. M. unless icing condi- tions 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, WBZ, WLLH, and WLAW whenever possible.
It is the policy of the School Department to keep schools in sessions on all days during which it is safe for busses 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.
SCHOOL CALENDAR
Teachers' Meeting Sept. 3
Schools open
Sept. 4.
Schools close
Dec. 20
74 days
Schools open
Dec. 30
Schools close
Feb. 21 39 days
Schools open
Mar. 3
Schools close
Apr. 25 39 days
Schools open
May 5
Schools close June 19 33 days
Total 185 days
DAYS OMITTED:
Teachers' Convention - October 25.
Armistice Day - November 11.
Thanksgiving Recess - November 28, 29.
New Years Day - January 1.
Memorial Day - May 30. Good Friday - April 4.
GRADUATIONS: (Tentative) Academy - June 20. Frost - June 17. Cameron - June 18. Sargent - June 19.
133
ANNUAL REPORT
OF THE
J. V. FLETCHER LIBRARY
OF THE
Town of Westford
RARY.
1895
For the Year Ending December 31, 1946
REPORT OF THE TRUSTEES OF THE J. V. FLETCHER LIBRARY
January 1, 1947
The trustees of the J. V. Fletcher Library respectfully submit their annual report for 1946, including the report of the Librarian and the list of books added in 1946. 1
This year because of the added appropriation it was possible to make several improvements by replacing the old toilet, resurfacing and waxing all the floors in the building and making some repairs on the roof.
For a long time it has seemed desirable to have a simple planting around the front and side of the building. Some yew arbor vitae and Euonymus were secured from the Bay State Nursery Co. and the planting was made by Anthony Solazzo who also pruned the shrubbery at the rear of the building. In doing all this work it was found necessary to remove the brick walls of theold well beside the front steps which once furnished the drinking water for the Bancroft- Wright home which stood on this site. A beautiful picture of this house hangs on the wall in the Conversation room of the Library.
Since the building is now fifty years old there are many repairs and improvements still needed and to meet these expenses and to carry on the increased work of the library and its branches the trustees ask for the following appropriation, viz:
1. The sum of thirty-three hundred ($3,300.00) dollars.
2. The receipts from the dog licenses in 1946.
WILLIAM C. ROUDENBUSH, Chairman WILLIAM R. TAYLOR ALICE M. HOWARD, Secretary
FINANCIAL REPORT OF THE LIBRARY FOR 1946
Salaries and Wages:
Librarian $ 850.00
Janitor 375.00
Assistants 273.53 $ 1,498.53
136
Books and Periodicals:
Books
$ 448.25
Periodicals
193.71
$ 641.96
Fuel
$ 377.45
Electricity
$ 162.34
Buildings:
Water
$ 28.48
Janitor's Supplies
5.07
Cleaning
21.25
Repairs
690.80
Care of Grounds and Shrubbery
127.85
$ 873.45
Other Expenses
Telephone
$ 21.23
Transportation of Books
30.00
Stationery and Postage
26.45
Miscellaneous
28.03
$ 105.71
Income
Town Appropriation
$ 3,000.00
Receipts from dog licenses
474.45
Interest from funds
184.99
$ 3,659.44
Receipts from fines
$ 76.81
-
$ 3,659.44
137
REPORT OF THE LIBRARIAN
January 1, 1947
To the Trustees of the J. V. Fletcher Library:
The librarian herewith submits her twenty-ninth annual report in the eighty-eighth year since a public library was started in West- ford by the gift to the town of the books from the Social Library formed in 1797. June marked the fiftieth anniversary of the dedica- tion of the present building, tho it was not possible to have any cel- ebration of the event at that time.
In April of this year all the floors of the building were sanded and refinished making them much lighter in color which has im- proved their appearance so that visitors have expressed their pleas- ure and approval. It was necessary to close for four library days while this work and the necessary cleaning up was being done. Books were taken to the Frost school once during this period. On several other days library hours had to be curtailed as the library was too cold due to the failure of the furnace motor.
When the high school opened this fall the principal, Mr. Cook, decided to allow the pupils who go in busses to come to the library during their free periods on Tuesdays and Thursdays instead of hav- ing books taken to them once in three weeks as formerly. This gives the pupils a chance to become acquainted with the library and form the habit of using it. Also they have a wider selection of books from which to choose the subjects which interest them. This has been ap- preciated and more books have circulated. The pupils in the English classes of Mr. Wyman came to the library for instruction in the use of the library.
The deposit station at Nabnassett which has been in the home of Mrs. Edgar S. Peterson for several years was closed due to little use. It was reopened in December at the post-office in charge of Mrs. Ed- na G. Macleod who reports that the circulation has been good. While this shows the difference between the use of a deposit in a public and private building, the trustees and librarian appreciate the priv- ilege of having had the deposit station in the home of Mrs Peterson.
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