USA > Massachusetts > Middlesex County > Westford > Town of Westford annual report 1942-1946 > Part 6
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In order to induce teachers to remain in Westford, a general sal- ary increase of 10 per cent was voted to meet the rising cost of living. Thus far we have been fortunate in not losing many of the staff.
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We are respectfully asking for the sum of $79,800 with which to operate the public schools during 1943, and $500 for vocational tuition. The increase over last year's amount, is due to the salary raises and needed repairs on the Academy building which we feel are imperative.
This year we received $6,140.80 from the state as our share of in- come taxes and $1,852.37 for tuition and transportation on state wards, also $183.60 from Tyngsboro, tuition and transportation for two pupils. This money like all others received by the town goes to the Town Treasurer and is used in the reduction of taxes. It is not available for use directly in the schools.
Respectfully submitted,
JAMES P. MULLIGAN,
Chairman.
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REPORT OF THE SUPERINTENDENT OF SCHOOLS
To the Westford School Committee:
I herewith submit my first annual report as superintendent of the Westford Schools.
1942, our first year in the War, has brought a re-evaluation of education in the minds of American people. We have always had a great faith in education, but today as perhaps never before we realize that there are different brands of education. Until recent years we felt what the world needed was more and still more education. We felt all the evils of the world-wars, poverty, crime, selfishness, and the like-could be solved if people could have more schooling. Now we know that education can be just as much a cause of those evils as a preventative. Witness the German nation - eighty million people so highly trained in the theory that war and brute force are virtues that they are willing to risk everything they have in seeking the false goal of race superiority.
Americans still believe in education, but some are not quite so sure as formerly. We are questioning the process, and we rightly should, but we shouldn't lose faith. Our error was in accepting educa- tion as a sacred fetish rather than a means to an end, for education can serve an evil master as well as a good one. Education is still the answer to many problems, but only if it is a quality of education that contributes to a purpose-in America, democratic living.
This being true, it is the job of us teachers, together with the assistance of all parents and townsfolk, to help our boys and girls secure a worthy conception of the American way of life. Knowledge in itself isn't enough, for knowledge can be used for evil purposes as well as good. Skills, habits, attitudes, and appreciations are the vital elements. Our job as teachers is to do all we can to help our boys and girls to develop into worthy men and women according to the democratic standard.
This we teachers in Westford are trying to do. We are striving to acquaint ourselves more fully with the ideals and principles of democratic living. Our teachers' meetings are devoted to this purpose. Many teachers are reading and thinking more about these ideals and principles than ever before. We are trying to help our pupils to learn to govern their own actions with a minimum of teacher help. (This does not mean that children are allowed to run wild without control,
109
for if a child cannot govern his own actions, the teacher must exert that control.) We are trying to make our schools happy, homelike places where children like to be. Our ideal is to create an environ- ment where the knowledges, skills, habits, attitudes, and apprecia- tions necessary for worthy living can be developed.
The above is the long-range view, but the war is demanding cer- tain adjustments. We are very much aware of these war needs and are cooperating in all ways we can. Everyone is acquainted with rationing and the part played by Westford teachers. Last February, a U. S. O. party was organized by the teachers for a group from Fort Devens and was a great success. Much of the success of this party was due to the excellent cooperation of other Westford organizations, whose contributions made the party possible. Our teachers are try- ' ing to help pupils to get a sane perspective of the war, the issues involved, and the problems ahead.
In the Academy, every effort is being made to use all the re- sources of the school and community to help pupils prepare them- selves for the war services ahead. Academy pupils have assisted on scrap drives and have been of tremendous assistance in maintaining the aircraft observation post. Elementary school children have fur- nished the enthusiasm, drive, and persistency in making a success of scrap collections and increasing war stamp sales.
Much progress has been made in our faculty in developing a cooperative spirit. Teachers share their skills and knowledge, and as the process is inter-active, all are benefitted. They recognize that co- operation involves taking and sharing responsibility by all concerned -superintendent, teachers, parents, and pupils. They recognize that deceit and unfairness soon undermine the happiness of teachers and pupils. Classroom activities cannot be carried on in a happy atmos- phere when teachers feel superintendents, supervisors, and principals are trying to "get something on them." On the other hand, it is also recognized that only as each teacher accepts her responsibilities and shares in administrative duties at all times can each school or the entire system function smoothly.
There is a definite trend on the part of our teachers to make their rooms more like workshops, which is what they should be, for going to school is the particular work of the young, imposed on them by society. In keeping with the workshop idea was the installation of several bookcases in various schools. More cases are under con- struction by the men teachers and the more capable boys in manual training.
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School buildings, grounds, and materials contribute in developing knowledges, habits, skills, attitudes, and appreciations, but only as they contribute are they worthwhile. For example, it is difficult and rather hopeless to get children, or adults, to respect property when that property is in a bad state of disrepair. On the other hand, prop- erty kept in good condition incites pride and our attitudes change accordingly for there are few people who do not like their surround- ings to be clean and attractive. Physical things aren't goals: they are the tools used. One can generally dig a better ditch with a good shovel than with a poor one, but unless one's attitudes, appreciations, habits, knowledges, and skills are of high quality, his work is most likely to be inferior. All repairs, decorating, and improvements on our buildings should be done to contribute to building worthy ideals, habits, attitudes, and appreciations. The only other possible justifica- tion for keeping our school plant in good condition is the one we all know-it is cheaper in the long run.
Benjamin Franklin is supposed to have said that the only things human beings are sure of are death and taxes. As every property own- er knows, repairs likewise are as sure for buildings. It would seem that inasmuch as a certain amount of maintenance is necessary each year, we should investigate thoroughly the extent of the yearly re- placement. This would allow long-range planning and annual repair work. We could plan painting so that once in five years either the interior or exterior of a building would be done. It would take a few years to get the schedule in full operation and, necessarily, rather heavy expenditures until then. The following schedule is suggestive:
Academy: Exterior 1943, 1950, 1955. Interior 1942, 1943, 1944, 1945, 1948, 1953.
There is so much to be done in the Academy that the immediate work is here scheduled over the next three years.
Cameron : Exterior 1946, 1951, 1956. Interior 1944, 1949, 1954.
Sargent: Exterior 1945, 1950, 1955.
Interior 1947, 1952, 1957.
Frost : Exterior 1944, 1949, 1954.
Interior 1946, 1951, 1956.
Nabnassett:
Exterior 1947, 1952, 1957. Interior 1945, 1950, 1955.
By using a schedule, it would be possible to plan our repairs to fit our means. If a five-year schedule is too expensive, then we should plan on a six, seven, or eight-year basis, but we should plan.
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The routine work such as repairing loose windows, replacing worn floors, loose plaster, antiquated equipment, etc., amounts to about $2000 yearly. Once our buildings are put in shape, $2000 to $3000 would seem, as things are today, to be a very reasonable amount for main- tenance. On the basis of the 1935 valuation of $118,300 for all our school buildings, which is extremely low, this figures an annual repair bill of 1.7% to 2.5%.
In 1942, the interior of Sargent School was completely redecorated. Mr. Spinner, the janitor, did an excellent job of painting and white- washing in the basement rooms. The interior of this building is in excellent condition. Fluorescent lighting has been installed, and the results are most satisfactory. Light meter tests averaged three candle power per room on the pupils' desks with the old fixtures. The fluor- escent lights now give 10 to 15 candle power which is considered rea- sonably satisfactory. We now have two schools equipped with more adequate lighting, and as soon as the war permits, the remaining schools should be so equipped.
A beginning was made on major repair work in the Academy. The treads were replaced on all stairs and hall floors relaid. Battle- ship linoleum was laid in the hallway in an effort to cut down on the noise of passing classes with results beyond expectation. The re- placement of stair treads was an urgent necessity as many treads were worn to the danger point. The walls and ceilings to the second landings were painted and refinished.
The Academy was reshingled and rotting finish work replaced. When it was felt last fall that funds were available for the painting of the Academy, we advertised for bids. No bids were received, and because of the lateness in the season, the work was postponed until 1943.
There was an unusually large turnover in our personnel during the past year. Miss ยท Ethel Caldwell resigned to accept a position at Willimantic, Conn. Mr. George Charron left us to do guidance work in the Nashua, N. H., schools. Mr. Julius Mueller resigned during the summer to become principal of Dalton High School. Mr. Frederick Delaney left us to teach science at Rockport High School. Miss Mary Healy resigned early in the spring to be married. Mrs. Letitia O'Clair retired in June. Miss Mary Reynolds resigned in September to accept other work. Miss Anna McPartlin accepted a position in the Win- chester Schools. To all of you we wish success in your new work.
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To Mrs. O'Clair, Westford extends its appreciation for your long and loyal service. Many boys and girls have gone through your class- room and are better men and women today for having had you as a teacher.
We were especially fortunate in securing replacements. In the Academy, Mr. Anthony Brackett, former submaster at Cape Elizabeth, Me., High School was elected principal; Mr. Samuel Frolio, formerly science teacher at Dover, N. H., was chosen to fill the science vac- ancy; Mrs. Helen Rochefort, an experienced teacher, was employed to teach languages.
Mrs. Ruth Wright was elected principal of Sargent School. Mrs. Wright was formerly a teacher at Sargent School and substituted at Frost School last spring.
Miss Esther Burns, who substituted at Sargent School last year, was chosen for the first grade teacher at Frost School; Miss Edwards, the former first grade teacher, was transferred to departmental work in the same building.
At Cameron, Miss Janet Kenney was elected to the fourth grade position. Miss Helen Johnston was chosen for the third grade there. Both Miss Johnston and Miss Kenney are recent graduates of Lowell Teachers College.
Miss Phyllis Boynton, who taught at Wytopitlock, Maine, last year was appointed for the first three grades at Nabnassett. Miss Helen Brownrig, recent graduate of Salem Teachers College, was appointed teacher of the special class.
On behalf of the school children of Westford, I extend thanks to the Abbot Worsted Company and the C. G. Sargent's Sons Corpora- tion for the generous Christmas gifts.
The teaching staff values highly the excellent cooperation given it during the past year by the School Board and townsfolk and wish you to know that it is united in the ambition to make Westford Schools the finest possible. May I personally thank the School Board, principals, teachers, townsfolk, and pupils for their cooperation, hard work, and devotion to this ideal.
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REGISTRATION-WESTFORD PUBLIC SCHOOLS October 1, 1942
SCHOOL
GRADES
1
2
3
4
5
6
7
8
9
10
11
12
P.G.
Total
U
Academy
55
43
37
20
2
157
Wm. E. Frost
20
8
12
16
22
21
15
27
141
Sargent
25
28
13
16
24
26
18
12
162
Cameron
26
22
27
25
29
15
18
31
193
Nabnassett
13
7
4
8
32
Totals
13
78
62
60
57
75
62
51
70
55
43
37
20
2
685
U-Ungraded
P. G .- Post Graduate
Registration of Minors October 1, 1942
MINORS BY AGE GROUPS
5-7
7-16
Totals
Girls
60
287
347
Boys
52
286
338
112
573
685
-
-
-
-
-
-
CORPS OF TEACHERS, DECEMBER 31, 1942
School
Teachers
Training at
Date of Appointment
CAMERON SCHOOL .Peter F. Perry, B. S., Ed. M. (Prin.) ...... Hyannis Normal, Boston University ....... Sept.
1924
Marion E. Carroll, B. S. E. Lowell State Teachers College Nov.
1936
Barbara Gray, A. B. . Emmanuel College . Sept. 1941
Helen A. Johnston, B. S. E. Lowell State Teachers College . Sept.
1942
Janet L. Kenney, B. S. E. .Lowell State Teachers College
. Sept. 1942
M. Eleanor Murphy, B. S. E. Bridgewater State Teachers College .. Sept. 1940
Louise E. Thompson, B. S., Ed. M. Lowell Normal, Boston University .. Sept. 1922
Ruth A. Walker Lowell Normal School
Sept.
1922
WM. E. FROST .K. Merton Bozoian, B. S. E. (Prin.) ...... Bridgewater State Teachers College ...... Jan.
1942
Esther T. Burns, B. S. E.
Lowell State Teachers College Sept.
1942
Shirley M. Coughlin, B. S. E.
.Lowell State Teachers College Dec. 1940
Rita H. Edwards, B. S. E. . Lowell State Teachers College .Sept. 1939
Kathleen R. Hammersley, B. A. .D'Youville College
.Oct.
1938
Ruth P. Tuttle Lowell Normal School
Sept.
1903
NABNASSETT Phyllis Ethel Boynton, B. S. E. .Hyannis State Teachers College .Oct. 1942
Helen R. Brownrigg, B. S. E.
Salem State Teachers College .Sept. 1942
SARGENT SCHOOL ... Ruth L. Wright (Prin.)
. Plymouth, N. H. Normal Sept. 1931
Jean E. Bell
Fitchburg Normal Apr. 1930
Lottie D. Blodgett
Farmington Normal Sept. 1916
Alice M. Cullen
Lowell Normal School
Nov. 1940
Ann Harrington
Lowell Normal School Sept.
1926
Mary Meehan, B. S. E.
Lowell State Teachers College .Sept.
1938
Helen Trainor, B. S. E.
Lowell State Teachers College .Sept. 1941
Lillian G. Wright Lowell Normal School .Sept.
1914
ACADEMY Anthony G. L. Brackett, B. S., Ed. M. (Prin.)
Middlebury College, Harvard University .. Sept. 1942
Mildred J. Caram, B. S. E. Salem State Teachers College Sept.
1941
Ernest R. Dalton, B. S., A. M., M. P. A. .. Bowdoin College, Harvard University .... Sept.
1941
Samuel F. Frolio, B. S., Ed. M. Tufts College, Boston University .Sept. 1942
Marian K. Kelly, A. B., A. M. Hunter College, Columbia Sept.
1940
Mary L. Robinson, Ph. B. Goucher, University of Chicago Sept. 1927
Helen R. Rochefort, A. B. Tufts College
Sept. 1942
Ethel T. Tewksbury .Chandler Normal School Jan.
1935
MUSIC SUPERVISOR Lilley Mae Moran
Nov.
1935
SCHOOL NURSE ...... .. C. Veronica Meagher, R. N. (Mrs.)
...... St. John's Hospital Sept.
1927
SUPT. OF SCHOOLS .. Chester V. Sweatt, B. S., Ed. M.
.Univ. of Maine, Western Res. Univ. ........ Sept. 1931
Aug.
1942
ELEMENTARY SCHOOL GRADUATES June 1942
CAMERON SCHOOL
Irene Jeannette Bedard
Eleanora Mary Mulligan
Theresa Olive Byron
Constance Joan Reeves
Kay Marie Corey
Marie Anne Ricard
Francis Lawrence Delaney
Mary Lillian Rogers
Marion Frances Fitzpatrick
Michael Sawosik
Robert Frederick Fitzpatrick
Vera Sawosik
Lawrence Robert Kane
Irene Szylvian
William Joseph Kavanagh
Margaret Mary Thompson
Francis Michael McKniff
Margaret Ann Lahme
Helena Ann McKniff
Arthur Theodore Greenslade
Edward Walsh
WILLIAM E. FROST SCHOOL
Shirley Elizabeth Burne
Doris Theresa Kulisich
Carol Carlow
Myrna Louise Morse
Alfred Arthur Carlson
Robert Bliss Perkins
William George Chace, Jr.
Mary Elizabeth Rancour
Donald Eugene Coombs
Marden Homer Seavey, Jr.
James Henry Ditmar
Margaret Frances Sullivan
Edward Vinton Earle Claire Ferguson Marjorie Ruth Hughes
Ruth Lillian Walker
John Joseph Waugh
Harold Edmund Whitney
SARGENT SCHOOL
Fred Nickolas Sudak Marjorie Evelyn Beebe Lucille Marie Gervais Doris Alma Perron Jacqueline Theresa Grenier Charlotte Theresa Rioux John Henry Jaroma Lucille Alice Grenier Georgette Yvonne Milot
Veronica Patricia Sullivan
Doris Cecile Milot
Philip Gilbert Hall
Robert John Connolly
Eleanor Stella Lewkowich ' Raphael Alfred Oliver
Carol Ann Hanson
Emile Paul Valcourt Steven John Belinsky
Charles Worden
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REPORT OF THE PRINCIPAL OF WESTFORD ACADEMY
for the Year Ending December 31, 1942
January 1, 1943
Mr. Chester G. Sweatt, Superintendent of Schools, Westford, Massachusetts.
Dear Mr. Sweatt:
It is a pleasure to submit the annual report of Westford Academy.
Westford Academy opened its doors September 21, 1942 challenged by the world conflict. In company with all other secondary schools throughout the land, Westford Academy was under the necessity of doing its part to help win the War. This part means particularly to meet the wartime needs of the boys and girls in the community. Westford Academy has tried to meet the needs of its community adequately. Westford Academy has endeavored to adjust itself to the changing conditions of the times and constantly to be ready to answer new demands.
One of the first of these new demands was the changes made necessary by the late school opening. Instead of schools starting September 9, the traditional Wednesday after Labor Day, schools began nearly two weeks later in order to allow students to assist in harvesting. Even after school was officially under way, several stu- dents continued with their labors, and all during the fall boys were excused for periods of from a half day to two or three days in order to lend assistance to farmers faced by an acute labor shortage.
Adjustments were made by the faculty in the program of studies in order to allow for these irregularities.
When school opened in September, many boys and several girls were regularly employed in full time jobs. In some instances these boys and girls continued with their work, shifting only the hours at which they reported to their place of employment in order to be in school. As the year has progressed, the number of pupils working at regular jobs after school hours has increased. Adjustment has had to be made by the faculty in order to allow for this situation.
118
At the time of the opening of school, boys 18 to 20 years of age were not subject to draft, although they realized that whether the proposed changes in the draft legislation were made or not, they would be faced with induction in a few years. With the prospect of being called to active military duty shortly, boys felt the need of school work which would fit them to become better fighting men. Changes have been made in the curriculum of the Academy to provide this training. The wisdom of the alterations in the program of studies has been demonstrated by the present draft legislation calling all boys over 18 to the colors.
Although not subject to active military service, girls realized last September that they might soon be called upon to play an important role in war industry. The girls, therefore, demanded new features in the school curriculum and modifications of established practices. Such additions and modifications have been made.
Perhaps one of the most apparent changes has been the modifica- tion of the graduation requirements. According to present regula- tions, any senior who leaves school at midyears in order to enlist in the armed services or to be inducted into them will receive his diploma at the regular graduation ceremonies of the Academy. He must, however, be passing all of his required subjects at the time of his leaving school, he must be a good school citizen, and he must have the recommendation of the Principal of the Academy as a student worthy of the honor of receiving a diploma. Under somewhat the same regulations pupils may leave school at midyears in order to at- tend an institution of higher learning and receive their diplomas in June from Westford Academy.
Another change very decidedly brought about by the War has been the institution of a course in pre-flight aeronautics. Upon the successful completion of the course a pupil may take the official C. A. A. examinations. This course is taught in a very practical manner, with a minimum of theory, and a stress upon actual prob- lems of aeronautics. It has one of the largest enrollments of any course in the Academy.
A course introduced this September, largely because of the War, is Spanish. During the year 1942-1943 a beginning course in Spanish will be taught. Next year it is hoped to add an advanced course. This study is the most popular of our language courses.
A further addition brought about by the War is the effort to give each senior as much practical work experience as possible. Senior
119
girls are being allowed to do an increasing amount of clerical work in the office of the Principal and the Superintendent, and as assistants in the work of the rationing board. Boys are encouraged to work at part time jobs in the community.
Another change brought about by the War, but not started since September, is the manning of the observation post in the tower of the Town Hall. The post is operated by Academy students from eight until four during the school week. The Academy is officially enrolled in the High School Victory Corps.
Although such features as a modification of graduation require- ments and the institution of new courses may be the outstanding in- novations of the past year, an even greater change has been witnessed -a change in attitude. Pupils came to school with a seriousness of purpose on September 21, 1942, which has not been equalled in recent years. For the most part this seriousness of purpose has been maintained. The content of many courses has been made stiffer and the work of the harder studies has been done without complaint. Such courses as aeronautics, chemistry, and mathematics have had larger numbers than usual enrolled. In several instances where pupils could not take mathematics because of a maximum recitation load of required subjects, they have entered advanced mathematics courses as non-credit pupils. Auditors are not usually found in secondary schools.
The return of friends and relatives from the armed services on furlough has demonstrated clearly to the boys the necessity of sound scholarship. This has resulted in boys taking more difficult courses and in studying harder. Particularly has this been true in mathematics.
Another change which the War has brought about in the Academy has been the great curtailment of inter-school athletics. Few games have been played with other schools and no organized schedule has been maintained. On the other hand there has been an increase in intra-mural activity.
There has been, perhaps, a greater interest in social activities of the school to take the place of the outside interests which the pupils formerly found. This has been a decidedly healthful occurrence from the point of view of school morale. Pupils have learned to be self-reliant in the matter of their entertainments.
A new spirit has also been shown on the part of the faculty. The teachers have had little patience with triflers this year. During the
120
years of depression, when it was probably wise to keep boys and girls in school and out of mischief, work was made easy and pupils were constantly prodded in order to force them to learn. This year it is felt that only those desiring to learn are worthy of special attention. Extra conference periods have been arranged in which pupils may receive teacher help.
The faculty has also tried to encourage self discipline and restraint on the part of the pupils. It is realized that in many cases only a short interval of weeks may pass before a boy or girl who has been constantly supervised by parents and teachers will be sud- denly removed from his home community and forced to make all de- cisions for himself. If this new life comes upon him without any preparation he is likely to make many mistakes. It has, therefore, been the purpose of the faculty of the Academy to encourage inde- pendent thinking and activity, with only a minimum of teacher control.
The teachers have also kept constantly in mind the demands upon education to do everything possible to aid in the war effort. There has been a continuous evaluation of each course on the part of the teachers to be certain that in every way possible the course is being used to help win the War. New material is constantly being introduced and obsolete material, or material not as vital to the war effort, is being thrown out. The faculty has determined to do its bit.
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