USA > Massachusetts > Middlesex County > Westford > Town of Westford annual report 1947-1951 > Part 15
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The total number of pupils registered on September 1, 1948, was 158, of which 67 were boys and 91 were girls.
The attendance record of 93.85% for the past year shows a definite improvement over the lower records experienced during the previous years.
The number of tardinesses-1.19 per pupil-is high. This loss of time on the part of a pupil results in both a serious educational and economic loss. In order that the school's record and standing may be maintained and improved, it is extremely urgent that parents assume more responsibility in assuring prompt and regular attendance on the part of their children. We, the teachers, can urge pupils to be present and on time; but it is up to the parents to demand better attendance on the part of their children.
The only change made in our curriculum the past year has been to take two mathematics courses out of the core curriculum and make each a requirement in the academic and general course.
Our "Open House" night proved very successful last year as we had more than a hundred parents visit school during the evening when regular classes were in session. Besides giving the parents an oppor- tunity to see the teachers teach, we also made it possible for them to see all of our audio-visual aids put to classroom use. Since then, the Westford Academy Trustees have given us a tape-recording machine which will help us to more expeditiously improve our pupils' diction and develop fluency and self-confidence. In addition, it will enable us to keep our students better informed and up-to-date by re-broadcast- ing radio programs which do not coincide with our time schedule.
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As has been done in many towns, we are now having a late bus three afternoons a week. This bus has helped us a great deal in plan- ning our activity program as well as giving the pupils an opportunity to stay to make up work. It has also made it possible for us to have a remedial reading class one afternoon a week.
The challenge facing the schools today of making their programs meet the needs produced by our rapidly changing social concepts is exceedingly great. If Westford Academy is to continue its reputation as one of the better schools of the state, it must keep sensitive to these changing needs. It must keep its program dynamic and not allow it to become static. In keeping with this thought, there has been re- newed effort to make the school experiences of the students rich with opportunities to study and practice the democratic way of life. There is also a concerted attempt to develop a militant faith in American democracy.
I am convinced that the citizens of Westford want a good high school. They want every child to have an equal chance with every other child in Massachusetts or in the nation. A good school and a fair chance are inseparable. Your desire is that your children shall have sufficient training to meet future requirements satisfactorily. What these requirements may be, for each individual child, is difficult for anyone to foresee; but we certainly should expend every effort to provide that type of secondary education which will best meet the needs, abilities, and interests of our present-day school population.
Our first duty, then, would seem to be to examine our present curriculum in the light of these requirements, keeping constantly in mind the type of pupil with which we are working. Do we have the right courses ? What are our pupils like, and what should they be studying in order to have their desired chance ?
It is quite evident that the average high school pupil today is not what he was twenty-five years ago. Today we are getting the poor student along with the good, whereas a quarter of a century ago only those attended high school whom we might now term as "the cream of the crop".
This influx into our schools means that we must either train our boys and girls adequately here and now for the life work which they will enter upon their graduation, or properly fit them for post-sec- ondary education in higher institutions of learning.
While I have every faith in higher education and will never cease in my efforts to guide and encourage toward college those pupils who
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can plainly profit by it and adequately accomplish it, I do feel that our primary concern should be with the greater number of our children whose formal education will terminate with graduation from West- ford Academy.
The following statistics on our graduates for the period 1940-48 still further convinces me along these lines.
Westford Academy Graduates Who Entered College
Year
No. of Graduates
No. entered College
1940
34
2
1941
38
5
1942
37
2
1943
18
3
1944
26
8
1945
28
7
1946
37
8
1947
39
5
1948
37
3
It should not be assumed, however, that we do not have the courses, or do not meet the standards set by the colleges, to enable · our pupils to pursue higher education. Our curriculum and instruc- tion is most adequate for that purpose. As a matter of fact, in each class there are qualified students who are unable to attend college be- cause of the lack of finances. It is unfortunate that in a traditionally academic school there are no scholarships available to help these students.
What then should we do for our boys and girls that we are not already doing for them? Many of our girls are taking advantage of the commercial course, whereas the rest of the girls and boys are in either the academic or the general course.
My recommendation would be that as soon as possible, diversified courses in Trades and Industry, Home Economics, Health and Physical Education be included in our program. Through such courses more of our boys and girls may be better fitted to become finer citizens of Westford, physically fit and capable of earning a good living in a type of work that is in keeping with their interests and abilities.
The guidance program which has been started this year should be expanded so that students will better know their capabilities and se- lect those courses which have the most to offer them.
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The testing program made possible by the Westford Academy Trustees should be extended into the 7th and 8th grades.
The present testing program consists of intelligence, reading, and achievement tests. This minimal testing program enables the teacher to understand the child more quickly so that she might teach the child more effectively. It also helps us better to adapt the school program to the child. In conjunction with the testing program, we should have remedial reading classes.
I also recommend that studies be conducted to determine the ad- visability of following the prevailing trend in more progressive schools and including in our curriculum, courses in consumer education, safety education, aviation, and driver training.
The schools belong to you and must be what you want. They will be good when you take time to study their needs carefully and consci- entiously, and they will fail when you neglect them. They are the liv- ing part of our social existence, and they derive their vitality solely from the very life streams of society's individual members. They must continuously receive your radiant energy. It is urgent that all take as active a part as possible in these activities that pertain to the school.
In closing, I wish to state that our accomplishments and gains during the year have been due to the combined efforts of the School Committee, the Superintendent of Schools, the teachers, the Westford Academy Trustees, and the citizens of Westford: to all of you I am greatly indebted.
PRINCIPALS
Numerous factors contribute in one way or another to the suc- cessful conduct of an organized school program. Our principals are an important. part of the administration set-up of our school system. I have asked them to report on some of the more significant points which are helping our schools to remain at the present high educational levels.
Mr. Bozoian's emphasis is placed on the value of having a com- petent and experienced staff: "One of the indispensable elements of a good school system is a competent and experienced staff of teachers working together cooperatively toward the attainment of common purposes motivated by common ideals. Good teachers have personal and instructional qualifications which help them to develop a greater awareness and deeper understanding of problems in education and growth along professional lines.
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Competent and experienced teachers have personal attributes which are essential to their work with young people. Such qualifi- cations as the following are definite assets: cooperative spirit; sincerity and loyalty; intelligence; general culture; interest in the community; good physical and mental health; and an understanding of young people and the educative function.
Competent and experienced teachers have instructional qualifi- cations which contribute to the effectiveness of their work with the youngsters: preparation for the work being done; adequate acquaint- ance with related fields; knowledge with the fundamental aspects of our social, economic, and political life; experience with out-of-school activities; familiarity with means and methods of stimulating pupils to effective and purposeful study; insight into the nature of pupil growth and development; and willingness to keep up with new de- velopments, new theories, and research in the field of education.
A school system must depend on qualified teachers with ex- perience to provide the continuity of an effective educational program. Securing and keeping competent teachers is essential to towns like ours if we are to maintain educational advantages we have gained."
Mr. Hershfield's report will show how school activities help to develop right attitudes: "Physical, mental, and moral vitality are conserved and promoted through the correct planning of certain school activities. One can appreciate the positive educational influence of such school activities by observing them at close range.
A program based on planned recreation and planned manual and domestic training is in operation at the Cameron School. This program is necessarily emphasized in the upper grades due to its nature. The activities may be grouped into two categories: i.e., those which are conducted during school hours and directly affect a large percentage of the student body, and those which take place after school and directly or indirectly affect the school management.
In the first category are classed the manual training and model airplane classes for boys, and sewing classes for girls. For both boys and girls there is the weekly meeting of the Association which develops student participation in school policy-making as well as student programs. The "Midget Mirror" is issued monthly by the literary-minded for the pleasure of the entire school. Dancing classes are held twice a week. A candy counter is managed by the students daily. These activities serve to develop the child's ability along any field of interest which he may wish to follow, be it manual, domestic, literary, social or business.
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The second category includes the activities of the school patrol in helping police the traffic problems of the children; the seasonal games of basketball and baseball, and the use of swings as a recre- ational asset for the younger children. Finally, the school is used once a week as a meeting place for the Boy Scouts and the Cub Scouts.
The promotion of this program of extracurricular activities and expanding the curricular to include manual and domestic training is gradually having a favorable effect upon the students. Oftentimes it may transform the slow and lethargic child to one with quickened perceptions; make an agile and poised child of one who was clumsy and awkward; develop socially a child who heretofore did not possess the power to cooperate with others; and finally train and develop the power of the will for restraint and self-control."
Mr. Getchell will explain how administration can develop co- operation between pupils, teachers, principals, and superintendent: "During the last decade, the schools of Westford have been conducted in accordance with the latest principles of democratic administration as advocated by all the leading authorities in the field of modern educational administration. By democracy in administration is meant the sharing of experiences and ideas in the formulating of school policies by those to whom the policies will apply: i.e., superintendent, principals, teachers, and pupils.
Here in Westford all members of the school personnel, from the School Committee to the pupils, are encouraged to participate in school planning. This is done through various mediums-principals meeting with the School Committee, principals' meetings called by the superintendent, teachers' meetings called by the superintendent or principals, and meetings of student governing bodies such as the school Associations.
However, the real strength of this democratic administrative set-up lies within each of the individual buildings for it is here that principal, teachers, and pupils are working together day in and day out. The teachers' meetings held within the building are characterized by the general exchange of ideas, led by the principal or some teacher. Building policies are planned by all, on the theory that "many heads, under tactful guidance, are better than one". The children are en- couraged to give their viewpoints in regard to certain school matters through their participation in the various school Association meetings. These meetings are conducted on the town-meeting plan and are governed by accepted rules of procedure with the principal retaining power of veto in regard to any action taken by the pupils.
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In these days when so many "isms" are making inroads into the American way of life, Westford is indeed fortunate that its children are being guided by staff members who are well-versed in the demo- cratic way of life and who in turn can inculcate these habits within the children. Thus our children become, in later years, an informed public and an informed public is a strong America."
Mrs. Wright will report on how outside groups influence our schools: "Social habits and attitudes are most easily cultivated in small children when they are made to feel secure in an environment with which they are familiar. This has become a proven fact in Nabnassett, where each one of the forty-one children enrolled this year is confident that his parents and teachers are working together to give him the best education possible. This spirit of cooperation has meant a great deal to the teachers, for their best work can be done only where relationships are friendly, and directed toward building important attitudes in the children.
Interest in school affairs is evidenced by the support received from the adult organizations in this community.
The Nabnassett Booster's Club, through gifts and interested participation in all school activities, is an influence for better under- standing, leading the child to the realization that his parents play an important part in his school life.
The Nabnassett Community Club, while functioning, was an organization whose main purpose was betterment of community conditions, especially as regards the school. By gifts and carefully planned parties the children were made to feel that this group was whole-heartedly interested in their welfare.
The Nabnassett Parent-Teachers Association, only recently organ- ized, has already made plans for the further development of better understanding between the home and the school.
As Nabnassett School continues to grow in size, we can be sure that these relationships between parents and teachers will continue to be pleasant and productive of good for all Nabnassett children.
PERSONNEL
Many changes in the teaching staff have taken place during the past year. There were three resignations in the Academy; namely, Mr. David L. Wyman, whose position was filled by Miss Marea R.
113
Kelly; Mrs. Carolyn D. Ashworth, replaced by Miss Eileen K. Green- wood; and Mrs. Marilyn P. Rogers, by Miss Eleanor A. Rodgers.
Miss Jean Frazier of Cameron School resigned to go to Medford at a much higher salary and her position was filled by Miss Marjorie A. Raney. Miss M. Sheila Gilmore was replaced by Miss Patricia C. Mangan. Because of the transfer of Miss Raney from the Frost School to a higher grade at Cameron School, Mrs. Florence B. Morris was elected to fill the vacancy. In September, Mrs. Mary D. Murphy was appointed to teach at Nabnassett, making it possible to keep the first four grades in this building. Miss Mary Mahoney of Sargent School resigned and her position was filled by Mrs. Helen H. Gibbons.
ELEMENTARY SCHOOLS
Last year the Curriculum Foundation Series of Basic Readers was adopted and put into the first three grades. We have extended these readers to other grades and will complete the series this year through grade six.
Our music books were in deplorable condition. Last year books were bought for two grades and we now have completed the series through grade six.
.
This year we are making a thorough study of our arithmetic problems, with the idea of buying new books to replace the ones we now have, likewise in poor condition. The entire teaching staff is at work on this project, as part of their in-service training program.
BUILDINGS
The citizens of the Town should be proud of the appearance of the school buildings. Because of a schedule adopted some years ago the exteriors and the interiors of the buildings have been kept in good condition. We have fallen somewhat behind in the original plans, but it is my hope that we can shortly bring this schedule up-to-date.
Each year there is a certain amount of repair work that must be done, and it has been the policy of the School Board to take care of such jobs as they arise. Following is the list of repairs made:
1
Boiler repaired at the Academy.
2 Sink and drain repaired at the Academy Lab.
3 New outside basement door at the Academy.
4 Halls and stairways painted at the Frost School.
114
5 Plumbing repairs at the Frost School.
6 Completed basement painting at the Cameron School.
7 Two new outside basement doors at Nabnassett School.
8 Two new fire escape doors at Nabnassett School.
9 Repaired ceiling at Nabnassett School.
10 Finished principal's office at the Sargent School.
Our main objective this year is to give one coat of outside paint to Frost and Cameron Schools, and to care for any minor repairs that may arise.
GIFTS
It is a pleasure to extend a sincere "thank you" to the Abbot Worsted Company and C. G. Sargent and Sons Corporation for their very generous gifts, making possible Christmas parties in all the elementary grades. Teachers and pupils are deeply appreciative of this annual donation.
The Trustees of Westford Academy have very generously financed a testing program for the Academy, and have also donated prizes at graduation. In addition, they have presented the Academy with an excellent tape recording machine which will be of inestimable value in the teaching- of many subjects. We are indeed fortunate to have as Trustees, men of vision, with a keen appreciation of the progress which is constantly being made in education.
The Westford Citizens Committee deserves a great deal of credit for the excellent Christmas party they gave the pupils of the Frost School, a party that will long be remembered by the children fortunate enough to be présent.
The Community Club, the P.T.A., and the Nabnassett Boosters have made contributions to the Nabnassett School which certainly has added to the enrichment of the school program.
Through the generosity and fine spirit of Harold Wright, a former graduate of the Academy, in providing free bus transportation to the games, the athletic program has been greatly strengthened.
The Westford P.T.A. is another outstanding organization which contributes liberally to the school program. Such organizations can- not help but make for better cooperation and understanding between parents and schools.
I would like to express my deep appreciation to all who have made my first few months as superintendent a pleasant experience. My appreciation is extended to the School Board, principals, teachers, secretary, and all school personnel, the Townspeople, and pupils, for their fine cooperation, hard work, and understanding. I am indeed grateful.
Respectfully submitted,
PETER F. PERRY,
Superintendent.
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WESTFORD ACADEMY PROGRAM OF STUDIES - 1948 - 1949
Core for Students
Electives for Courses
Academic
Commercial
General
Freshmen
English I Subject starred
Algebra*
Jr. Bus. Tr .*
Prac. Math .*
Civics
Jr. Bus. Tr. Civics
French I
French I
Gen. Science
General Science
Prac. Math.
French I
Sophomores
English II World History
Plane Geometry Biology French I or II
Typewriting I
Bookkeeping I
Biology French I or II
Biology French I or II Typewriting I
Juniors
English III U. S. History
Algebra II French I or II Spanish II Physics
Bookkeeping I or Il
Business Law Psychology
Stenography I
Typewriting II
French I or II
Psychology
Spanish II
French I or II
Typewriting II
Seniors
English IV Problems of Democracy
Physics French II Trigonometry & Solid Geometry Economics
Stenography II Bookkeeping II French II
Economics Consumer Science
Physics
Consumer Science Business Law
French II
* Required in this course.
1. All subjects listed above meeting five periods a week and provide one unit of credit with the ex- ception of Typewriting, which counts one-half unit. 2 All pupils take Music one period a week.
3. A student enrollment of at least 10 may be required for a class section in any subject.
4. Students must have a C or better average in Al- gebra I if they plan to take Plane Geometry. Stu- dents must have a C or better average in French I if they plan to take French II.
Civics
Gen. Science
EXPENDITURES OF THE SCHOOL DEPARTMENT-YEAR 1948
SCHOOLS
Teachers' Salaries
Academy
$ 21,538.00
Elementary
52,082.00 $ 73,620.00
Textbooks
Academy
552.62
Elementary
2,360.70
2,913.32
Supplies
Academy
1,418.25
8
Elementary
2,140.02
3,558.27
Other Expense of Instruction
Academy
207.26
Elementary
217.64
424.90
Janitors' Salaries
Academy
2,480.11
Elementary
6,810.28
9,290.39
Fuel
Academy
1,433.44
Elementary
3,647.11
5,080.55
Miscellaneous Operation
Academy
Water
128.84
Janitors' supplies
218.59
Lights
379.88
Telephone
36.04
Elementary
Water
220.78
Janitors' supplies
458.78
Lights
477.35
Telephone
126.47
2,046.73
Repairs
Academy
1,192.47
Elementary
1,441.32
2,633.79
Furniture and Fixtures
Academy
41.25
Elementary
949.73
990.98
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Health
Academy
131.57
Elementary
207.56
339.13
Transportation
Academy
5,386.80
Elementary
5,309.80
10,696.60
Tuition
Academy
66.08
Elementary
112.80
178.88
Other Expense
Academy
212.78
Elementary
39.36
252.14
Emergency
500.00
General Control
Superintendent's salary
4,016.58
Superintendent's expenses
144.90
Clerk
1,300.00
School census
85.00
Office expenses and telephone
179.78
5,726.26
Outlay
Academy
342.50
Elementary
207.09
549.59
Total
$118,301.53
Receipts:
Reimbursement for State Wards $
987.58
Reimbursement on Transportation
6,119.90
Reimbursement out-of-town tuition
672.48
Reimbursement (est.) State Income Tax
22,620.00 . 30,400.17
Total Net Cost to Town
$ 87,901.36
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CORPS OF TEACHERS 1948-1949
School
Teachers
Subject or Grade Date of Appointment
Westford Academy ...... John T. Conrad, B.S.E., Principal Social Studies
Sept. 1946
(St. Anselm's, Keene Teachers College)
Eliz Dohanian, B.S. French, Algebra, Jr. Business Training
Sept. 1947
(Tufts College)
Mary A. Finn, B.S.E. Commercial Subjects Sept. 1946
(Salem Teachers College)
Eileen K. Greenwood, A.B. (Tufts College)
Social Studies, Psychology Sept. 1948
Marea R. Kelly, A.B. (Boston University)
English, French Sept. 1948
John A. Rennie, A.B. (Wesleyan University)
Science, Biology, Economics
Sept. 1946
Kenneth H. Robes, B.S.
Mathematics, Business Law Jan. 1947
(Dartmouth College)
Eleanor A. Rodgers, B.S.
English, Spanish Sept. 1948
(Simmons College)
Cameron School Harold Hersrfield, B.S., B.S.E., M.Ed., Principal
8
Jan. 1948
(Massachusetts Institute of Technology, Boston University, Harvard)
M. Estelle Guay, B.S.E.
(Lowell Teachers College)
1
Sept. 1947
Ruth A. Walker
(Lowell Normal School)
2
Sept. 1922
Marjorie D. Raney, B.S.E.
(Lowell Teachers College)
3
Sept. 1947
Patricia C. Mangan, B.S.E.
(Lowell Teachers College)
4
Sept. 1948
Natalie Hart, B.S.E.
(Lowell Teachers College)
5
Sept. 1947
M. Patricia Ahearn, B.S.E.
(Lowell Teachers College)
6
Sept. 1947
D. Ethel Cleary, B.S.E.
(Lowell Teachers College)
7
Sept. 1948
Wm. E. Frost School ..... K. Merton Bozoian, B.S.E., M.Ed.,
Principal
8
Jan. 1942
(Bridgewater, Harvard)
Florence B. Morris
(Lowell Normal School)
1
Sept. 1948
Shirley C. Oliver, B.S.E.
(Lowell Teachers College)
2
Sept. 1940
Ruth P. Tuttle
(Lowell Normal School)
3, 4
Sept. 1903
Rita H. Miller, B.S.E.
(Lowell Teachers College)
5
Sept. 1939
Gertrude H. Madden
(Lowell Normal School)
6, 7
Sept. 1947
Sargent School
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