USA > Massachusetts > Middlesex County > Westford > Town of Westford annual report 1947-1951 > Part 7
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"We also graduate pupils whose achievements in secondary education are of little value either to themselves or to the state. The fact that the latter ARE graduated contributes to the confusion that surrounds the meaning of graduation.
108
Secondary education has ceased to be an interesting intellectual undertaking, especially in the larger schools. Pupils have large free- dom to choose combinations of courses which may or may not exhibit any particular coherence. As the result of changes from curriculum to curriculum, the programs of many pupils exhibit a hit-or-miss accumulation of credits.
The conclusion cannot be escaped that secondary-school gradua- tion means merely that the pupil has served time. It is necessary to mention only in passing the well known facts overlapping in achieve- ments of work in various curricula and courses, and the absence of agreement among teachers on standards for determining credits. Failure still eliminates a few of the less competent. For the group as a whole, however, the diploma is not a certificate of competence, but an indication that incompetence HAS NOT BEEN PROVED."
In our own Academy we have no intention of going contrary to a national trend, but we do propose to have our diplomas stand for something positive and we do intend that the courses chosen by the pupils exhibit some coherence. During the past year we have made two changes designed to offer more guidance to the individual student and to improve the general tone of the conduct in the school. These were clarifications of the curriculum and a change in the school hours.
In common with many secondary schools, Westford Academy has for some time stressed the Core Curriculum which provides a basic general education for all. Among the elective subjects, however, a student could choose without any over-all plan. Seniors might take what would be normally freshmen courses, and all students might run the complete range from college preparatory to commercial sub- jects. We have now shifted to what we call a "controlled core cur- riculum" in order to integrate the student's four-year program. The present core of required subjects is retained, but the choice of electives is limited in accordance with his over-all four year plan. A skeleton plan of the program is included in this report.
We now designate a student's four year program as an academic, commercial, or general program and indicate in advance the courses from which he may choose his electives. This is an open admission of what had been done often in practice anyway, and helps the enter- ing student to gain a true picture of what his future program will look like.
In some schools no mention is made of a college course; but the entrance requirements of the colleges force the student in practice to take certain courses if he proposes to enter college. Nor is mention made of a commercial course; yet the demands of business force cer-
109
' tain requirements upon the students who would enter commercial pur- suits. I believe if we openly inform the student what he will need in a college program, or in a commercial or general program, it will help him gain perspective and will guide him in his choice. The core courses remain the same, but it seems a more candid facing of each student's problem in preparing him for his future to call a spade a spade and to acknowledge the difference in preparation which dif- ferent interests require.
In the past the average student in the Academy had four periods of subject classes a day and three periods of study, except for an occasional club period. This proved to be an excessive proportion of study or free time, particularly for those electing courses requiring little preparation. We felt that the disproportionate amount of free time led to a slackening of effort and interest and was a contributing factor to laxity in discipline. This was especially true when the majority of study classes were of necessity held in the gymnasium where study facilities are very poor. It seemed wise to encourage in our high school students an attitude of effort and endeavor rather than one of taking it easy. By shortening the school day we scheduled the same number of subject classes and eliminated some of the free time. We hope this will train the more serious students in habits of application and study; for those taking subjects which involve less home study the decrease in free time has meant no handicap. The shortening of the day has also met with approval from the parents of younger children in the elementary schools and from local physi- cians who realize that, particularly for bus pupils, a long school day is a strain on the strength of the younger children.
We have enlarged the offerings of courses this year in the Acad- emy by adding Economics and second year Bookkeeping for Seniors, Business Law for Juniors, and again offering Junior Business Train- ing for Freshmen. In language we are making a gradual shift from Spanish to French. I feel that for general students one is equally as good as the other, but that for those preparing for higher education French has some definite advantages. This conviction has recently gained support from a brochure sent to school principals by Massa- chusetts Institute of Technology. This pamphlet discusses the choice of foreign languages for the student planning an engineering career, and states in part ... "he should study German, or Russian, or both- Russian particularly, if his interest is in chemistry. Since in many schools neither of these will be available, French would be the next choice."
In October the School Committee voted to establish again the separate positions of superintendent and principal of the Academy. This enabled the superintendent to concentrate his full energies on
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the administration and supervision of all the schools. It also took ad- vantage of the administrative abilities which Mr. John T. Conrad had exhibited as assistant principal. Mr. Conrad's work since that time has amply justified this decision of the Committee.
PRINCIPALS
A very important factor in maintaining the educative process in Westford at a high level has been the corps of unusually able elementary principals. With differing personalities and backgrounds each has contributed his special talents and all have worked as a unit advancing the over-all plan. I have asked each of them to make a brief statement on one of the newer phases of our program.
Mr. K. Merton Bozoian explains the art program: "For many years, art was accepted as a function of the school in which all pupils were expected to have the same experience and marked according to whether or not they achieved arbitrarily established standards. Art was thus largely a duplication of a given picture or object with little regard for the development of the creative interests, abilities, and capacities of the youngster in his educational experiences.
In keeping with the best practice in education, Westford's art program has developed in the past two years with the modern trend in art specifically as well as education generally that the child should be given every opportunity to express himself through the creative arts. It thus becomes the duty of the school to provide an enriched background of many and varied educational experiences out of which the child may find opportunities for self-expression.
This new philosophy does not mean the child is to be left alone with his materials but rather given freedom to work under guidance. As a youngster feels the need for specific techniques, the teacher is present to give such direction as is essential to the activity being experienced. In giving this assistance, the teacher does not touch the child's work. She doesn't disapprove. She tries to get pupils to think- ing about ways to improve their work through a recognition of their needs. She commends good points.
Our art program aims not only to promote working techniques in the way of working in appropriate size, mixing of colors, selecting of proper media, etc., but also to give emphasis to certain habits and attitudes in all grades :
(1) Developing in the child a genuine pride and a feeling of confidence in his original and individual work.
(2) Getting youngsters to be willing and eager to experiment with their materials.
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(3) Growing in the ability to work independently and evaluating the results of his efforts.
(4) Increasing pupil tolerance and consideration for the works and interests of others.
(5) Applying of art techniques and principles in all phases of the living experience in school and out of school."
Mr. Peter F. Perry on visual aids: "Visual education is one of the recent techniques for making the learning process more interesting and vital. We have in our schools a program and the necessary equipment to fulfill it, of which we are justly proud. Our visual aids at the present time consist of a micro-projector, which belongs to the high school. We also have a moving picture projector and film strip projector which is used entirely at the high school. The elementary schools are equally well supplied, although the moving picture pro- jector unfortunately has to be transported from school to school. Each elementary school has an opaque and film strip projector with a 2/2 slide attachment.
It might be of interest to the townspeople to know that of all the equipment listed above, only the film strip projectors were purchased by the school department. The others were direct gifts to the schools or were purchased by the pupils with money earned through their school activities.
The school department maintains membership in the film library at Visual Education and at Boston University, this membership pro- viding us with both silent and sound films at a saving of approx- imately 30%. Our program for the schools is planned a year in advance in this way: in the spring of the year each teacher is asked to pick out the films she thinks would be of help to her in her teach- ing, and the approximate dates she would like to have them. From these choices a program is planned and the order is sent to Boston University and Visual Education at the close of school in June, so that the films will arrive as scheduled when school starts in Septem- ber.
It is the desire and hope of each elementary school principal that some day each school will own its own moving picture projector be- cause much damage is done to the machine during transportation. Then very often there are films which could be shown in one build- ing at a particular time that would not be of interest in any other building; and if each school had its own machine, these extra films could be shown whenever they would be of the most value."
Mr. Gordon C. Getchell on intra-school radio: "In keeping with the latest philosophies of education which advocate making use of
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as many of the pupil's natural senses as possible, the children of Westford are offered in addition to the aforementioned visual aids, several aids which make use of the sense of hearing. These aids are all made possible through the installation of amplifying systems with individual room speakers in all our larger schools. This pro- gram was started last year at the Frost School with three rooms being equipped. Since then eight rooms have been equipped at the Sargent School, eight rooms and the gymnasium at the Academy and eight rooms at the Cameron School. These installations have all been made possible through funds raised by the pupils plus the generous cooperation of the townspeople. These amplifying systems have many uses, among which are the following:
(1) Announcements by pupils and teachers to any one, or all rooms, from a central point.
(2) Special records played into the amplifier for the use of any room so desiring them. This is especially valuable for music appreciation lessons.
(3) The directing of special radio programs to any room in the building. These programs are plentiful and worth- while, being prepared by the radio stations in conjunction with the State Department of Education.
(4) Pupil dramatizations broadcast to the rooms over the sys- tem are ever popular and worthwhile educationally. These broadcasts help to develop enunciation and pronunciation among the pupils taking part. Group singing by selected pupils has also proved worthwhile."
BUILDINGS
As happens every year with buildings as old as ours, many re- pairs have to be made. In the Academy we have finally completed the work necessary to obtain the certificate of approval from the state building inspector. This involved changes in the fire doors on each floor and the installing of fusible links for each such door. Fire ex- tinguishers were also purchased for the Nabnassett School.
Following is the list of the major repairs done:
New locks installed on outside doors of Academy, Frost, Sargent, and Cameron Schools.
Basement stairs, and roof saddle board repaired at Sargent School.
Capping replaced on roof at Frost School.
Chimney rebuilt and roof flashing replaced at Academy.
Several plumbing repairs at Academy and Frost School.
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New outside basement door and outside stairs at Frost School.
An unexpected accident which involved considerable expense was the splitting of one section of the boiler at Cameron School. For- tunately, this occurred in the spring so that the actual repair work could be accomplished during the summer vacation.
None of the repairs, of course, hit at our chief building problem which is the inadequacy of our present Academy and Frost School. Last year the Joint Committee to Investigate the Need for New Schools in Westford surveyed the situation thoroughly and recom- mended the planning of a six-year secondary school. Several meetings of the committee have been held this year, and the conviction is in- tensified that within four or five years both the Academy and Frost School will be absolutely inadequate and that planning should begin immediately. This past September the situation in Frost School was ameliorated somewhat by transferring a bus,load of pupils to Cameron School. Still another group may have to be transferred at the opening of school in September. This is a quite unsatisfactory solution, how- ever, as it involves transporting young children a considerable dis- tance from their homes and brings forth many complaints from parents.
Eleven years ago, on November 27, 1936, the State Supervisor of Secondary Education wrote to the then superintendent a comment on conditions in the Academy. In part he said:
"You are terribly crowded, of course, and the building is an old one. To have to use the gymnasium for study seems especially bad to me. You have no lunchroom, no household arts, no manual arts, and no physical education; all of which means that you are not operating a truly up-to-date high school. A new building would be the solu- tion. I almost wonder that the building inspector did not condemn Rooms 8, 9, and 10, because it seems as though the lighting and ventilation were very poor in these rooms."
I wonder if Westford citizens think that eleven years of service since that report have improved the condition of the Academy.
TEACHING STAFF
This report has been concerned largely with the means by which we are educating our young people. In the last analysis, however, all education rests with the teachers. Perhaps the chief problem of any school administrator is to secure, guide, and retain good teachers. In the competition for the limited supply of competent teachers, Westford has been in an unfavorable position because of its low salary scale, particularly in the case of elementary teachers. I could
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not help noticing the contrast between a letter written by a previous superintendent to a state official and a statement by the school com- mittee of a neighboring town. The Westford superintendent said that our town was admittedly committed to the policy of engaging in- experienced teachers, holding them for a year or two, and then losing them to systems which could offer them better salaries. The neighbor- ing school committee stated that it was prepared to offer its good teachers what was necessary to keep them. In the long run there can be no doubt which policy will provide better education.
In the past two years we have lost 27 teachers. This tremendous turnover in a staff of 32 is significant. No business firm could oper- ate efficiently with such a turnover, nor should a school system be expected to.
Some pertinent figures may show the relative position of teachers in the community. From 1941 to 1947, per capita income in Massa- chusetts rose 77%, from $766 to $1356. In this same period factory wages rose 88%; the cost of living rose 49.4%. Teachers' salaries rose 37.7%, which leaves them in a comparatively poorer situation now than in 1941. Weekly earnings of factory wage earners in Massa- chusetts in 1947 averaged $47.70, compared with $20.90 in 1939. This is an AVERAGE, yet it is higher than the salary of the HIGHEST PAID teacher in Westford.
In regard to our total budget, I may say that there are 104 towns of under 5000 population in Massachusetts which maintain high schools. Of these towns, 99 showed a greater percentage of increase in their 1947 expenditures over 1946 than did Westford. The median increase was 20.7%; Westford's increase was 8.4%.
PERSONNEL
Last June the following teachers, among whom were some of our most competent instructors, left Westford:
From the Academy: Miss E. Louise Fremeau and Mrs. Helen R. Rochefort; from Cameron School: Miss Louise E. Thompson, Miss Claire H. Topping, Miss Rosemary B. Nicholson, Miss D. Ethel Cleary, and Mrs. Helen B. Mills; from Frost School: Miss Mollie A. Mazur, and Miss Kathleen R. Hammersley; from Sargent School: Miss Helen C. Laganas, and Miss June L. Barnard. Mr. Chester V. Sweatt, who gave years of devoted service and technical leadership both as teacher and superintendent, left to become superintendent of the Ashland- Hopkinton Union in January, 1947. The mark of his organizational skill will not easily disappear.
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GIFTS
It is a privilege to extend thanks for gifts which our schools have this year received. The Trustees of Westford Academy have financed the Iowa Tests of Educational Development at the Academy and have also donated prizes at graduation. Mr. Herford Elliott has sponsored a nature course for our fifth grade pupils under the di- rection of Miss Mary James of the Massachusetts Audubon Society. The Abbot Worsted Company and the C. G. Sargent & Sons Corpora- tion have again made generous donations for the expenses of Christ- mas parties in the elementary schools. Harold Wright has greatly aided the athletic program in the Academy by offering free trans- portation to basketball games. Both the Community Club and Nab- nasset Boosters have made contributions to the enrichment of the program at Nabnasset School.
In closing I wish to express sincere appreciation to all who have made my first year as superintendent at Westford a pleasant one- to the teachers, principals, secretary, and all school personnel for un- limited cooperation, to the school committee for counsel and en- couragement, and to the townspeople for understanding and support of school policies.
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WESTFORD ACADEMY PROGRAM OF STUDIES - 1947-1948
Course for all Students
Electives for Courses
Academic
Commercial
General
Freshmen
English I Algebra I or Practical Math
Civics Language General Science
Civics Language General Science Junior Business Training
Civics Language General Science Junior Business Training
Sophomores
English II World History
Plane Geometry Biology Foreign Language
Typewriting I Bookkeeping I Biology Foreign Language
Biology Global Geography Foreign Language Typewriting
Juniors
English III U. S. History
Algebra II Foreign Language Chemistry
Bookkeeping I or II Stenography I Typewriting II Psychology Foreign Language
Psychology Chemistry Foreign Language Typewriting
Seniors
English IV Problems of Democracy
Chemistry Foreign Language Physics Trigonometry & Solid Geometry Economics
Stenography II Bookkeeping II Foreign Language Consumer Science
Economics Consumer Science Physics Foreign Language Chemistry
1. All subjects listed above meet five periods a week and provide one unit of credit.
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.
EXPENDITURES OF THE SCHOOL DEPARTMENT-YEAR 1947
SCHOOLS
Teachers' Salaries
Academy
$ 20,084.64
Elementary
45,267.75 $ 65,352.39
Textbooks
Academy
567.07
Elementary
1,004.93
1,572.00
Supplies
Academy
901.68
Elementary
2,093.51
2,995.19
Other Expense of Instruction
Academy
221.00
Elementary
215.00
436.00
Janitors' Salaries
Academy
2,379.84
Elementary
6,339.52
8,719.36
Fuel
Academy
987.71
Elementary
2,650.23
3,637.94
Miscellaneous Operation
Academy
Water
103.82
Janitors' Supplies
255.04
Lights
356.31
Telephone
33.12
Elementary
Water
225.04
Janitors' Supplies
472.45
Lights
426.05
Telephone
101.49
1,973.32
Repairs
Academy
1,114.67
Elementary
2,017.63
3,132.30
Furniture and Fixtures
Academy
758.27
758.27
Health
Academy
85.39
Elementary
235.36
320.75
:
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Transportation
Academy
4,307.45
Elementary
4,281.95
8,589.40
Tuition
Academy
182.78
Elementary
77.70
260.48
Other Expense
Academy
160.25
Elementary
166.73
326.98
General Control
Superintendent's Salary
2,448.32
1
Superintendent's Expenses
221.31
Clerk
1,200.00
School Census
85.00
Office Expenses
265.16
4,219.79
Outlay
Academy
103.36
Elementary
102.36
205.72
Total
$102,499.89
Vocational Tuition
755.40
$103,255.29
Receipts :
Reimbursement for State Wards
$1,120.46
Reimbursement (State Income Tax)
5,555.00
Reimbursement on Transportation
4,939.80
Reimbursement out-of-town tuition
398.31
Reimbursement vocational tuition
438.00
12,451.57
Total Net Cost to Town
$ 90,803.72
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CORPS OF TEACHERS 1947-1948
School
Teachers
Training at
Date of Appointment
Westford Academy .... John T. Conrad, B. E., Principal
Social Studies
Sept. 1946
(St. Anselm's, Keene Teachers College)
Carolyn E. Ashworth, A. B.
English, Social Studies
Sept. 1943
(Boston University)
French, Algebra, Economics
Sept. 1947
Mary A. Finn, B. S. E.
Commercial Subjects
Sept. 1946
(Salem Teachers College)
Marilyn Peak, A. B.
English, Social Studies
Sept. 1947
(Tufts College)
John A. Rennie, A. B. (Wesleyan University)
Chemistry, Biology
Sept. 1946
Kenneth H. Robes, B. S. Physics, Mathematics
Jan. 1947
(Dartmouth College)
David L. Wyman, A. B., A. M.
English, Business Law
Sept. 1946
(Tufts College, Harvard)
Cameron School
Peter F. Perry, B. S., M. Ed., Principal (Hyannis, Boston University)
Grade 8
Sept, 1924
M. Estelle Guay, B. S. E.
(Lowell Teachers College)
1
Sept. 1947
Ruth A. Walker
(Lowell Normal)
2
Sept: 1922
Jean M. Frazier, B. S. E.
(Lowell Teachers College)
3
Sept. 1946
M. Sheila Gilmore, B. S. E.
(Lowell Teachers College)
4
Sept. 1947
Natalie Hart, B.S.E.
(Lowell Teachers College)
5
Sept. 1947
Eliz Dohanian, B. S. (Tufts College)
M. Patricia Backus, B. S. E. *Marie A. Stroup, B. S. E. Harold Hershfield, S. B., B. S. E., M. Ed. (Massachusetts Institute of Technology, Boston University, Harvard)
(Lowell Teachers College) 6
Sept. 1947
(Lowell Teachers College)
7
Sept. 1947
7
Jan. 1948
Wm. E. Frost School ..... K. Merton Bozoian, B.S.E., M. Ed., Principal (Bridgewater, Harvard)
8
Jan. 1942
Marjorie D. Raney, B.S.E.
(Lowell Teachers College)
1
Sept. 1947
Shirley M. Oliver, B.S.E.
(Lowell Teachers College)
2
Sept. 1940
Ruth P. Tuttle
(Lowell Normal)
3, 4
Sept. 1903
Rita H. Miller, B.S.E.
(Lowell Teachers College)
5
Sept. 1939
Gertrude H. Madden
(Lowell Normal)
6, 7
Sept. 1947
Sargent School Gordon C. Getchell, B.S.E., M. Ed., Principal (Salem Teachers College, Boston University) ** Charlotte C. Cronin, B.S.E.
(Lowell Teachers College)
1
Sept. 1946
Margery S. Flint
(Fitchburg Normal)
1
Jan. 1948
Jean E. Bell
(Fitchburg Normal)
2
April 1930
Martha M. Yoshida, B.S.E.
(Lowell Teachers College)
3
Sept. 1946
Lottie D. Blodgett
(Farmington Normal)
4
Sept. 1916
Mary P. Mahoney, B.S.E.
(Lowell Teachers College)
5
Sept. 1947
Gertrude D. Houghton, A.B.
(Regis College)
6
Sept. 1947
Lillian G. Wright
(Lowell Normal)
7
Sept. 1914
Nabnassett School
Ruth L. Wright
(Plymouth Normal) 1, 2, 3
Sept. 1946
Supervisor of Music
and Art
Helen E. Hume, B.S.E.
(Lowell Teachers College)
Sept. 1947
School Nurse Dorothy Healy, R. N.
(Framingham-Union Hospital)
Sept. 1941
8
Sept. 1944
Feb. 1947
Superintendent Beaumont A. Herman, A.B., A.M., Ph. D. (Harvard, Boston College, Tufts College, Boston University)
* Marie A. Stroup resigned Jan. 23, 1948
** Charlotte C. Cronin resigned Jan. 16, 1948
ENROLLMENT-WESTFORD PUBLIC SCHOOLS October 20, 1947 Academy Cameron Frost Sargent Nabnassett Total
Grade
1
25
25
22
8 80
2
13
19
15
9
56
3
27
11
25
11
74
4
26
18
36
80
5
28
19
28
75
6
24
14
25
63
7
19
15
28
62
8
19
17
21
57
9
41
41
10
46
46
11
44
44
12
36
36
PG
2
2
-
Totals
169
181
138
200
28
716
Elementary Enrolment-547.
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