USA > Massachusetts > Essex County > Ipswich > Town annual report of Ipswich 1856-1880 > Part 17
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ARTICLE 1. To choose a Moderator.
ART. 2. To choose all necessary Town Officers, and grant them such pay for their services as the Town may think proper.
ART. 3. To hear and act on the reports of Committees.
ART. 4. To raise money for the support of the High and Common Schools.
ART. 5. To raise money to repair the Highways, and determine the manner of apportioning the same.
ART. 6. To see if the Town will revoke its acceptance of chapter 158 of the Acts of 1871, and abolish the board of Road Commissioners.
ART. 7. To raise such sums of money as may be necessary to defray all Town charges for the ensuing year. :
ART. 8. To see what compensation shall be allowed the Engine men the ensuing year.
ART. 9. To see what discount, if any, shall be allowed to those persons who pay their taxes before the prescribed time of payment.
ART. 10. To see if the Town will authorize the Treasurer to hire money in anticipation of taxes.
ART. 11. To see if the Town will authorize the Treasurer to renew notes that are now due.
ART. 12. To see if the Town will accept the list of jurors as prepared and posted up by the Selectmen.
ART. 13. To see what action the Town will take in regard to building a Town House, and appropriating money for the same.
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ART. 14. To see what action the Town will take in relation to building Reservoirs, or any other way to provide water in case of fire, and appropriating money for the same.
ART. 15. To see if the Town will build a house for the Hook and Ladder Truck, and appropriate money for the same.
ART. 16. To see if the Town will accept and allow Sawyer, Cogswell, and Wainwright Streets, laid out as town ways by the Road Commissioners, and appropriate money for building the same.
ART. 17. To see if the Town will accept and allow the town way, laid out by the Road Commissioners on peti- tion of Y. G. Hurd and others, from High Street to Central Street, and appropriate money for building the same.
ART. 18. To see if the Town will authorize the Select- men to sell the Gravel Pit near the house of Levi L. Howe. ART. 19. To see if the Town will authorize the Select- men to purchase land for the purpose of procuring suitable material for the repairs of the highway, when in their judg- ment the same may become necessary.
And you are hereby directed to serve this warrant by publishing the same once in the Ipswich Chronicle, and posting up attested copies of the same at each of the Meet- ing-houses, Town House, and at the School-house in the North North District four days at least before the time of said meeting.
Hereof fail not, and make due return of this warrant, with your doings thereon, to the Town Clerk, at the time and place of said meeting.
Given under our hands, this twelth day of March, A.D. 1873.
CHARLES A. SAYWARD, Selectmen of Ipswich. ALONZO B. FELLOWS,
ANNUAL REPORT
OF THE
SCHOOL COMMITTEE
OF THE
TOWN OF IPSWICH,
FOR THE
YEAR ENDING MARCH 1, 1873.
IPSWICH : .
PRESS OF THE IPSWICH CHRONICLE. 1873.
REPORT.
Agreeably to custom and law, the School Committee of Ips- wich, at the close of another year, present to the town a Re- port of the trust committed to their keeping.
The public schools throughout the town have been very successful in their operations the past year. No excessive punishment, no outbreak of passion or insubordination, no ep- idemic disease have disturbed the peace or interrupted the harmony and progress of our schools; and we may, with truth, congratulate ourselves, that by the favor of a kind Providence, a forward step has been taken.
The Committee feel gratified in being able to give this en- couraging account of our schools. We are now beginning to witness the good results of grading the lower schools. The standard of admission to the High school has been raised, and must be raised still higher. The standard of admission to the Grammar school has also been raised to that formerly occupied by the High school. But let us not be weary in well-doing. If we have made a good beginning, let us press on and raise the standard of all our schools to the highest point of usefulness of which they are susceptible. We have no faith in the stand-still policy,-we believe in progress. We believe our schools have made a decided advance.
The teachers' school registers show some improvement in regard to truancy and absenteeism, but there is room for
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much more and greater improvement. This subject of incon- stant attendance and tardiness has been the chief burden of the school reports of this town for many years ; it has been thoroughly discussed and its evils portrayed, but it is still a great hindrance to the highest welfare of our schools. We class these two evils among the worst enemies to the scholar, and the severest trials of the teacher. No scholar can suc. ceed who is habitually tardy or irregular in attendance at school.
The whole number of scholars between 5 and 15 years of age, as returned in May, last year, was 560. Average at- tendance in all the schools was 370. The ratio of attendance to the whole number between 5 and 15 years of age, express- ed decimally, was .6607. The per centage of attendance, found by dividing the average attendance by the whole num- ber of scholars attending school, was, in summer term, .82; fall term, .81; winter term, .84; for the year, .82 1-3. The highest per cent of attendance was .91 in the South Interme- diate, summer term, and North Intermediate, winter term. The lowest was .53, in the Linebrook school, fall term. There was no school during the fall term in the North Primary and Argilla schools, as the repairs on the school-houses were not completed. This reduces the general average for the year.
The amount of tardiness in all the schools is very large. This is a serious evil. Scholars coming late disturb the school, interrupt the exercises, and distract the attention of those in their places. Every teacher appreciates the import- ance of having all the scholars punctually in their places at the opening of the school. But teachers alone cannot reme- dy this evil. We ask the earnest attention of parents to aid in the improvement of the schools in this respect. We would call special attention to the fact that only sixty-six per cent. of the whole number of scholars in town have regularly at- tended the public schools. This would probably have been increased to seventy-six per cent. if there had been a session during the fall term in the North Primary and Argilla. Esti- mating that the number attending school over 15 years of age is equal to the number that have attended private schools,
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we still find there has been twenty-four per cent. of non-at- . tendance.
Is there no way to bring home to the hearts of intelligent fathers and mothers their responsibilities in this matter of ir- regular attendance of all their children in the schools ? What can be expected but an alarming amount of ignorance and vice. if nearly one-fourth of our children are kept from the schools ? Every parent, certainly, ought to desire the best education for his or her child which our schools can give.
A regular and punctual attendance at school gives to the scholar methodical habits and stimulates to faithfulness in the discharge of duty. The scholar who is absent one or two days in a week, or is out of school for one term.in the year loses his interest in study, falls behind his classes, and gets slip-shod habits which cling to him through life. No scholar can succeed who is habitually tardy or irregular in attend- ance. Do not imagine that the child who fails to attend school, or who is an habitual truant, is receiving no educa- tion. Every day they receive their lessons, but they are les- sons which finally lead to vice, crime and ruin.
We are pleased to note that some of our school registers show an improvement in regard to parents and friends visit- ing the schools. This subject has been repeatedly brought before the people, and we would urge its importance, for we know that the presence of familiar faces and the approbation of parents and friends (when it is deserving) is an encour- agement to both teacher and scholars. All good teachers de- sire it. It is the best place to make the acquaintance of the several teachers and witness their management and their manners and bearing toward the children under their charge. If no actual pleasure can be found in such visitations, it seems that a conscientious regard for the discharge of duty and a parental interest in the welfare of one's own children ought to make these visitations more frequent. The visits of the committee are liable to be regarded as simply an official duty ; the visits of parents might naturally be considered as an ex- pression of their love and high regard for the happiness and welfare of their children. A kind and loving word of en-
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couragement, reproof or warning from parents could not but be salutary. Try it parents; practice it often and you will find yourselves more and more interested in your schools than- you have ever been before. Your committee in their visits to the schools, on all convenient occasions endeavor to give to the children such advice, encouragement, and instruction, relating to their deportment, their morals and their studies, as the circumstances seein to require.
The first want of every district is a comfortable and invit ing school house.
From absolute necessity we have been obliged to do more to our school houses than we designed to do. Most of our fellow citizens are fully aware of the circumstances which seemed to demand immediate and prompt attention. But we feel fully satisfied and confident that what has been done was well done, and wisely done, and a full equivalent ob- tained for all the labor and expense attending it. When we think how large a portion of the time of our children is spent in the school-house ; time when the body is growing, when the mind is expanding, when the tastes are forming, we see how important it is that they should be adapted to all these conditions of the young being ; spacious in their dimensions, comfortable in their sittings, properly lighted, equally warmed in winter, equally cool in summer, well ventilated, neatly ornamented, easy to be cleaned, and fitted with all the furni- ture and helps suited to communicate a knowledge of the studies pursued. Economy is not to be measured by the amount of money expended, but by its application. It may be economical to use much, or extravagant to use little for the same object. This axiom is particularly applicable to appropriations for schools-" There is that scattereth, and yet increaseth ; and there is that withholdeth more than is meet, but it tendeth to poverty."
By a vote of the town the Selectmen were instructed to procure a site and remove the North District school-house. In attempting to carry out their instructions the bottom of the building was found to be so much decayed as to need an entirely new bottom. For six years past the schools in this
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district have been very much crowded for want of room ; especially the Primary School, from eighty-five to ninety schol- ars occupying a room about twenty-five feet square. There was an immediate necessity for more ample accommodations. A new Primary school-house must be built or the present building remodelled and enlarged. The unanimous opinion of the Selectmen and School Committee was, that it would be best economy to enlarge the present building, which was done by the addition of twelve and one-half feet to its length ; by so doing the architectural appearance of the house was much improved and ample accommodations made for the pres- ent wants of the schools. And the necessity for building a Primary school-house was thus obviated. This school-house, now standing at the head of Central street, is in a very good condition and will compare favorably with the best in any of the neighboring towns ; pleasant in its location, easy of ac- cess, light, dry and airy, with ample yard room, neat and pleasant surroundings, and furnished with new and conven- ient furniture and other modern appliances. It will conven- iently accommodate about one hundred and twenty-five, and all its sittings are occupied. We are happy to know that what has been done gives the highest satisfaction and has the approbation of the community.
The Argilla School-house has been removed out of the highway, the school-room enlarged, the whole building thor- oughly repaired and painted both inside and outside, and fur- nished with new furniture. It is now a neat, comfortable, cozy room, pleasant and well lighted, and ample in size to accommodate twenty-five scholars ; a small building for fuel, etc., has been added to the premises.
The school-house at the Village is not just what it should be and will soon need attention.
The Appleton School-house is in bad condition, wholly un- fit to be used for a school. By reference to our statistics it will be seen that this is a very small school, too small to be interesting to teacher or scholars. The scholars often recite separately, or in a class of but two members, and must fail of the enthusiasm that is excited by contact with other minds.
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They lack the stimulus that numbers give. There are few teachers who can feel the highest interest when instructing a dozen scholars or less. For such schools it is difficult to se- cure teachers of experience and known ability. The com- mittee are unanimous in the opinion, that it would be better for the scholars of that school to attend some of the schools in the village. Cannot some arrangement be made by which this may be done ? Let this subject receive. the candid con- sideration of all who are interested.
Good classification is essential both to efficiency and econo- my ; in order to secure this it is necessary to bring together under one roof a large number of pupils.
By the noble generosity of Joseph L. Ross, Esq., a native of Ipswich, now of Boston, the Central Primary school-room has been furnished with a complete set of furniture, of the latest and most approved pattern, style and finish ; consisting of seventy-two desks with chairs, two teacher's desks and chairs, six visitor's chairs, five settees, an elegant cabinet organ, a music-stand, and a set of Mason's music charts, and a set of Philbrick's phonic reading charts, a beautiful book- case, a handsome record book, and several boxes of crayons and pencils ; also, a beautiful slate tablet for each of the sev- enty-two desks, the cost of the whole amounting to six hun- dred dollars, for which we ourselves, and our constituents, return our sincere thanks. This school-room may now be considered a model school-room as regards its appointments. This noble gift is highly appreciated by the town, and is a beautiful expression of the kindness and good will which the donor entertained for the place of his birth and early educa- tion, and will be a lasting monument and a testimonial of the kindness of his heart, embalming his memory in the hearts of the rising generation, who will be made happy by this kind act, and who will rise up and call him " blessed." His ex- ample is worthy of imitation.
It is not our intention to speak critically of the various studies pursued in our common schools ; commendable pro- gress has been made in all of them. We will call attention to a few of them.
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Reading stands first in importance as regards all literary and scientific attainments, and we cannot over-estimate its importance ; it is the door to all intellectual pursuits, and is essential to good scholarship. The reading in our schools is probably as good as in schools of the same grade elsewhere. To possess in a high degree the art of reading well, is an accomplishment which is worth all the trouble of acquisition ; when once possessed it enriches and gladdens the whole after life. This attainment, if made at all, must be made in child- hood and youth. Perhaps no one branch taught in our schools contributes so much to domestic happiness and social enjoy- ment as good reading. We wish that special efforts should be made for improvement in this branch the coming year.
Spelling and defining should immediately follow reading, and form the same lesson, that the pupil may become familiar with words in common use, which are far more likely to be found in the reading lesson than in the columns of select words as arranged in the speller. Every scholar should have a slate and pencil to write or print the spelling lesson. This will be a pleasant and profitable employment, disciplining the fingers, the eye, and is a good introduction to penmanship ; it will call the attention to every letter in the word and to the peculiar orthography of many of our words. There are so many anomalies in our language that good spelling is not to be acquired without great care and diligent study. Child- hood and youth is the best and most natural time for acquir- ing a knowledge of language, and unless correct spelling is then acquired, it is rarely, if ever acquired at all. In learn- ing to spell the blackboard and slate are very useful auxilia- ries. A scholar may spell a set lesson from the columns of the speller, very readily and correctly. Let the same scholar attempt to write a verse or paragraph from dictation and he will be very likely to write many of the most common words wrong. The committee have just had conclusive proof of this fact in the examination of the papers which were written by the candidates for admission to our High School. In con- nection with this subject the pupil should learn the vowels
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and their different sounds, also the consonants, and some of the rules of orthography.
A child will very soon learn that A has four sounds, easily distinguished in these four words : name, call, class, farm, and so of the other vowels ; E having three sounds, I two, O two, U three. These elementary principles, if learned in childhood, will be remembered and will be always useful.
Vocal music, singing, has been practiced to a limited extent in some of our schools for several years; although it is not generally ranked among our school studies we should be glad to see it installed as a permanent branch of education, to be taught as a science and an art. Every child should be taught to sing. It is an art by which so much can be done to soften the asperities of the temper, to cheer the heart, to elevate and refine the taste, and to bring the faculties into a condi- tion favorable to their best action. It is an art which deserves the attention and commendation of all educators of the young and should be cultivated in every school. If begun in early childhood, it will be ever after a source of enjoyment and a shield against those temptations which drag so many boys and young men down to degradation and ruin. It not only elevates and refines the taste, it also elevates and refines the soul. Training the voice in singing is a very good auxiliary to distinct articulation and modulation in reading. Other things being equal we should much prefer teachers who can give instruction in the science and art of music. Who does not love good singing? It is a rational enjoyment, moral and beneficial in its tendencies and results. It is val- uable as a science and as an accomplishment, and it affords one of the most attractive features in any public demon- stration. On all public occasions we are obliged to go out of town to get music, and sometimes we hire bands from towns of much smaller population than this. We think Ipswich ought to raise her own music; she undoubtedly has as good material as any other town. It is but a few months ago that the whole country was moved by music; thousands were spent to hear it. Would it not be better for the minds, manners, and morals of our young people to give more atten-
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tion to music ? Would not the time and money spent at the travelling minstrel concerts (which are well patronized) be more usefully and judiciously spent in associating together for mutual instruction and improvement in music ? We should like to see our young people interested in this subject.
Geography .- This subject has received considerable atten- tion, and in some schools is well taught. As we remarked about spelling, so in geography, a scholar may answer most of the questions in the book and yet be very deficient in prac- tical knowledge. We think the only true way to receive a practical and critical knowledge of geography is to draw on the blackboard, slate, or paper, a map of the state, county, or territory under consideration. For instance : if the lesson be on the State of Maine, let the scholar draw a map of the State, delineating carefully the boundaries and all the natural features of the State ; such as the bays, harbors, islands, riv- ers, lakes, hills, mountains, etc .: also, locate the principal towns and cities. This will call attention to the minutiæe, and serve to fix in the mind those little things which would oth- erwise pass unnoticed. It will also give a new interest and zest to the study. Studied in this way, the scholar will, vir- tually, travel over those parts of the world which he is study- ing. And in connection with this exercise his attention should be drawn to the location which each country occupies with respect to latitude and longitude ; this will lead the pu- pil to see the connection that climate and productions have with regard to latitude. This will furnish a fine opportunity for the careful and practical application of drawing, which is now, by law, considered as a common school study, and has been introduced into our Grammar School. We have seen maps drawn by pupils in our common schools which could scarcely be distinguished from lithographic drawing. This will also be a good introduction to perspective, mechanical, and mathematical drawing, which is now receiving in our large cities a great deal of attention. Let each scholar draw an outline map of some state or country every day, and the shape of each state and country drawn will be as well fixed in the mind as the shape of the different letters of the alphabet.
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Drawing and writing are nearly allied, both being mechanical operations, requiring the discipline of the eye and hand, and they are mutually helpful to each other. One who can draw well can easily learn to write well. The penmanship in some of our schools was very good and it is noticeable that those who write the best draw the best.
Arithmetic receives a large share of attention in all our schools, and perhaps is better taught than any other study, every body being convinced of the necessity of having some practical knowledge of numbers.
Grammar .- In some of our schools this study has been suc- cessfully pursued and good progress been made. Teachers should call the attention of the pupils to the structure of sentences, the style of the different authors in the reading- books, the different use of words in different positions, and thus learn them to observe and note for themselves. If chil- dren heard and read correct language only, it would be per- fectly easy and natural for them to use good language.
We cannot, consistently, close this report without saying a word on the subject of morals and manners. In our method of education we should not forget the necessity for moral as well as intellectual training. The cultivation of virtue in the hearts of our youth is of prime importance. A cultivated mind, stored with all knowledge, and capable of the highest mental effort, is only the more dangerous if it be not con- trolled by principle. The teaching, therefore, and the incul- cation of the principles of morality, the cultivation of refined and elevating feelings, of high and noble impulses, should hold a prominent place in our educational system. Every pupil should be early taught to discriminate between right and wrong, truth and error, wisdom and folly, and to cultivate a keen sense of all that is just and honorable. The whole chain of the moral virtues should be closely interwoven into warps of intellectual culture. In close connection with the teachings of morality is the instruction of good manners. Generally speaking, refinement of manners is a sure index of elevated, noble and generous feelings. Unrefined, coarse, and vulgar manners, untidy habits, in person and dress, profane
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and obscene language, are poorly compensated for, even by a cultivated intellect.
We have thus fulfilled our obligations to lay before our cit- izens a report of the schools and made such suggestions as we think of value to their future well-being.
AARON COGSWELL, W. K. BELL, C. A. SAYWARD, Y. G. HURD,
SCHOOL
COMMITTEE.
SCHOOLS, TEACHERS, &c.
NAME OF SCHOOL.
NAMES OF TEACHERS.
RESIDENCE.
in days .. .. ....
Length of School
of Scholars ....
Whole Number
Average Attend-
Per cent of At-
No. over 15
in days.
Scholars .
ance.
Average Attend-
Per cent of At-
No. over 15 ..
in days. .
Scholars ..
ance.
tendance.
Per cent of At-
. . ..
..
High School ... .
.
Grammar School .....
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