USA > Massachusetts > Essex County > Ipswich > Town annual report of Ipswich 1907 > Part 6
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In our humble opinion the schools of the town were never in better condition than at present, a circumstance to which we point with pardonable pride. The high, the grammar and primary schools are doing satisfactory work, the spirit of labor and self-sacrifice being everywhere appa- rent, all working together in most harmonious action. The superintendent, the regular and special teachers have toiled with energy and wisdom during the past year, and are enti- tled to a large measure of credit in the splendid results ac- complished.
It would not seem wise to disturb' existing conditions, especially during the last term of the school year, and con- sequently it is the purpose of the committee to occupy as much as possible of the new schoolhouse at the' opening of the next year, in September. This undoubtedly will relieve
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to a considerable extent the congestion which has prevailed in the lower grades.
Attention is called to what is acknowledged as the un- satisfactory condition of the Payne school building. Far · from being a modern structure; repaired from time to time and made as far as possible to conform to present-day re- quirements; it is still, with its low ceiling, improper venti- lation, poor sanitation, etc., an unsuitable building in which to maintain two of the largest schools of the town. Compe- tent authority will condemn the house before long, when a new and possibly larger structure will have to be erected in that vicinity.
The law contemplates that children between the ages of fourteen and sixteen years shall either be at school or be found in regular employment, and those who do not comply with the requirements of law in this respect are liable to severe penalty. When a child arrives at fourteen, if his pa- rents or guardian desire to put him to work, he must apply to the person or corporation willing to employ him for an
employment ticket. This ticket, when properly filled in and signed, must be presented to the agent of the school committee (the child being accompanied by the parent or guardian) who, after satisfactory examination, will issue the required certificate. This certificate must bear the sig- nature of the parent or guardian, who is required to make oath as to the child's age. While these certificates are is- sued cheerfully in all cases when the legal conditions are met, the committee would strongly advise parents to allow their children to remain at school as long as possible. The value of education cannot be over-estimated. Though ạ pupil may not be fitting for a professional career, it is true that intelligent and skilled labor is always at a premium. "Knowledge is power," and the more we possess of it the better prepared are we for life's duties and responsibilities. The statute has made obligatory the appointment of a
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school physician. It is not quite clear as to what are the duties of such an official in all instances, but experience will serve to show what further regulations are necessary. The wisdom of this law will be amply demonstrated in course of time.
We herewith submit the reports which various officials have made to us, and which cover the work of the past year in detail, trusting that they will receive thoughtful consid- eration.
To the townspeople we extend thanks for the unfailing generosity with which they have dealt with school finances, and at this time express our appreciation of the earnest co- operation on the part of the superintendent and all teachers, which circumstances have contributed so largely to the suc- cess of the year.
Respectfully submitted,
.
George W. Tozer
John H. Cogswell
Harriet E. Noyes
Charles G. Hull
James W. Perkins .
George E. MacArthur
School Committee
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Report of the Superintendent.
To the School Board of Ipswich:
I beg to present this, my third report, which covers the work of 1907.
Despite some adverse conditions, the accomplishment of the year is gratifying. In my opinion, the results are more satisfactory than in the previous years of my service. The teachers, as a body, labored loyally, competently, effective- ly. The pupils, to a good degree, met their tasks dutifully, earnestly, successfully. The discipline and moral tone of the schools was creditable, and especially so, perhaps, of the high school. The high school teachers longest in service speak with warmth of its condition and work.
Two teachers of the high school finished their work with us in June. Miss Susan H. Potter, who had served for seven years with marked acceptance, resigned to become the wife of Mr. Otto V. Hesse of Lynn. The discontinuance of the commercial course, for the reason that it was reaching too few pupils to justify its cost, involved our parting with Miss Mildred L. Powell, who had been engaged two years before for that department. Our new teachers are Miss Alice E. Perkins and Miss Alice R. Ropes, having charge respectively of Latin and mathematics. Miss Perkins, a resident of our town, a product of our own schools, and a
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graduate of Boston University, was drawn by us from Cole- brook Academy, New Hampshire. £ Miss Ropes, of Bangor, Maine, a graduate of Bryn Mawr College, came to us from the Jacob Tome Institute, Maryland. They both have ap- proved themselves to their co-workers and to their classes.
The enrolment of the high school is less than in recent years, though the freshman class is unusually large. The large oncoming classes from the grades and the more general trend toward higher education, warrants the expectation of greatest enrolment in the immediate future. Principal Marston's repeated cry for the exclusive use of the Manning building is justifiable, and must soon be heeded. In the au- tumn the school was again deprived of its room on the ground floor, at cost, in the colder weather, of the loss of several recitations per day and of the consequent detriment to progress. This room was restored to the school in De- cember.
To return to the high school its own room, the Board rented one of the stores in the Colonial Building for the use of Miss Arthur and the ninth grade. Thus, in three suc- cessive years, the Board, because answer to their call for new buildings was long delayed, have had recourse to such makeshifts as the little Candlewood school on Manning street, the upper story of the fire station on Warren street, and a store on North Main street. The fine new school- house now rising on Agawam Heights frees us from fear of further resorts of that kind during the coming year.
It is a cheering fact that fewer of our youth are leaving school at the age when the law allows them to seek work, and that, therefore, our higher grades are constantly grow- ing in numbers. This growth, of course, calls for more room and more teachers. The largeness of the eighth grade made it necessary to appropriate to its use the cramped quarters formerly occupied by the two highest grades, and to assign Miss Myra Lord to assist Miss Sullivan
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in the management of the class. It is probable that in the next school year we shall rise to the stage of having two classes in each grade above the fourth.
Overflowing classes and the protracted absence of Miss Adams and Miss Brown led us to make use of two of our teaching staff as teachers-at-large. Miss Jewett, when off duty at Grape Island, assisted Miss Willcomb at the Payne school, and substituted awhile at the Manning street school during the illness of Miss Brown. Miss Lord was trans- ferred from Linebrook to substitute at Manning street when Miss Jewett was serving elsewhere, and to substitute also for Miss Adams, who was long kept from her work by fatal sickness in the family.
The accommodations for the third and fourth grades at the Payne and the Dennison schools were all inadequate. The congestion at the Payne was eased somewhat by giving two grades to each of the three teachers; while that at the Dennison was relieved by the transfer of pupils to the less crowded Cogswell school. Even thus, Miss Willcomb and Miss Wade have been heavily burdened, and the crowded seating of upwards of sixty children, especially in the low- ceiled room at the Payne, has been a menace to health. That under such circumstances work of a fair quality has been done is due to the good spirit of both teachers and scholars. But let it be borne in mind that the best quality of work cannot be attained when the workers are thus bur- dened and fettered.
On the transfer of Miss Lord to service in the central schools, Mr. Roscoe H. Vining, a worthy son of our Man- ning High School, was made her successor at Linebrook. Mr. Vining filled the place very satisfactorily for six months or more, till he resigned to take good position in the schools of Porto Rico. He was immediately succeeded in October by Miss Stella C. Adams of Rowley, who had formerly taught in this same school. This outlying school has prospered in
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her care; as have also the Appleton, the Grape Island, and the Argilla schools under the experienced instructors of former years.
We believe we have improved our work in arithmetic by introducing into the fifth, sixth, and seventh grades the text-books which we had used with approval in the eighth and ninth grades. We have introduced also the Jones and the Heath Readers as basal books for drill in reading. Sup- plementary readers, valuable as they are in adding to the general knowledge of the pupil, in inducing the habit of wise reading, and in developing literary taste, do not, in my judgment, obviate the necessity of Readers, made up of varied selections from the best prose and poetry of our lan- guage, by means of which the pupil may be trained to read aloud with intelligence, naturalness, and animation. Our elementary schools should aim to send out our youth with the ability so to read aloud, as to win the attention and ap- plause of listeners in the parlor with a skill like that of the pianist. Effective reading aloud must not become a lost art.
Our supervisors of drawing and music have reason to be encouraged by the attainments in their respective depart- ments. More and more I am led to admire the capacity of the ordinary child for drawing, which once was supposed to be the gift of the few. Our schools are to be felicitated that Miss Ratsey, who resigned in June to take larger place in the schools of Natick, was induced to remain with us, lessening indeed her time on our field, yet not measura- bly lessening her effectiveness, as she discloses in the rou- tine of work presented in her report. Mr. Tozer's second year in office has fulfilled the promise of the first. All are pleased with the devotion, enthusiasm, and proficiency of our young teacher of music. Your consideration is invited to the appended reports of these supervisors. I bespeak for Mr. Tozer your thoughtful attention to his recommend-
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ations.
The second annual inspection of eyes and ears has been made, though as yet the notices of defects have not been sent to parents. The spectacles, which appeared on some eyes after the first inspection, are doing benign work. We wish we might impress on parents, who have failed to profit by our notices, the paramount importance of lessening im- pediments to sight or hearing, which are limiting the phy- sical comfort and freedom and retarding the intellectual progress of their children. If any parents, for any cause, should be unable to provide the needed help, the superin- tendent would be glad of an interview with them on behalf of their unfortunate child, in whom he, with them, has a living interest.
Dr. MacArthur, our appointed medical inspector, is at all times subject to the call of teachers for his professional advice in cases where disease is apparent or suspected. His expert service relieves all school officials of much care and responsibility. Parents also should be happy in this safe- guard against infectious disease, which our Commonwealth seeks to provide through its law for medical inspection. At- tention is called to the report of our medical inspector.
The manifest benefit which we derived from the tem- porary use of two teachers at large, leads me to dwell on the desirability of employing permanently one or two teacher . whose duty it should be to serve in the various grades to help on backward pupils. The attention, which in ght thus be given to individuals, would save many a child from repeating a grade, would lift some out of discouragement into courage, and would set some regarded dull in the com- pany even of the bright. These general assistan's might also substitute for teachers absent a day or two, and enable us to avoid the present necessity of closing the schools.
Occasionally complaint comes to us from parents, obser- vant of the school life of their children, that our strictly
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graded system in its inflexibility retards the natural pro- gress of the mentally alert pupil. We freely admit that such pupils do not move onward as quickly as they might. Yet, let us not forget that it is the exceptional youth who is of sufficient mental maturity at an earlier age than four- teen to take up with real profit the studies of the high school. What then is to be done for the pupil who, without pressure, could complete our elementary curriculum in two- thirds or possibly in one-half of the allotted time? He might enter the high school at the age of ten or twelve, college at fourteen or sixteen, and even attain creditable rank in these higher institutions. Should we encourage
such advancement? In my judgment, no. Real mastery of the higher studies is the accomplishment of the mind broad- ly mature. There is a kind of knowledge which one may . put on as a coat, which becomes his dress rather than his nature. One may have preparedness to eat mental pabulum set before him without the preparedness to assimilate it to himself. The schools may send him into the world with the contents of many books in a sort of mental pocket. But if he has not been disciplined to the exercise and mastery of thinking as well as of learning, of the original as well as of the acquisitive faculties, he is only bookish, he is not armed for life's battle. Knowledge in a man is power, not knowl- edge wrapped around him. Power to think independently is the flower of education. The educated man is the pio- neer who can blaze a way for himself through the trackless forests of the life before him; but the bookish man lacks in- itiative, and is lost when he has not a path laid out for him. Our schools have furnished, and can still furnish, a bookish output. Does the world need the output?
What, now, should be done with the ready learner in our elementary schools? "Double promotion" may be wisely granted in certain cases. As a rule, however, that pupil may safely remain in the class he is leading. A stronger
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body is probably his need. Mature stature of mind has not yet come. Leisure and waiting are the order in his case. The teacher may keep him occupied at his desk in supple- mentary reading related to his studies, and instead of home lessons may bring him into touch with the public library, which is increasingly coming into co-operation with the school. But the parent, primarily, has the brunt of duty and responsibility in the training of such a pupil. Rather than regret that tasks are not lengthened to quicken the pace, the parent should be content to let the child browse in pastures of general information, and should encourage some reading in the best of biography, history, natural his- tory, books of travel, and of general literature, which our age has richly provided for young minds. Let some of this be reading aloud to the home, for the youth's own and the family's profit. The wise parent will lay emphasis on the physical development of such youths, will see that they are in bed by nine o'clock, will have them climb our hills and tramp our shores summer and winter, have them swim, row, skate, coast, play tennis, have the boys play baseball and football, and pitch quoits. Let the boy have a kit of tools and a bench. Especially, let him have a woodpile where he may saw wood. "Sawing wood" is the chief business of the boy at this stage. Let the girls wash dishes, make beds, bake bread, roast beef, do some of the family darning and patching. In such ways these Ipswich boys and girls may get the manual and industrial training which the little town, perhaps, should hardly be expected to furnish. In such sports and occupations the children may build up bod- ies strong to sustain the demands of strenuous minds; get withal grace of bodily carriage without resort to the dancing master; and keep off a sort of premature ennui and mental stagnation, which teachers sometimes see in even talented children-blighting effect of habitual night hours spent at whist or other enamoring pastime.
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Shall we, then, have an addition to our regular teach- ing force to help on the backward pupil? And shall we have parents wise to withstand any hothouse forcing of promising children, patient to wait for nature's develop- ment, and assiduous to cultivate sound bodies for the abode and use of ripe, robust minds?
The inquiry of a parent, which suggested the foregoing train of thought, is welcome. It is refreshing to have pa- rents voice questions as to the wisdom of our educational system, or of the quality of our instruction; for we know. that such parents are watchful of their children's school career. The dumb inaction of some parents leads to the wonder whether they know at all what the school seeks to do for their children and what their children are doing in the school. O that parents and other residents would visit
.our schoolrooms often! The results would be salutary in divers ways. Only once in a while does the superintendent have the pleasure of greeting in the schoolroom an interest- ed parent or citizen.
In conclusion, I am pleased to thank the Board in the name of the teachers for the increase of salaries made last June. These faithful, hard-worked, nerve-racked teachers, affecting the life of the community at every point-what toilers more worthy than they of a remuneration which would show a measurable appreciation of the service they are rendering to the rising generation, to the community, : and to our beloved country ?. Are they not deserving of bet- ter wages than domestic servants, factory girls, and sales- women? Your vote to increase not a few of the salaries was worthy action. I am prone to believe that the people of our town would not resist a higher compensation for most of our teachers. The communities which compensate teachers best, get the best teachers, and consequently the best schools. A city of our own county has recently made its teachers' sal- aries somewhat better than are paid elsewhere in the coun-
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ty, and already the strong teachers are moving to that city. We are in danger of losing some of our choicest.
May I be indulged in asking you again to consider whether the primary teacher should not be paid as large a wage as the grammar teacher? An equalization of salaries would tend to check the desire of the primary teachers to move to a grammar grade, would secure longer tenure of ser- vice in our primary force, and would insure as high an order of excellence in primary as in grammar teachers. If this important step should be taken, the desirable end of a max- imum and minimum wage based on 'experience in service could be easily reached.
I am prompted, at this juncture, to make merited men- tion of the long, faithful, and untiring service of Mr. John H. Cogswell, your secretary and purchasing agent. Only those in daily relation with him know his intimate acquaint- ance with our school operations, even to details; only such have a true conception of the much time, labor, and thought which he devotes in his quiet way to the smooth running of the wheels and shafts of our school mechanism. He receives but nominal pecuniary returns. He labors in love.
To you all, members of the Board, for your great service to the town without thought of pay, and for your support and sympathy generously granted to me; to the teachers, for the loyalty which makes my relations with them pleas- ure; and to the people of Ipswich for their cordial treat- ment, I heartily express my thanks.
: Respectfully submitted, Robert M. Martin.
.. Ipswich, January 15th, 1908.
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Report of the Principal.
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To the Superintendent of the Public Schools,
Ipswich, Mass.
Dear Sir :-·
I hereby most respectfully present to you my report of the Manning High School for the year ending Dec- ember 31, 1907.
The number of pupils enrolled is seventy-three. This number is much larger than a decade ago. Pupils who sat- isfactorily complete the classical course can enter any col- lege or scientific school. As in other high schools, in most cases. five years will be required to complete the course.
This school during the year has been approved by the Board of Admission by Certificate and graduates may enter some colleges without examination.
The English Course affords an ideal training for those who purpose to enter a business life.
I wish to express most forcibly that we need the whole building for the use of the high school. Satisfactory work cannot be done under the present arrangement.
It is a great pleasure to all the teachers to work. under the existing conditions. These are earnest and honest pu- pils, a capable and efficient superintendent, and a school board consisting of the Town School Committee and the
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Manning Trustees devoted to the welfare of the schools. Very respectfully, J. P. Marston,
Principal High School.
Report of the Supervisor of Music.
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To the Superintendent of Schools,
Dear Sir :-
I wish to submit the following report:
Since making my report of last year, I think I may safely say, that the music in the public schools has shown marked improvement. The interest taken by both teachers and scholars is very strong and encouraging. . As one can readily see, it would be more advantageous could we have one course of study adopted throughout the schools, and I most hopefully urge that this be done at the earliest possi- ble moment.
In the seventh, eighth, and ninth grades new music readers have recently been purchased-a part of the system® I wish to see established-and although they have been in nse but a short while, the work is far more pleasing than with the older ones.
In the primary grades the chart, together with vocal drills, songs, etc., is taken up daily and the progress is very satisfactory.
In the other and higher rooms, part-songs are used and the work here is all that could be desired.
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The system of examinations still prevails from the fifth grade up, and the ranks of the past year are much more fa- vorable than of the preceding year.
In the high school, I wish that a period, or a part, might be devoted to music every morning, as one lesson a week hardly seems to be sufficient.
I take this opportunity to thank you, the committee, . teachers and all, who have been so kind as to work with me, and hoping I may be able to advance the schools still higher, I am
Respectfully, Arthur H. Tozer, Supervisor of Music,
Report of the Supervisor of Drawing.
To the Superintendent of Schools,
Dear Sir :-
In this report I submit to the committee and superintendent my outline in Art education for the year 1907-1908.
I am teaching in every room, every other week, and thank the teachers for their successful efforts in carrying out my plan.
September
Grade 1, movement, growth, colored pencils; Grade 2, size, shape and position, colored crayon; Grade 3, size, shape, enclosing form, colored crayon; Grade 4, relation of
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sizes, shapes, silhouette; Grade 5, proportion, relation of masses, color and ink; Grade 6, values, three related tones, color and ink; Grade 7, structure, stems, joints and bracts, color, ink, pencil; Grade 8, structure, leaves, color and pen- cil; Grade 9, composition, five values, naturalistic and con- ventional color.
October
Grade 1, masses, form and size; grade 2, masses, posi- tion; grade 3. masses, enclosing form; grade 4, masses and lines of growth; grade 5, foreshortening, masses and flat tones; grade 6, foreshortening, masses and outline; grade 7, values, five related tones, characteristic color; grade 8, back- ground and three related values, conventional color; grade 9, composition, grouping and arrangement of masses.
November and December
Grade 1, the spectrum, primary red yellow, blue, binary orange, green, violet and medium; grade 2, hues; grade 3, values in color, tints and shades; grade 4, warm and cold colors, two groups, O. R. Y. and B. G. V .; grade 5, comple- mentary colors; grade 6, interrelated colors; grade 7, color scales, five values, dominant tone; grade 8, color scales, nine values, hue and balance; grade 9, nine values, conventional- ization.
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