USA > Massachusetts > Essex County > Ipswich > Town annual report of Ipswich 1915 > Part 8
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Before reporting the work of the Commercial Evening School, I wish to comment on the wisdom of the School Board in inaugurating such a course of instruction in the Ipswich schools. That their decision was right is shown in the large de- mand for such instruction, and in the spirit of earnest work dis- played by the members of the course.
Ipswich has in the past, and does at present, maintain an Evening School for the benefit of its foreigners. This phase of
31
COMMERCIAL EVENING SCHOOL.
educational work is excellent and important, but it meets only a partial need, for there are many young men and women in Ips- wich who have received some education in the public school", but were obliged to seek some employment before their educa- tion was completed. These young men and women should also find encouragement and definite help in the Evening School. To meet this urgent need on the part of those who realize insufficient education, is the object of the Commercial Evening School.
The spirit of the school has been, and is at present, excel- lent. The problem of discipline is practically negligible, as the students are there for but one purpose-business. We are now well under. way with this work, and with a record of success that is a source of much satisfaction to us who are working in the Evening School.
The school opened November 10th with but one teacher. A class of about twenty was expected. Over one hundred reg- istered. In order to present the purpose and plan of the course the students were assembled in the main hall. In planning the courses of study the individual needs of the pupils were the basis of selection. It was found that the majority wanted the following subjects: Arithmetic, Bookkeeping, Typewriting, Cor- respondence, Spelling, Penmanship and Civil Service English. In deciding just what to teach the main problem of the Evening School was solved. Practical courses were to be taken, courses that aimed to increase the efficiency of the student in his every day life. It was pointed out, however, that a course of such a short nature could not prepare experts, but that a reasonable amount of knowledge could be procured along practical lines, which would lay a foundation for a complete business under- standing.
The large registration made it necessary for us to engage five teachers instead of one as originally planned. The services
32
. COMMERCIAL EVENING SCHOOL.
of Miss Lindsey, Mr. Westcott, Mr. Parks and Mr. Grover were obtained. All of these teachers have been considerably trained as well as experienced along this line of work, Miss Lindsey being the head of the Commercial Department in the High School, and Mr. Westcott the Principal of the Winthrop School. Mr. Parks is a senior of the Commercial Department of the State Normal School and has had experience in Evening School work in Lynn. Mr. Grover is Principal of the Essex High School. Thus it is seen that our corps of teachers is one of ability.
The experience in evening schools throughout the country has been that a very large percentage of the registration falls off as the course progresses. In order to avoid as much as possible such a thing in our work, it was decided to have a registration fee of one dollar, which would be refunded at the end of the course if the student had attended every evening but six. In this way we could find out whether or not the student meant business. Again to our surprise the registered enrollment amounted to ninety-four. If there are ninety-four persons in the town of Ipswich who, after working all day, are willing to devote their evenings to study, is it not right that the town give them that opportunity? Do they not challenge the financial support of the town?
Just how this work will develop is not yet known, but from the showing to date it is certain that much can be learned. It would seem that there are possibilities of wise developement which are just beginning to be realized. In any developement that may come in Evening School work we can count on the persistent efforts of the pupils. For in spite of several rainy evenings and the Christmas rush, only two pupils have exceed- ed the number of absences allowed.
The chief aim of the subjects taught is briefly indicated by the succeeding paragraphs.
Typewriting. It is planned to give sufficient instruction to
33
COMMERCIAL EVENING SCHOOL.
enable one to write accurately and at a fair rate of speed. It is of course impossible for one to become an expert typist in such a short time, but in the number of lessons given one should be able to use the machine intelligently. A good foundation is laid.
Correspondence. The student should be able to write a good business letter, should know the various business methods and forms, and be able to express his thoughts in language strictly to the point. These are the results to be achieved in this supject.
Bookkeeping. In this course the pupil receives a practical understanding of the fundamental principles of accounting and their application to modern every-day business.
Arithmetic. This subject is correlated with bookkeeping. It is planned to take business arithmetic and also methods in rapid calculation which will increase the pupil's skill.
Civil Service English. The object of this course is to train the student to write good straight-forward English. Attention is paid to correct punctuation, spelling, proper arrangement, while emphasis, coherence and unity are insisted upon.
In all these subjects it is planned to teach as much as pos- sible those things which will be of practical use to the students. It is not to make the pupil an expert in thirty lessons, but to form a basis for better work and a broader education.
We are indebted to the following men who have expressed their willingness to speak before the school along business and inspirational lines: Mr. E. H. Bell, Head European Buyer of Jordan Marsh Company, who will deliver the same speech that he gave before the Harvard School of Business Administration; Mr. E. W. Lord, Dean of Boston University, who will talk of "The Survival of the Fittest in Business Life;" Mr. A. H. Sproul, Head of the Commercial Department of the State Normal School; Mr. J. A. Pitman, Principal of the Salem Normal School;
34
IMPORTANT ACTIVITIES.
Mr. G. A. Schofield; Mr. Howard N. Doughty; Mr. Brightman, who is the Educational Director of Wm. Filene's Sons, and the Principal of Burdett Business College.
Summed up, the Ipswich Commercial Evening School aims to be of service to those who have not had the opportunity of a general education, to those who find need of more education along the lines in which they are working, and to those who wish to prepare for advancement in commercial work.
Yours respectfully, Leslie Millard.
Among the many sctivities of the schools the following are important:
Physical Improvements:
1. Manning High School remodelled
2. Heating plant installed.
3. Addition to Winthrop in progress
4. New laboratory built for science work.
5. School garden built and equipped
Educational Improvements:
1. A superintendent employed for full time.
2. High school placed on Class A List.
3. Better arrangements -- 7th and 8th Grades.
4. Increase in the time given to Man- ual Training and Drawing.
5. Provision for sufficient number of proper text books.
6. The establishment of a Commer- cial Evening School.
35
JANITOR SERVICE.
Summary:
The work of the schools has not been fully recorded. The above are simply samples of the efforts during the past year. It has been a heavy and taxing year, but a successful year taken in the large. A year which promises even better things for the fu- ture for it has revealed the fact that the town wants good schools and is willing to pay for good schools, and unless I am greatly mistaken reveals the fact that the town intends to have good schools. The year has also revealed the utter loyalty of the teachers and the worthy, creditable spirit of the pupils.
Janitor Service.
In changing over the system of janitor service from that of employing a considerable number of part time men to that of three full time men, many things had to be considered. One not conversant with the factors involved might well wonder why such a radical change was made. In view of the fact that no little discussion upon this has been made, I think it wise to make a comparison of the two schemes in order that all may under- stand the exact situation. I consider these to be the three major points to be borne in mind:
The quality of the service.
The convenience of the service.
The cost of the service.
The quality of the janitor work under the part time plan was on the whole satisfactory. The quality of the work under the present system is satisfactory.
The new system is obviously more convenient. A part time man is often beyond call when emergency arises. A full time man is within reach all times of the work day.
The cost, however, was the deciding factor. The final ad- vantage of the new system over the old is that it is materially cheaper. The following facts are fair and I think they justify
36
JANITOR SERVICE.
the changes I make this comparison of costs on this basis.
The unit of cost is the cost of the total service yielded to a class room. By total service I mean each class room's share of janitor work including its share of the total of the building, its share of the truancy expense and of the taking of the school census, its share of cost of repairing the schools, in short all work involved in maintaining a class room. In order not to complicate the matter I shall compare the two systems on the cost per month. Under the old system each class room cost for janitor service, repairs, truancy and school census $9.02 cents a month. Under the new system each class room cost us for jan- itor service, repairs, truancy and school census $6.29, showing a saving of $75,44 a month. It is true that the total expenditures for janitor service, repairs, truancy and school census may not show this difference because we are using five more rooms now than we did when the old system was in vogue.
Monthly Expenditure.
Janitor service
$147.50
One month's share of truancy 10.00
One month's share of census 10.00
One month's share of repairs
40.00
Total $207.50
23 rooms in use
Cost per room
$9.02
Janitor service
$176.00
New
Census
.00
System:
Truancy
.00
Repairs
.00
Total $176.00
37
ACTION ON RECOMMENDATIONS.
28 rooms in use Cost per room $6.29 Difference of cost $2.73 a room each month.
Note :- Since the report went to press the Winthrop addi- tion of seven rooms has been opened. No additional janitors have yet been needed.
1914 Recommendations.
In the report to the committee of 1914 nine specific recom- mendations were made. Bclow you will find the actions during the past year upon these nine recommendations.
1915 Report.
A
The immediate closing of the Candlewood School
was recommended.
Action in 1915. A The Candlewood School was dis- continued June, 1915. At the re- opening of school in September the pupils were transported to the in-town schools. The trustees of the Brown School Fund pay for the transportation.
B. Janitor Service.
The discontinuance of part time men at both the Win- throp and High Schools and providing of a full time man on these building was recom- mended.
B The part time janitor service at Winthrop and High Schools was discontinued in June. In Septem- ber a full time man for these buildings was engaged. In addi- tion the part time service in all the in-town schools was given up. A full time man was given charge of the Warren Street,
38
ACTION ON RECOMMENDATIONS.
Dennison, Cogswell and Wain- wright Schools:
C. 7th and 8th Grades. C
I criticise the present arrange- ment of the 7th and 8th grades and recommend their consolidation. "A man prin- cipal would be a justifiable expense."
The 7th and 8th grades have been consolidated and a man principal secured. A letter from the prin- cipal is included in this report which considers the wisdom of the change.
D. Text books.
That adequate provision be Every child in school has suffi- made in next year's (1915) appropriation for purchase of the sufficient text books for every pupil in the element- ary schools was recommend, year will need replacing by Sept- ed.
D cient text books up to January, 1916. Some books used in the last half of the year are insuffi- cient. Some books usable this
ember, 1916.
E. Evening School. E "If next year $2,000. should be provided all that can rea- sonably expected will be done." $1,281. was appropriated. All foreigners of school age have been given full quota of schooling under excellent conditions: 94 pupils have received instruction in Commercial subjects. The Commercial Evening School was an indisputable success,
F F Adequate provision for hold- ing efficient teachers. No teacher re-elected by the com- mittee in June has left because of
39
EDUCATIONAL POLICY FOR 1916.
financial reasons. The new teach- ers were without exception suited for the work planned for them to do.
G
The increase of instruction of Manual Training from three to five days a week. Domes- tic Science, the use of one of the two-room buildings for this purpose was recommend- ed.
G The Manual Training teacher in September was engaged for five days each week. Plans are being made to use the large Payne School for Domestic Science.
H. High School. H Condition of Building.
Thorough going repairs and renovations were recommen- ed. The equivalent of nine full time teachers was recom- mended.
Thorough going regairs and ren- ovations have been made,
Nine full time teachers are now employed.
Summary:
The facts noted above establish the fact that our schools have physically and educationally advanced during the past year.
SECTION TWO.
A Discussion of the Educational Policy for the School Year 1916.
The chief characteristic of a sound school policy is to work upon one major problem at a time. Last year we emphasized
40
EDUCATIONAL POLICY FOR 1916.
the need of more and better accommodations. .
This year I propose that the thought and energy of the de- partment be sharply turned from the physical side of the school system, to the distinctly educational aspects of our work. Much of our time will be consumed in the regular routine work for conducting the schools. I propose that that measure of time we have for studying the needs of the schools and for planning to meet those needs be directed solely and persistently to this ma- jo : problem :- To vitalize the every day school work, to make it really grip the lives of our pupils, to make the school more po- tent in shaping the habits, ideals and ambitions of Ipswich youth.
During the last year in town meetings, in conversation, in the papers, even in committee meetings, we heard much about buildings, costs, plans, specifications, drainage, janitors, con- tracts, etc., but we have heard little about just what the schools are doing for the individual boy and girl. I would not minimize the importance of our more adequate accommoda- t'on3, our efficient janitor service, or strict economy of the busi- ness side of the schools. But we must not become so engrossed in these tangible and obvious phases of the work that we forget and neglect the one thing schools are for-the education of the youth. Now that we have sufficient room and a good organiza- tion we must turn at once to the more difficult and important problem of making the schools mean more to the children. Let me earnes ly caution you against a mistake that more than one school board trying to rapidly improve a school system have made. This mistake is to provide good accommodations and good organization aad then stop, never seeing to it that the vi- tal, internal life of the school was what it ought to be.
The schools are all right on the exterior and physical side, but they can be immensely improved on the educational side. To accomplish this cducational improvement should be the
41
FOUR PROPOSALS.
major work of the coming year.' How shall this be done? I make four proposals. To attempt more would be impossible; to do less, unwise.
These proposals are:
1. The construction of a new course of study.
2. The improvement and standardizing of methods of in- struction.
3. The extension of the school's influence beyond its pres- ent limits of actual teaching from 9-3 five days a week to the hours of play, outside study, and leisure time.
4. The extension of the school's service to those who can not attend the regular day school but who desire and can profit by evening or part time study.
I am content to merely mention these proposals to you. In the following pages I take up each separately in some detail.
1. The Construction of a New Course of Study:
Much of our present teaching is being done in the dark. It is not clear just what work is to be done in the fifth grade and what is to be left for the sixth. Consequently a teacher who prefers history to arithmetic takes her class farther in history than the does correspondingly in arithmetic. Another teacher in the same grade prefers arithmetic to history and her pupils are relatively more advanced in arithmetic than they are in his- tory. When pupils from these two teachers meet in the next grade some are advanced in arithmetic and others in history.
Obviously this is far from ideal.\ A new course of study by explicitly stating just what is to be taught in each subject for each grade would tend to obviate this evil.
Much of what is now taught could well be discarded. It is not as important for an eighth grade boy soon to leave school for work to be drilled in past partitives and adverbial clauses of time, purpose and condition as it is for him to be taught in the essentials of American Government, useful citizenship and
42
IMPROVEMENT IN INSTRUCTION.
intelligent community life. Would it not be better to spend more time in teaching girls who in a few years will be house- keepers the principles of economical housekeeping and less time informing her as to the dates of the three Punic Wars and the succession of English Kings? Would it not be better for our boys to spend less time figuring out how Caesar built his bridge and more time in an actual workshop learning how to build and repair simple furniture, refinishing wood work, lay floors and to use common tools with skill?
In short, our present course of study is unclear and parts of it are obsolete. If you decide then to lay your major emphasis for the coming year on educational propress I recommend that the first thing you do be to assure yourself that the course of study is the best available.
2. Improvement of the Methods of Instruction:
I do not believe that absolutely perfect methods are possi- ble: We do not yet know what perfect methods are, but a sub- stantial improvement of method is possible. Naturally good methods of instruction and a proper course of study are closely related. It is very probable that we will not not have one with- out the other. There is much evidence that somehow or other the present methods fall unduly short in accomplishing what can be fairly expected of them. Here are two criticisms given by experienced teachers in a spirit of kindness and pointed solely at the general problem of effectiveness of instruction:
"That our pupils come to us poorly equipped for their High School work, no teacher can deny. This deficiency seems to lie rather in the quality of their previous mental training than in the quantity. They lack the knowledge of how to use their brains to their own advantage. We have found that all the real men- tal labor falls upon the teachers and we rebel, not because we dislike the task, but because we feel that we are failing to give the pupils a mental training which will fit them for later life
43
REASONS FOR FAILURE.
work. Their powers of imagination and original thinking are singularly undeveloped. Mental alertness which leads to keen observation, accurate work and an insatiable desire for further study is woefully lacking in the majority of cases. Very few know what concentrated study means and fewer still have the mental capacity for concentration, not because they do not pos- sess the brains but because it has never been trained and util- ized. They have the tool, but are ignorant of its use."
"A Herculean task confronts the High School teacher when he must attempt to make good to the pupil in four years what he has failed to acquire in eight years, and at the same time give him the. training which properly belongs to the High School course."
Reasons for Failure in High School Work:
"The freshmen pupils on the whole show a great lack of self-reliance. To this I think can be traced their unsatisfactory knowledge of the fundamental principles taught in the grades and their indifference to study as a whole. The pupils can do practically nothing for themselves and seem to expect the teach- ers to do the majority of the thinking for them, Education says that the best teachers are the ones who make themselves use- less the quickest. The tendency of course on the part of the teachers is to help the pupils along by means of props instead of letting the pupils develop a mental ability of their own. Just as soon as the pupils begin to depend on themselves they grasp far more quickly the new principles presented to them, and keep them far more firmly planted in their store of knowledge, and at the same time acquire a desire for more knowledge.
The blame for this lack of independence, lack of funda- mental principles and lack of ambition, can not be placed right- ly upon the eighth grade teachers, or on the seventh, or in fact upon any grade teachers in particular. It is a problem that all teachers have to work on from the time the pupils enter the first
44
THE COURTIS PRACTICE PADS.
grade until the seniors graduate from the High School."
To the extent that these criticisms are true and to the de- gree that the standards here suggested are fair, I believe that an improvement in method and a re-organization of the course are needed.
Here is a concrete example of what I mean by improve- ment of method of instruction.
Courtis Tests:
In this problem of method of instruction the following data indicate the type of work that might profitably be done. Last year a complete study of the work in arithmetic in the 4th, 5th, 6th, 7th and 8th grades was made, This study dealt with the speed and accuracy with which the pupils of these grades add, subtract, multiply and divide whole numbers. Tests of equal difficulty under uniform conditions were given to all pupils in October. It was found that from these tests an unfortunate un- evenness in ability to add, subtract, multiply and divide existed. On the same test it was found that a fifth grade was more skill- ful than one of the eighth. In ability to subtract the grades as a whole stood in proper order, that is, the fifth grade was better than the fourth, etc. But the ability to subtract of one class of a grade varied widely with that of another class of the same grade. In multiplication and division this same unevenness per- sisted.
We know pretty accurately now what work ought to be ex- pected of the average pupil of the several grades in arithmetic. Their ability should be:
Grade
Addition
Subtraction
Multiplication
Division
4
3
4
3
2
5
5
6
5
4
6
7
8
7
6
45
THE COURTIS PRACTICE PADS.
7 8
9
10
1
9
8
11
11
10
10
Number of Problems Correctly Done.
In applying these tests I found that almost without excep- tion our 4th, 5th, 6th, 7th and 8th grades could not add, sub- tract, divide or multiply either as rapidly or as accurately as they should. May I point out that in arriving at this conclusion there
1 was no guess work or private opinion used. Our grades were tested in exactly the same fashion as were similar grades through- out the country.
Here we have a double problem. First, the grades were uneven in ability, higher grades were not doing as good work as lower. Second, no grade was doing as well as it should. This problem was one largely, though not wholly, of method of instruction.
In each grade I allowed one class to pursue the same meth- od of drill work which was customary to continue. The other class changed their method of drill work. The Courtis Practice Pads were used. These are so arranged that during the time allotted to drill in arithmetic, each pupil worked on that part of arithmetic he was weakest in. Thus if a pupil was weak in subtraction and strong in addition, he paid attention to subtrac- tion. These pads are so arranged that a class by using them can really do more drill work than under the old arrangement in a given amount of time.
In June I tested all the grades again, I found that without exception the classes which had used the Courtis Practice Pads did more work and better work than the classes which had used the old method.
To Illustrate:
The eighth grade which used the old method of drill work did less than six examples in addition. The eighth grade using
46
DIVISION OF TEACHING.
the practice pads did more than eight problems.
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