USA > Massachusetts > Essex County > Ipswich > Town annual report of Ipswich 1916-1918 > Part 10
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Will parents and drivers work together to bring the best possible out of a complicated and ugly situation?
Delinquents.
Delinquents are made, not born; and if the process is not checked we may find an undesirable surplus of this class of
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pupils in our schools. These vary in mentality from simple causes of backward, through sickness or other misfortune, to the very border-line of defeetiveness.
To segregate these pupils and thus fasten the stigma of im- becility upon them would be unwarranted, unjust and --- expen- sive. Happily for the majority of them, we feel that a way has been found whereby they may become good and useful mem- bers of society without forfeiting their birthright.
These pupils deluded their former teachers to a certain ex- tent, and escaped the tasks set for them through a dullness that was partially feigned. From the start the gap between them and their companions has been constantly widening, until at last they have lost nearly all interest in their books, but they turn to some form of hand work with genuine relish.
And right here in this single particular the manual training department puts a new power into our hands and fully justifies its existence, although this is, by no means, its proper function.
By making the privilege of shopwork the condition of good work along academic lines, we are enabled in most cases to se- cure the maximum of application from these boys, and much useful knowledge is thereby gained, which otherwise could not be imparted.
In some cases a simple change of teachers has shown good results, and the promise of a trip to Boston, on the evidence of good work, and a word of commendation from the teacher, has been very encouraging to them. Much credit is due to the in- dustrious and faithful teacher at the head of this department. He is building better than he realizes.
To anyone interested in the uplift of the unfortunate, who realizes the possible emptiness of such lives, the prospect is in- deed very hopeful. I feel that, at last, we have a partial solution of this very serious problem and record this belief with a great deal of pleasure and gratitude.
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IPSWICH SCHOOL REPORT.
Budget for 1917.
General Expenses
$ 3215.
Teachers' Salaries
26000.
Text Books and Supplies
2900.
Transportation 2000.
Janitors' Service
2250.
Fuel and Light
3500.
Buildings and Grounds
1960.
Furniture and Furnishings
525.
Diplomas
150.
Insurance
300.
Other Expenses
200.
Total
$43000.
It is understood that the above total represents the gross amount asked for. The department will turn into the town treasury about $3500., which when deducted from the gross will leave a balance of $39500. to be raised directly by taxa- tion.
Gifts and Acknowledgments.
We are pleased to acknowledge the receipt of a complete set of Ellis's Histories, from Mr. J. A. Huckins. This is a very fine set of books consisting of eight volumes, and is a very val- uable addition to our reference library.
This acknowledgment comes quite late and Mr. Huckins is to be commended for his patience as well as for his very val- uable gift.
In this connection, too, we acknowledge the gift of one
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thousand rulers and several beautiful calendars by Mr. John W. Goodhue.
Mr. Arthur C. Glover has procured and presented a fine picture of one of the Cunard Steamship Company's largest ocean liners for the benefit of the class in commercial geogra- phy.
Acknowledgments should also be made to the Woman's Club, not only for its substantial money gifts, but also for the in- tense interest which it has always manifested in the various ac- tivities of our schools. For some years the school garden has been cared for by this organization, and it has expressed the de- sire that another attempt be made to have this project estab- lished upon a sound and successful basis. The least we can do will be to renew our efforts toward bringing this part of our school work up to the desired standard.
We wish also to acknowledge the generous contribution towards the purchase of a stereopticon lantern. This we feel is another step in the right direction, and we anticipate that much benefit will be derived therefrom.
Lastly, I wish to thank the School Committee and the whole corps of teachers for their continued support. Nor would I be unmindful of the prompt and efficient service rendered by the Board of Health in preventing epidemics from getting a foot- hold in our schools, The police also have assisted the Attend- ance Officer in no small degree, and our very satisfactory at- tendance is due largely to their united efforts. To all of these, and to the parents, I wish to tender my heartfelt thanks. And I earnestly desire that my work among you may always be found worthy of your continued support.
Respectfully submitted,
JOSEPH I. HORTON,
Superintendent of Schools.
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IPSWICH SCHOOL REPORT.
THE JUNIOR HIGH SCHOOL.
To the Superintendent of Schools,
Ipswich, Mass.
Dear Sir :---
Before reporting the work which we have tried to accomplish in the Junior High School this year, it would be wise to state briefly how and why this reorganization of our schools has come about.
The United States Bureau of Education defines the school as "an organization of grades 7 to 9 (first year of high school), or 7 and 8 to provide by various means for individual differ- ences, especially by an earlier introduction of prevocational work and of subjects usually taught in the high school."
There are more than a hundred such systems now in the country. To indicate what prominent educators think of its fu- ture, it might be noted that former Commissioner Snedden of Massachusetts predicted 100 junior high schools in our state within four years, which means an increase of some tenfold.
The introduction of this system involves in main the follow- ing:
1. A rather complete reorganization of the subject matter to be taught, especially within the 7th and 8th grades.
2. Provisions for differentiated curricula, beginning with
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the seventh grade.
3. Provisions for some individual freedom of election of courses on the part of the pupils as early as the seventh grade.
4. Departmental teaching, beginning with the seventh grade.
5. Promotion by subject.
The first six grades are considered sufficient for the com- mon foundations of an active life in a democracy like ours. Then at the age of adolescence the gradual introduction of op- tional studies through different courses naturally results in a better preparation and a better "testing out" for a vocation or for further work in the senior high school. Foreign languages, taught in the informal, conversational methods, prevocational work in various manual branches, or some kind of commercial training may be elected by the pupil under the guidance of the parents and teachers.
The advantages of departmental training are obvious, and this custom has been followed for years in many schools of the first rank. A teacher can teach her few specialties far better than she can teach all subjects; a pupil gains much in the broadening contact with several teachers. The promotion of children in the upper grades by subject on their merits in each subject is educationally wise. The interest and the effort of the pupil are sapped when he is obliged to repeat a whole year's work in all subjects because he fails in one or two. Flexibility and adjustment to the individual differences --- two aims of the junior high school movement --- attain much greater success when promotion by subject is the rule.
There are, in summary, four major claims made for the junior high school: First, as has been discussed, that it pro- vides better for individual differences; second, that it makes easier the transition to the high school; third, that it decreases the number of pupils eliminated from the school system, and
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fourth, that it furnishes an opportunity for various reforms in instruction.
We have here in Ipswich to a greater or lesser extent intro- duced all of these five main essentials of a junior high school. In the first place considerable reorganization of our subject matter has been made especially in the seventh and eighth grade. We have paid especial attention to the Arithmetic and English work aiming to bring this as close to the actual needs of the outside world as possible.
In the second place we have introduced four courses in the junior high school distinguished only by one elective study in each. That is about five-sixths of the work is the same for all, This includes Arithmetic, English, United States History, Geog- raphy, Manual Training or Domestic Science, Music, Drawing, and the essentials of Hygiene. In the other one-sixth of the time the pupil has choice of work in elementary commercial studies, Latin and advanced Manual or Domestic Arts.
The commercial work consists of considerable practice in making out the ordinary forms used in business --- checks. bills, notes, drafts, simple casfi book, journal and ledger accounts, etc. The pupil is also given especial drill in penmanship and busi- ness letters. This course is intended for pupils who are plan- ning to enter the commercial course in the High School or to leave school for business occupations or for those who want to know something about business in general. Latin is offered to pupils who are intending to finish high and go to Normal School or college. The work is taken up in a very informal way with much of the conversational method and special emphasis on the relation between Latin and practical life, --- derivatives, abbreviations, literature, art, music, science. etc. The manual arts elective gives the boys an opportunity of specializing in work with hand tools and machinery, repairing, painting, var- nishing, etc. This is intended for boys who are interested in
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this kind of work and want to take a similar course in the high school or an industrial school. The domestic arts course gives the girls a similar opportunity. They take up advanced work in sewing and cooking, make a study of the life history of foods and textiles and of the management of the home. It is not our intention to force a pupil to remain in any given course longer than a year. If he wishes to change we consider the junior high school as a kind of testing out place where the pupil can have an opportunity to find himself for his future life work.
The fourth essential of the Junior high school was intro- duced from the very first, "departmental teaching." This has been very successful and its advantages are mentioned above. Promotion by subject is being gradually developed. Last year promotion bv subject in Arithmetic and English was in effect in the junior high school. This year it probably will be extend- ed further to other subjects and to lower classes.
A report of the class average of the first year pupils in the high school this year shows considerable gain by our junior high school graduates. The average of the freshman for the first quarter last year was 72 per cent., and for this year's fresh- man class 78 per cent. Considering the average number of studies being taken by a pupil as four, and counting the number of Ipswich pupils in this year's freshman class as 39, it is seen that the aggregate gain in all studies is 396 per cent. This is the first class graduated from the junior high school. This im- provement in scholarship is due, I believe, partly to depart- mental teaching in the eighth grade, partly to promotion by subject and largely to the fact that we have enforced fair rules for promotion.
Let me suggest that all parents and friends visit our school while it is at work and see for themselves just what we are trying to do. Briefly we are aiming for better teachers and better students. Respectfully submitted,
RALPH W. WESTCOTT.
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IPSWICH SCHOOL REPORT.
DOMESTIC SCIENCE DEPARTMENT.
To the Superintendent of Schools,
Dear Sir :---
Ipswich, Mass. -
The general aim of this department has been to keep the needs and the requirements of the average American family constantly in view. It may be said to be threefold: First to give the girls some knowledge of food materials; second, to teach them to prepare foods; third, to instruct them in the art of homemaking and housekeeping.
The girls are taught about various foodstuffs as purchased, with regard to their origin and preparation for market. The ob- ject of this is to make the pupil's buying more intelligent and economical. Especially at this time when the cost of living is so high, great stress is laid upon economy.
The study of the preparation of food covers much ground. First, the reasons for cooking food must be understood, and then the various methods of cooking are taught with regard to the composition of the material being cooked, and the desired result. Just enough work along the line of so called luxuries and delicacies has been permitted to give these prospective housekeepers' confidence in their own ability to prepare food for the sick or for entertainment as the occasion might demand.
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But the most emphasis has been given to plain cooking of the substantial classes of food such as should have a place upon the workingman's table Here, too, an effort has been made to pre- vent waste and to utilize in a new form what remained from the meals of the preceding day.
The actual cooking of certain articles of food that require much time has been omitted in some classes, although the theory and the process has been explained and the pupils are encouraged to try these out at home. The cooking of meats has to be restricted because of the high costs, and the cooking of the tender, expensive cuts is only explained, while the making of stews and soups and other means of cooking inexpensive cuts is practiced as much as possible.
Whenever it is possible, directions or rules are made gen- eral, thus inducing the pupils to associate one class of foods with another. For example, when cereals are cooked, general rules for cooking them are given, which will enable a girl to cook oatmeal or hominy at home, even though the practice work in class may have been to prepare Creatu of Wheat.
Comparison of various commercial products is made from an economical standpoint. For example, if three or four fats are under consideration, they will all be tried in making pie crust or in deep fat frying and by comparing results the class may decide which fat is the best and most economical.
Instruction in housekeeping is correlated with that of the preparation of food. The pupils must acquire habits of neat- ness and efficiency while they are practicing cooking and house- keeping. Dishwashing, cleaning, sweeping, fire-building, in fact the care of all parts of a household equipment have their place in each lesson. Nothing which tends to beautify the home should be overlooked in this course.
Mr. Arthur Walton has kindly consented to give the classes some demonstration work in room papering.
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One class from both the seventh and eighth grades have special work in this course, and their work can include many things which the shorter courses cannot cover. In the fall a great deal of canning and preserving is done, and the products have been placed on sale by local dealers. Over ten dollars was netted from these sales, which will be turned in to the school department. Another year we hope to realize even more from these sales. Many persons are already deriving no small part of their income from this sort of work, and if our pu- pils can be taught to do likewise this department will be made all the more valuable to this community.
The study of household pests with methods of avoid- ing and destroying them is taken up; and later on we hope to have an illustrated lecture on the subject by one of the faculty of the Essex County Agricultural School. An- nouncements will be made, and all who are interested may at- tend.
The work in the high school is along the same lines as that of the grades, but is somewhat more advanced. The dishes pre- pared are a little more difficult, and simple menus are arranged and carried out.
We may say in conclusion that a girl having taken all the work offered in the course should be able to keep home wells
Respectfully submitted,
ELIZABETH NUTTER.
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IPSWICH SCHOOL REPORT.
THE SEWING DEPARTMENT. -
To the Superintendent of Schools,
Ipswich, Mass.
Dear Sir :---
The work of the sewing classes is planned to give the girls a practical understanding of plain sewing and simple garment making. The work is begun in the fifth grade. Here all the fundamental stitches are taught, but they are taught on useful articles rather than on sample pieces, and the idea of making useful things is held throughout the course. The first article, however, is planned with the idea of having the children finish something quickly to encourage them, and it is a bean or rice bag. When this is finished they may have their choice of the following articles: sewing bag, school bag, duster bag and sleeve bib. Every article which is begun must be finished be- fore another may be started, but when these articles are com- plete a petticoat or apron may be made.
The pupils of the sixth grade begin garment making and they learn to use simple commercial patterns. They may make a night gown, apron, princess slip or kimona. The work here is all by hand, and the chief problem is to acquire speed and to make the stitches more perfect. Besides the manual work, va- rious material suitable for underwear are examined, and
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comparison is made between ready made and home made clothing with regard to durability and effectiveness. The ob- ject of the garment makers' union and the designating label is explained.
In the seventh grade the use of the sewing machine is a special problem. The pupils learn about the mechanism of the machine and how to care for it, as well as how to use it. The work of this class is to make the outfit to be worn in the cook- ing class, which consists of apron, cap, towel and holder. Much of this work is done by hand, but the long seams are stitched.
There is a special class in the seventh grade that has more work, and the members of it do a great deal of extra work, making more underwear, blouses, etc. They also make an ex- tensive study of textiles, keeping notebooks. Each textile fibre is studied. and the girls are taught to distinguish imitations and adulterations in materials.
The work of the eighth grade and high school is of a some- what broader scope, and quite a variety of garments is made, from underwear to dresses, waists, skirts, middy blouses and smocks.
Many of the children enjoy making something for someone else, and this spirit of giving is encouraged especially at Christ- mas time, when a list of useful articles is suggested to the chil- dren, and much pretty work of a practical kind is done.
Respectfully submitted,
ELIZABETH NUTTER.
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IPSWICH SCHOOL REPORT.
MANUAL TRAINING DEPARTMENT.
To the Superintendent of Schools,
Ipswich, Mass.
Dear Sir :---
It is with pleasure that I present my fifth annual report of the Manual Training work in the Ipswich public schools.
Manual Training now fills an important place in our school system, and the public is coming more and more to realize and appreciate its worth.
The fact that our boys so gladly avail themselves of the privilege offered by this department, and the interest and pride in their work, is ample proof of its value.
This year a course has been planned especially to meet the needs of the junior high school boys, many of whom will leave school at the close of the year. This includes, besides a gener- al review of previous work, considerable practice with the ma- chines. They come every day in one hour periods and are turning out some excellent work and gaining some knowledge of machine operations.
We are making a small cabinet, after which we shall review the different kinds of joints in practical ways. Much time is being given to talks on the measurement of lumber, the use and purchase of nails and hardware.
Such practical work as placing hinges on doors and putting in locks and other work about buildings might well be intro-
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duced into the work of this class.
The work in the grades is similar to that of previous years. Beginning with the fifth grade the work is carefully planned to lead up step by step --- beginning with the simple models --- the aim always being not only to interest the boy in the use of tools but to create in him a desire to make something worth while.
Much care is used in the choice of models. From the low- est to the highest grades, these are always such articles as will appeal to them as something that can be used.
In addition to the regular Manual Training course, 150 desks have been renovated and resurfaced, at the small cost of 6 1-2 cents each. This and the making of shelves, bookracks. bulletin boards, etc., has been of the greatest value, as in this way the boys are making a practical application of their knowl- edge.
The high school boys are doing some good work along much the same lines as the junior high, but they, especially the afternoon class, have many other interests which prevent their devoting much time to the work.
The importance of mechanical drawing has not been over- looked and this will be developed more as time goes on. This and the need of adding a band saw and turning lathe to our equipment, are the matters to which it seems to me we must now give our attention.
Some of our boys are soon to leave us for work in the Gen- eral Electric and United Shoe Companies. With these machines we can help these and others mechanically inclined to have at least a small amount of knowledge that will be of benefit to them. But whatever work our boys may engage in, this train_ ing of the hands, besides being of practical worth to them will tend to give them a wholesome and exalted idea of manual labor.
Respectfully submitted,
W. W. LUNT.
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IPSWICH SCHOOL REPORT.
THE MUSIC DEPARTMENT.
To the Superintendent of Schools,
Ipswich, Mass.
Dear Sir :---
In submitting to you my report of the music in the Ipswich Public Schools for the past year, I would like to present it in two parts: First, a review of the work accomplished during the last two months, including a brief outline of the course of study: and second, a proposal of the new work which I sincere- ly think should be introduced into our present school system.
I will not at this time attempt to give you the course of study in full, since it was published in the Ipswich School Re- port a few years ago and has not materially changed.
Briefly, beginning with grade one, where we start our chil- dren in music by the singing of rote songs, we endeavor to lead them, through the singing of exercises, songs and voice training, to that appreciation of good music and the rendering of it, which culminates in the High School. Great attention is given to vocal drills, which are indispensible to the child, to individ- ual work and to the proper musical interpretation of songs. And, with the able assistance of the teachers, who have so heartily and untiringly aided me, I feel safe in claiming that the music in our grades ranks far above the average.
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- IPSWICH SCHOOL REPORT.
Approximately a year ago, I introduced a system which has far exceeded my expectations as to the results obtained by the use of it. Formerly, when the supervisor visited the class room, he immediately took charge of the children, while the grade teacher listened to the explanation and watched the demonstra- tion of the work for the following week. No teacher, however capable, can always grasp the various points in a supervisor's lesson. In order that I could feel sure that the pupils benefited to the greatest possible extent by my teaching, and realizing that the regular teacher met the class every day and I only once each week, I insisted that she take the class while I was in the room and, instead of criticising the children, I offered my sug- gestions to her. Of course, any new principle is always first presented by the supervisor and then exemplified the following week by the grade teacher. The same holds true in the case of a new teacher who may never have taught music in the public schools. While this course of action is rather difficult at first, I think you will find the teachers all admit that, under the pres- ent system, their classes have made more progress this year than ever before.
The drill in the grades is hard, and to the conscientious su- pervisor who is teaching the greatest of all the arts, not enough encouragement is given him by the people of the community in which he teaches, Very, very few of our townspeople realize the amount of work that is being accomplished in music, and fewer still even take the opportunity to find out. I should gladly welcome to our class rooms, at any time, any and all who wish to see the methods we teach and the results we are obtaining. Especially is it the duty of every parent to do this, and the more frequent visiting of schools would also act as an incentive for better work to the children.
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