USA > Massachusetts > Essex County > Ipswich > Town annual report of Ipswich 1916-1918 > Part 20
Note: The text from this book was generated using artificial intelligence so there may be some errors. The full pages can be found on Archive.org (link on the Part 1 page).
Part 1 | Part 2 | Part 3 | Part 4 | Part 5 | Part 6 | Part 7 | Part 8 | Part 9 | Part 10 | Part 11 | Part 12 | Part 13 | Part 14 | Part 15 | Part 16 | Part 17 | Part 18 | Part 19 | Part 20 | Part 21 | Part 22 | Part 23 | Part 24 | Part 25 | Part 26 | Part 27 | Part 28 | Part 29 | Part 30 | Part 31 | Part 32 | Part 33
Salaries.
This a perennial topic and will not down. It is in full ac- cord with the trend of prices in other lines and is fully justified by economic conditions. Moreover, it admits of little argu- ment. An experienced teacher, other things being equal, is more valuable than one who lacks this practical training. School officials everywhere recognize this fact, and competition among them is keen. If we cannot pay the market price, we lose the teacher and the school suffers.
Nothing so reduces the standard of scholarship nor is more
51
IPSWICH SCHOOL REPORT.
demoralizing to the discipline as the too frequent changing of teachers, and we should make ample provision for the retention of our best ones. Several of our teachers, especially in the High School, came to us last September with little, if with any, experience in the work. They are working hard and are mak- ing satisfactory progress. They are entitled to an increase in salary to a point, at least, equal to that received by the opera- tives in our mill, where the cost in time and money in the prep- aration for teaching is not taken into the account.
I am no advocate of any horizontal, maximum salary scheme, where the salary increases automatically with the lengthening term of service; that is, where time is the domina- ting factor. In fact, I have known of a very few cases where the reverse of this policy would be more fully in accord with a strict sense of justice, if measured in terms of real teaching pow- er. In some cases, too, the maximum of salary and the maxi- mum of efficiency meet at one and the same time; and then, after a brief acquaintance, part company forever.
It sometimes begets that feeling of security that might find expression in something after this fashion: "My `tenure is safe; henceforth I shall not be greatly moved." And then "they rest from their labors, and their works do follow them"-to the place where all business goes the moment you relax your grip upon it.
Most fortunately such cases, I am in duty bound to say, are rare. All good teachers take up educational work during vaca- tions or in connection with their regular school work during the year. These become better teachers; and are entitled to a salary commensurate with their efforts. But the other kind does exist, and the weakness of the school work is in direct ratio to the number of such to be found in any corps of teachers.
52
IPSWICH SCHOOL REPORT.
This I believe to be all wrong. The baneful effects of such a policy is plainly seen in some of our labor organizations where the veriest type receives as much as the most skillful workman. This is stultifying and destructive, and no real pro- gress can be made where such conditions prevail. Let the compensation be gauged by the quality and quantity of the work, and let these be weighed and measured by the most ex- act and scientific means and methods available.
By this method of selection, supplemented by various questionable practices, the richer cities secure the very best tal- ent obtainable, and the poorer communities are left to shift for themselves as best they may.
It behooves us therefore to meet this competi ion if our schools are to attain to that standard of excellence which we all so much desire.
When a community has the good fortune to have on its teaching force, one who loves her work, who conscientiously and with singleness of heart strives to carry out the wishes of those in authority, and by the rugged strength of her own char- acter and influence advances the intellectual, social, and moral standards of school and community, that community is wise if it retains her at any price. If in these respects she stands "head and shoulders" above her associates, let her worth be reflected in her salary, no matter whether she holds a position in the high school in the grades.
I wish we might secure such an ideal teacher for some of the grades to-day. Her coming would be an inspiration to pupils, to teachers and to the community.
The adoption of such a policy would assist in securing the best teachers and stimulate all to better work.
Judging from your conduct in the past, I feel sure that your sense of what is just and right, as well as your pride and purpose in maintaining the cherished tradition of our town,
53
IPSWICH SCHOOL REPORT.
will prompt you to bestow upon all deserving teachers such measure of financial support as will enable them to take an hon- est pride in their profession and encourage them in their efforts for a larger and a better service.
Supervised Play.
Our children are not getting the benefit they should receive from their recesses. Left to their own devices and free to follow the bent of their own inclination, they become , impul- sive and rash in their conduct and abusive in their treatment of others. The restraining influence and authority of the teacher cannot be withdrawn from such pupils for a single instant, but must be exerted constantly over them.
Fortunately this class forms but a small proportion of our pupils and this is not the worst phase of the situation. If it were, the problem would be simplified and present methods of dealing with such cases would be sufficient, .
But there is another class whose improvement calls for a very different mode of treatment. These pupils are not seem- ingly vicious; they are not boisterous or self-assertive. They are quiet on the whole and apparently well-mannered, They wander aimlessly about, stand in corners, get together in iso- lated groups, and engage in quiet conversation, which experi- ence compels us to say is not in all instances of an elevating character.
To those who are viciously inclined the recess furnishes an opportunity for meditating evil and planning mischief for both in an out of school, It supplements the harmful influence of the street, and in too many instances neutralizes and destroys all the better influences of the home and the school. It affords an opportunity for forming undesirable companionships which
54
IPSWICH SCHOOL REPORT.
may continue long after the school life is ended. In fact most of the troubles which the teacher is called upon to deal with can be directly traced to this promiscuous mingling of the chil- dren at recess time.
And so we see how a period which might and should be devoted to the physical and moral upbuilding of our youth may become a real menace to their welfare and defeat the very purpose for which it was established.
To change these conditions so that our children may re- ceive the full measure of benefit from this period of relaxation, we should adopt some of the various forms of organized play, in which the teacher herself becomes the leader.
This will give a complete change, allow the taking of some agreeable exercise in the open air, relieve mental strain by calling the blood to new centers of energy, develop the child symmetrically, and make school life more agreeable and profit- able. It will eliminate many of the objectionable features al- ready spoken of and permit the work of the school to proceed . as one continued effort, without the danger of being interrupted or overthrown by an incidental feature of the school program.
Supervised play, then, we consider as one of the best agen- cies for promoting the health and happiness of our children. Little if any additional expense will be incurred by inaugura- ting such a system, and I sincerely hope that with the opening of spring we may be able to take up this new line of work, in all the grades.
Physical Training.
The war has brought to light not a few of our defects and weaknesses, and has emphasized the necessity of giving more at- tention and effort to the development of our children. The high
55
IPSWICH SCHOOL REPORT.
percentage of rejected men as disclosed by the failure to pass the physical examination required for military service, opens our eyes to some very important but disagreeable facts. Espec- ially is this so in reference to the physical standard of high school and college graduates. Those considered as fine specimens of physical manhood, and even those of the athletic type or class, have been deeply humiliated by the low rating given by the medical examiner.
These tests have revealed another fact, viz: That the pupils of city schools, where physical training is included in the course of study, far surpass in physical and mental development those of the country schools, where such exercises are not made a part of the regular school work.
The State and the National Government recognizing these deficiencies in this respect, urgently recommend the adoption of some system of physical training which will insure a strong and vigorous type of manhood.
France and England are impoverished and wasted to the point of exhaustion by the ravages of this terrible war. They are compelled by sheer necessity to conserve every energy and every material resource to the utmost limit of conservation. But they fully realize that if, when the war closes, their respective nations are to have a place among the nations of the earth, their chief reliance must rest upon the fullest possible develop- ment of their youth. And this is just what they are doing -giv- ing their children the best and most scientific physical training obtainable.
Is their case different from ours? Only in degree; and time will make this difference much less than it is today. We cannot afford to ignore their example if we wish to make our influence felt in the final adjustment of difficulties which the war has entailed upon our civilization.
The School Committee and the School Physician are
56
IPSWICH SCHOOL REPORT.
strongly in favor of adding this work to the list of our activities, and I feel sure that in this they have the approval and the sup- port of all who take an interest in the welfare of the children.
School Grounds.
Through the influence and generosity of several of the good women of the town-Mrs. Rice, Mrs. Hayward, Mrs. Bar- nard, Mrs. Campbell and others-we have been able from their donations of trees and flowering shrubs, to make a beginning towards beautifying the grounds of our Central Street school plant. A double hedge of barberry plants has been set along the entire front; some evergreens along the west driveway, and a generous border of flowering shrubs along the line of fence on the Winthrop School side.
Our plans for this year include the repair of the terraces, filling the middle plot with different varieties of flowering trees and shrubs, completing the border of evergreens, breaking the center driveway with a narrow panel or plot of grass set with shrubs and flowers, and completing the line of shrubs against the Central Fire Station and the Manning Street line of fence.
The larger part of the needed material has been donated already, and the work of setting will be begun as soon as the spring opens.
I regret to state that the eastern lawn which was well start- ed was nearly ruined by the football and basketball squads. But this was not the fault of either team. They had no other place to play and they had full permission to practice where they did. And right here I wish to commend Mr. Marston and Miss Sullivan for thelr co-operation, as well as the boys and girls of both schools for the fine spirit displayed in their care and treatment of all the school grounds.
57
IPSWICH SCHOOL REPORT.
As soon as the weather permits, the grading of the north- ern end of the grounds will be completed. This will give a play ground of ample proportions for a practice field, thus doing away with the necessity of again using the front lawn for such purposes.
We should have been happy in this connection to acknowl- edge our indebtedness to the late Mr. A. S. Garland for his many valuable suggestions and for his excellent advice as to plans and treatment of our proposed scheme. The perfection to which his own garden was developed, placed him at once in the front rank of those who are fully competent to advise and entitled him to a conspicuous place among those who are deeply inter- ested in the attempt to make our town beautiful. In his pas- sing the town has met with a distinct loss.
To Mr. J. A. Huckins, Mr. Ernest Carter and to many others our thanks are due for the interest shown and for the care and protection given to the newly-set plants.
School Gardens
According to the testimony of those most interested and also of those best able to judge, our school garden was conduct .. ed more successfully this year than ever before.
This was due to several causes. It was the psychological season. The desire to plant something, somehow, and some- where assumed the form and proportions of a tremendous epi- demic, and our whole community was brought under its benefi- cent sway. Land that had not been broken before within my remembrance, was ploughed and cultivated; and many a house- holder to-day rejoices in the fact that his cellar holds a plentiful store of fruits and vegetables.
This is making progress in the right direction -- a veritable
58
IPSWICH SCHOOL REPORT.
blessing in a thousand ways. It takes us into the sunshine and open air; it relieves the tension of tired nerves; makes us more independent; gives us something we can bestow upon our friends and neighbors and furnishes the wherewithal, to distribute for sweet charity's sake to those less favored than ourselves.
But whatever the cause of this movement, no one can deny the fact that a valuable lesson has been taught to our American people. The garden plot has come to stay, and the lesson it has brought to not a few of our young people will strengthen as time goes on.
Operations for the coming year should be begun much earl- ier. As soon as the land can be brought into condition, it should be planted to the earlier varieties of vegetables so that they may be brought to maturity and another planting begun before the summer vacation begins.
I feel that greater interest could be aroused and maintained if work here in the garden and in the school were carried on at one and the same time. Children would become accustomed to the out-door work before the weather beame too warm, and the money derived from the sale of early vegetables would serve as an inducement to continue their work through the summer.
In this connection, I think it would be well to establish a few cold-frames in which the vegetables might be started pre- paratory to transplanting into the open ground, or to the home garden. This would also add to the pupils' knowledge of the subject, and possibly point the way to a life work.
The report of the Misses Sullivan who had charge of this work is herewith submitted.
59
IPSWICH SCHOOL REPORT.
SCHOOL AND. HOME GARDEN REPORT.
School Gardens.
48 children started gardens, 26 were quite regular and 16 were very nearly perfect in attention. Potatoes and small seeds were planted June 1. Corn and beans planted June 2. Squash and cucumbers were planted June 4. Tomato and cabbage plants were set out about June 25. Vegetables obtained from School Garden.
White Turnip 315 bunches (5 in a bunch.)
Tomatoes (ripe) 477
Tomatoes (green) 5 bushels.
Cucumbers. 170
Corn 40 dozen.
Radish 300 bunches (5 in bunch) more not counted
Carrot
260 dozen more not counted.
Beets 250 bunches (5 in bunch.)
Squash 34
Beans (string)
90 qts.
Beans (dry)
60 qts. in pods.
Lettuce
ยท 740 heads more not counted.
Cabbage 208
Potatoes
24 bush.
Winter Turnips 220
Parsnips, not yet gathered, but there will not be many as we planted only one row. There were 2 plantings each, of beet, radish and turnip.
K. F. SULLIVAN.
.
60
IPSWICH SCHOOL REPORT.
1
Home Gardens.
Home gardens were also included in our scheme of work but owing to the fact that many of the children assisted their parents in the care of larger plots outside, the results were not so satisfactory as with the school garden.
Nevertheless a good beginning has been made, and a de- cided improvement may be expected the coming year.
The Misses Sullivan, under whose management both gar- dens were placed, make this report:
The number of Home Gardens visited, 186. Of this number
7 were excellent.
44 very good.
24 fair.
13 with parents assistance, were good.
10 were poor and
88 had no gardens worth mentioning.
This is not a bad showing and is far above the average of other places in previous years. Many of the poorer were due to lack of good soil and unfavorable location.
The success of these gardens was due in large measure to the unflagging interest and untiring efforts of the Misses Kate and Nellie Sullivan, who had full charge of the work. Their reputation as hard-working, conscientious, and successful teach- ers in our schools is too well established to need any further commendation. We only hope that both may be spared for many years to come and permitted to enjoy that full measure of appreciation and regard to which they are so justly entitled.
We should certainly be remiss in our duty if we failed in this connection to make some acknowledgment of our
-
61
IPSWICH SCHOOL REPORT.
apreciation of the personal interest in our gardens shown by Mrs. Walter E. Hayward. A's we understand the matter, it was through her influence and energy that the gardens received their initial start. That interest and support she has continued unabated to the present time, and we wish to congratulate her upon the successful issue to which this work has been brought.
We trust that we may still have that same measure of help- fulness as in the past.
Penny Savings.
The Penny Savings collections which had been allowed to lapse for a season were resumed last April and have been continued weekly since that time.
This work has been confined mostly to the first six grades. For some reason, unknown to me, there has been very little en- thusiasm shown by the pupils of the Junior High School in this movement. This may be owing to the fact that many of them already have bank-books of their own and attend to their own savings account.
Owing to the lateness of the season, and also to the fact that the money and attention of the Senior High School pupils were needed in other directions, we did not solicit contribu- tions from this school last Spring. With the opening of the fall term came the call for subscriptions to the Liberty Bond issues, and so, up to date, the High School has not been asked for collections at all. This year collections will be made from all the schools.
James J. Hill, the great empire builder of the Northwest, had one test by which he decided whether a man would make a success in life: "Can he save money? If he can't, he's a
62
IPSWICH SCHOOL REPORT.
failure." This may seem mercenary and sordid; but after all, we must admit that it contains a large element of truth, and we must remember that Mr. Hill was a man whose judgment was sought by the foremost men of his time. We, ourselves, know that little can be done without money; and we all real- ize-or should do so-the immense possibilities that may be locked up in a little ready cash. This is what makes the opportunity ours, and gives us the lead in the case.
We must emphasize more and more the value of training to habits of thrift and frugality. Already it has become an in- dividual need and a national necessity. With arithmetic, history, geography, household art, hygiene, mortality, practical thrift should have a place. If it has not, then we are neglecting one of the most important branches in our education. Thrift is self-respecting and wins respect. . It lies midway between miserliness and extravagance, and points the way of right living. It is a builder of character, and gives impulse to progress and to civilization.
Quite a little has been accomplished along this line already. We wish to extend it farther and to make it more general.
Each class in the Senior High School has purchased a bond and is paying for it on the installment plan.
Miss Sullivan informs me that she has the money in hand to make the last payment on the bond purchased by the Junior High School.
In addition to this, I am credibly informed, that sixty four of our pupils are bond-holders, and that more have signified their intention to become purchasers of War Savings Stamps.
The following shows the condition of the Penny Savings Account:
63
IPSWICH SCHOOL REPORT.
April 1, Balance on hand $147.43
Collections to February 1 493.09
$640.52
Withdrawn
266.94
Balance
$373.58
80 bank books have been taken out for different pupils and transferred to books previously outstanding in the names of and held by the pupils themselves.
Suggestions to Parents.
In my report of last year I endeavored to point out how impossible it is to regulate to any satisfactory degree the opening and closing of schools during extreme conditions of weather by a no-school signal system.
A single instance of recent occurrence may serve as an illustration.
On this particular morning it snowed but there was hardly any wind and the signal was not given. Remember the whistle is blown according to a fixed schedule. At eleven o'clock the snow had ceased to fall and appearances seemed to indicate clearing weather. At half-past eleven it began to rain and in less than twenty minutes we had a regular down-pour. I im- mediately telephoned for a no-school signal but was informed that it would be impossible to give it as it was after eleven o'clock, and that such a proceedure would make confusion in the Fire Department.
Everything possible was done to notify the different schools to close for the day, but this was only partially successful owing to the lack of time.
Fortunately such occasions are not common; but still it em- phasizes the necessity for both parents and teachers to use their own best judgement, and to let this govern under such conditions.
Distribution of Pupils In the Ipswich Schools By Grades and Ages.
Ages
GRADE
5
6
7
8
9
10
11
12
13
14
15
16
17
18 TOTAL.
1.
73
61
18
8
3
1
$164
II.
33
46
21
12
3
1
1
1
2
1
121
III.
2
32
45
20
5
4
2
110
IV.
2
26
41
22
10
10
3
114
V.
6
16
28
17
7
5
1
[80
VI.
1
5
31
28
12
9
6
1
93.
VII.
5
8
21
18
8
60
VIII.
3
10
8
16
20
10
1
68
IX.
1
9
29
18
16
6
-
80
X
1
7
10
13
9
3
43
XI.
1
15
15
5
36
XII.
2
11
12
2
27
73
"96
1
98 :107 100 105
76
78
92
55
49
43
22
2
996
1
1
-
-
65
IPSWICH SCHOOL REPORT.
The foregoing table shows the distribution of pupils by grade and age. It cannot, however, be used as the guage or measure of retardation and progress. Last September children were admitted to school nearly one year earlier than in the preceeding year; and, if we allow the first two years in each grade to be the age for completing the required work, we should have a high percentage of delinquents. This would be unfair under present conditions, and I have refrained from making any such comparisons.
The table is complete enough to tell its own story, In the second grade it will be seen that we have pupils of 12, 13, 14, 15, and 16 years of age. This is due to the fact that these children were foreign born and did not enter our schools uniil very late. On the other hand, it will be seen that we have quite a few pupils that have come into the higher grades ex- ceptionally early.
A larger interest would be given to the table were the names of the pupils given in each case. This would disclose the nationality of these children, and we should be surprised to see how the foreign born children are forging ahead. It is one feature of our school system that gives us the greatest en- couragement. Progress among this class of children is very marked. They are better clothed, better kept, and are con- forming to the customs of American children very rapidly. Whether our own children would do as well under such ad- verse conditions, I very much doubt. The power of the school and the power of these homes are unequally matched, but the school seems to be winning.
66
IPSWICH SCHOOL REPORT.
SCHOOLS a PAYING Investment for the State !
Massachusetts spent $13,889,838.00 or $38.55 per pupil on educa- tion.
Tennessee spent $1,628,313,00, or $4.68 per pupil on education during the same year.
That year Massachusetts citizens produced on the average $144. each more than did Tennessee citizens, or a total of $403,669, 824.00 more than Tennessee.
If Massachusetts gives 12 mil- lion dollars more to schools, and her better educated citizens pro- duce 403 million dollars more per year, how much profit does this State make on her invest- ment in education?
EDUCATION IS NOT A CHARITY, BUT THE BEST PAYING INVESTMENT
The figures are from "A World-Wide Law," by Charles W. Dabney, and are for 1899. The figures for 1909 show the same facts. Estimates based on the total productions recorded in the 1910 census reports show a per capita production for Massachusetts of $466, for Tennessee of $14, and for the United States as a whole $332.
67
IPSWICH SCHOOL REPORT.
Life is what we make it. Its usefulness and success will be enlarged or circumscribed according to the measure of our ideals and the preparation given for the acquirement of those ideals.
If our ideals are lofty, but within rational limits; if our prep- aration is thorough and practical, then we are entitled to that confident expectation that success at last will crown our efforts.s
Need help finding more records? Try our genealogical records directory which has more than 1 million sources to help you more easily locate the available records.