USA > Massachusetts > Essex County > Ipswich > Town annual report of Ipswich 1916-1918 > Part 21
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lf, on the other hand, our ideals are low and unworthy; if our preparation is but partial, or wanting altogether; then most certainly do we become the creatures of circumstance and must forever remain content with whatsoever a fickle fortune may dole out to us.
In the first instance "we are the masters of our fate;" in the second we are its slave.
In the hope that some concrete facts may arouse the inter- est of our pupils, or of their parents, I have made use of the material furnished hy Bulletin No. 22 of the Department of the Interior of Education entitled "The Money Value of Education" -not the greatest value by any means-for the closing pages of this report.
Says United Statas Commissioner of Education P. P. Clax- ton in his letter of transmittal: "Comparatively few are aware of the close relation between education and the production of wealth, and probably fewer still understand fully the extent to which the wealth and the wealth-producing power of any peo- ple depend upon the quantity and quality of education."
"The concrete evidence of the effect of education in in- creasing industrial efficiency is overwhelming, whether consid- ered from the national standpoint or from that of the individual citizen. For example, how else account for the fact that a na- tion like Germany, with limited resources, but with excellent public schools, has grown in wealth and power so much more rapidly than Russia, which has better resources but poor edu- cațional facilities?"
1
68
IPSWICH SCHOOL REPORT.
DISTINGUISHED MEN OF AMERICA AND THEIR EDUCATION.
With No Schooling Of 5 Million, Only 31 Attained Distinction.
With Elementary Schooling Of 33 Million, 808 Attained Distinction.
With High-School Education Of 2 Million, 1245 Attained Distinction.
With College Education Of 1 Million, 5768 Attained Distinction.
THE child with no schooling has one chance in 150,000 of performing distinguished ser- vice; with elementary education, he has four times' the chance; with High School education, 87 times the chance; with College education, 800 times the chance
What Is Your Child's Chance 1
The figures are taken from a study of the distinguished men catalogued in Who's Who In America entitled "Who Are the Thousand," by W. W. Smith.
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MIAI
69
IPSWICH SCHOOL REPORT.
"In the interpretation of all of the following comparative studies of those who have education with those who do not have it, let it be understood that the remarkable superiority of the educated must not be attributed entirely to their education. Those who receive education are a selected lot to begin with, Their parents were, as a rule, persons of more than average ef- ficiency, and hence were able to keep their children in school; they were more intelligent than the average, and therefore in- duced or required their children to remain in school. The child himself probably had more than average ability, else he would have wearied of the intellectual labor of the school and would have left it early. Then, too, the child of educated and well-to-do parents has more opportunity offered him to enter lu- crative positions. Other influences also doubtless modify the result; but after due allowance for all these factors is made there remains still a large margin of superior efficiency on the part of the educated that one must credit to education or do violence to common sense in interpretation of the undispu- ted facts."
Dr. Charles Thwing made a similar study of the 15,000 em- inent men mentioned in Appleton's Encyclopedia of American Biography to find the facts especially with regard to the relation between college training and success in political life and in amassing wealth.
He found that there were 277 times as many college-bred men who had amassed great wealth as there were of noncollege bred men.
He also found that college men, in proportion to their num- bers in the population, had become eminent as Senators, Con- gressmen, Supreme Justices, and so on, so many more times than noncollege men as to make comparison almost out of the question, the actual figures standing not less than 870 to 1. :
70
IPSWICH SCHOOL REPORT.
Value of Education to Factory Workers.
Technical School Graduate
$43,000
Trade School Graduate
$25,000
Shop Apprentice
$15,800
Laborer
$10,200
The "Value" of each is consid- ered to be the sum which at 5 per cent. interest would yield an income equal to the salary re- ceived.
Which Will You Be ?
The figures are from "The Money Value of Technical Training," by J. M. Dodge, in the Transactions of the American Society of Mechanical Engineers, volume 25, pages 40-48.
76
IPSWICH SCHOOL REPORT.
Mr. Dodge says: "A chart thus obtained shows that the la- borer starts with $3 a week when he is 16, and rises to $10.20 by the time he is 21, but he rises no higher. His potential val- ue at that wage is $1,200.
The apprentice or shop-trained worker starts with the same wages as the laborer at 16, but rises more rapidly, and is earning by the time he is 24 years old $15.80. His potential value at that time is $15,800, but he makes no further rise.
"The trade school graduate, starting at the same point, rises still more rapidly, and is earning when he is 25 years of age $22 per week, his potential value at this point being $22, 000. From this point his wages rise less rapidly, reaching pos- sibly $25 per week at the age of 32, and representing a poten- tial value of $25,000.
"The graduate of the technical school starts at the same point of a weekly salary of $3, and is earning $4 when he en- ters college at 18. Upon graduating from college at the age of 22 he can draw a salary of $13 per week. He has then al- ready passed the laborer, but is still a little below the shop- trained apprentice. He passes the latter, however, during his first year of employment, but is still below the trade-school graduate, whom he does not overtake until his twenty-fifth year. From this point on he rapidly leaves behind the three other workers, and at the age of 32 is drawing $43 a week, his poten- tial value being $43,000.
"Thus, four years' training at a technical school makes a man, by the time he is 32, four times as valuable as the laborer, approximately three times as valuable as the shop-trained ap- prentice, and 72 per cent. more valuable than the trade-school graduate-surely a good return for four years spent sn prep- aration.
72.
IPSWICH SCHOOL REPORT.
What Industrial Education Paid 215 Boys .
I=1550
III≤1250
II=875
IIIIII$775
IIIII 625
1
I$525
$425
$475
=450
$200
$287
Age 14
15
18
19
20
21
22
23
24
25
The solid black columns represent the average yearly wage received by 584 children who left school at 14 years of age.
The shaded columns represent the average wage received by 215 boys who remained in Technical Schools till 18 years of age.
Note that the Technical-School Students surpassed the Shop-Trained Boys from the beginning, and at 25 years of age are receiv- ing $900 per year higher salary.
The figures were taken from the Report of the Commission on Industrial and Technical Education, submitted to the Massa- chusetts Legislature in 1906.
IIIS1075
III$1100
...
$600
$575
v& S625
. 650
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IPSWICH SCHOOL REPORT.
Does Education Pay ?
Salaries In the New York Bridge Dept.
In positions demanding only Reading, Writing and Arith- metic $982.
In positions demanding High School and Commercial Course $1729.
In positions demanding High School and two or three years of College or Technical Education $2400.
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Which Position Are You Preparing Yourself to Fill ?
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It Pays to Continue Your Education.
The figures are from the "Report of the Committee on In- centives" in the Report of the Brooklyn Teachers' Association for 1909.
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IPSWICH SCHOOL REPORT.
What Four Years In School Paid.
Wages of Two Groups of Brooklyn Citizens:
Yearly salary of those who left school at 14 in first column, of those who left school at 18 in second column.
When 14 yrs. old $200
0
16 $2.50
0
18
$350
$500
20
$475
$750
22
$575
$1000
24
$600
$1150
25
$688
$1550
Total sal. 11 yrs. 5112.50
Total salary 7 years
7337.50
Notice that at 25 years of age the bet- ter educated boys are receiving $900 per year more salary, and have already, in 7 years, received $2250 more than the boys who left school at 14 years have received for 11 years work.
It Pays to Continue Your Studies
The figures represent the average of actual salaries received by two groups of children that left school at 14 and 18 years of of age, respectively, and were investigated by the Committee on Incentives of the Brooklyn Teachers' Association,
75
IPSWICH SCHOOL REPORT.
.
What Night-School Graduates Earned
00 09:
=34 00
4 5-55 00
TI:47 50
HH1 21 00
-
4. 620 00
- -
--
$3 50
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. . $5 00 00 SSININ !!
Ages 15 20
25
30
35
40
Shaded columns represent salaries of all graduates, solid black columns sala- ries of graduates in machine industries. The Night-School graduates of Newark before they are 22 years old surpass the unskilled workers in salaries, and at 40 years of age receive twice the salaries paid the average skilled machinists in New Jersey.
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The figures are from the Report of the New Jersey Com- mission on Industrial Education. This school was established in 1884. The salaries of 85 per cent. of the graduates were se- cured. Others not secured were thought to be equally good."
76
IPSWICH SCHOOL REPORT.
Shall We Equip
OUR -
Industrial Army ?
"The School, the University, the Laboratory and the Work- shop are the Battlefield of this New Warfare."
"The weapons which science places in the hands of those who engage in great rivalries of com- merce leave those who are with- out them, however brave, as badly off as were the Dervishes of Omdurman against the Max- ims of Lord Kitchener."
Shall Our Children Be Industrial Dervishes ?
The first quotation is from Sir Norman Lockyear's "Brain Power in History." The second is cited by Sir Norman from a speech by Mr. Haldane.
77
IPSWICH SCHOOL REPORT.
SALARIES PAID UNIVERSITY GRADUATES
The incomes received from their own work for the first ten years after leaving College were reported by graduates as follows:
Graduates of
1 st Year
2d Year
3₫ Year
4th Year
5th Year
Princeton 1901 $706
$902
$1199
$1651
$2039
Princeton 1906
860
1165
1332
1427
2226
Yale
1906
740
969
1287
1523
1887
Record for Second Five Years.
6th
7th
8th
9th
10th
Graduates of
Year Year
Year Year Year
Princeton 1901
$2408 $2382 $2709 $3222 $3804
Educated Men Receive Good Salaries: Education Pays the Individual.
Educated Men Render Efficient Service: Education Pays the State.
The figures are from "The Fifth-Year Record of the Class of 1906, Princeton University," pages 245-259. Reports were from about two-thirds of the members of the class.
78
IPSWICH SCHOOL REPORT.
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THE STATE THAT FAILS TO EDUCATE
"The educated mind is the greatest producing agency in the world, with- out which fertile soil, tim- bered land and mineral de- posits are so much useless material."
"The State that fails to edu- cate dooms its children to in- dustrial subjugation by those from States that educate. More than once have natives lost their land from lack of education."
Shall We Prepare Our Chil- dren to Hold This Land?
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IPSWICH SCHOOL REPORT.
Budget for 1918.
General Expenses
$ 3545.
Teachers' Salaries
27815.
Textbooks and Supplies
2900.
Transportation
1900.
Janitors' Services
2100.
Fuel and Lights
5650.
Buildings and Grounds
2300
Furniture and Fixtures
140.
Diplomas and Graduation
150.
Insurance
300.
Other Expenses
1
200.
Total
$47000.
The above amount is gross and is to be reduced by about $3500 which the department turns back into the town treasury each year.
The excess of appropriation asked for this year is due to the advance in the cost of supplies and fuel, especially in fuel. As no coal was to be had, we were obliged to use wood, which is nearly or quite twice as expensive; and this, too, in a winter that has rarely or never been equaled in severity.
The cost of other supplies has steadily advanced during the past year and it would seem that the end is not yet.
The salaries of some of our teachers must be increased if we wish to hold our good ones. We cannot afford to "let them go.
It will be our endeavor to see that every expenditure is made as wisely as possible under existing circumstances.
But we must have a good working capital in hand If we wish to take advantage of special opportunities.
80
IPSWICH SCHOOL REPORT.
Elizabeth Eaton Nutter.
1893 1917
.
. . .
81
IPSWICH SCHOOL REPORT.
· A TRIBUTE.
In the death of Miss Elizabeth Eaton Nutter it is needless to say that our schools and community suffered a great loss.
She was a young woman of exemplary character, ambitious, industrious, and helpful in the highest degree. She was well equipped for her work and was at the dawn of her usefulness when the thread of life was broken.
Her ideal in life was one of largest-usefulness, and unself- ish devotion to the needs of those about her, and she lived it with a fidelity that never faltered.
Few will ever know of her benefactions, or realize what she did in a self-sacrificing way for some of her pupils. Many will mourn for her and all will miss the sweet, motherly influence that dwelt in her presence.
Though the days of her life were few, and sorrow and trouble were not unknown to her, still, she kept her heart and labored cheerfully on.
Measured by the standard of good deeds and loving ser- vice, she accomplished infinitely more than many whose span of life was twice or thrice that of her own.
"We live in deeds, not years; In heart beats, not in figures on a dial."
And what more can we ask? What more could we desire? A life, brief, but beautiful; completely filled with solid worth, with no space left for emptiness; a character above reproach, a soul that was spotless.
We shall miss her, but we will not mourn for her. Her light can never be hidden, her influence is with us still. Her . name is written high on God's great roll of honor, her star has a place on His service flag.
82
IPSWICH SCHOOL REPORT.
In closing let me renew my suggestion of the closest co- operation between the parents and the schools. Under the present arrangement the preparation of lessons is made at the homes of our pupils. If parents are not extremely watchful, the pupil will not devote the necessary time and attention to his work and failure in the class recitation is inevitable. If this is allowed to continue, the boy soon loses his ambition, becomes less and less concerned about his position in the class, and finally leaves school altogether.
The school is doing everything in its power to notify parents of the standing of each boy and girl under its author- ity. Report cards are sent home for the inspection and sig- nature of the parents. These are supplemented also by per- sonal reports issued upon occasions when the pupil is not doing good work; and this is as far as the school can be expected to go in the matter.
If pupils fail of promotion, especially in the higher grades, or do not receive a diploma at graduation; then the blame must rest where it rightfully belongs. Our deepest sympathy goes out to those parents who are thus disappointed, but we can go no farther. The standard of the school must be main- tained.
Much of this disappointment and many of these heartaches may be avoided, by the close and sympathetic co-operation of the parent and teacher and many of our boys and girls be given a broader and better view of life.
Acknowledging my indebtedness to all those who have co-operated with and supported me in the work of the year just closed, I respectfully submit this report.
JOSEPH 1. HORTON,
Superintendent of Schools.
1
JUNIOR HIGH SCHOOL.
To the Superintendent of Schools,
Ipswich, Mass.
Dear Sir :--
The work of the junior high school this year is along the same general principles as characterizes schools of this type. Promotion by subject, whenever possible and departmental teaching are being carried out in the four differentiated courses, the academic, commercial, household arts, and industrial arts.
Some notable changes, however, have been made in our program.
1. Introduction of science in all classes.
2. Daily instruction in penmanship.
3. Commercial forms and business letters taught in all classes.
4. Elimination of Latin in seventh grade.
5. Uniform program throughout grades.
6. More stress placed upon drill and mental work.
7. Class individual method more closely adhered to.
8. Class exercises in form of entertainments for parents.
The junior high school teaching force this year is one less in number, which necessitates additional work for each teacher. This loss has been somewhat compensated by the aid given
84
IPSWICH SCHOOL REPORT.
us by the science and commercial teachers of the Manning High School.
During the second half of last year, science was introduced into the eighth grade. This year' it seemed best that each grade should have the benefit of general elementary science, one hour a week. The course in science aims to cover the fol- lowing subjects:
1. Composition and properties of air and water.
2. Compressed air and its uses.
3. Effects of heat.
4. The weather.
5. Nature study.
Heretofore, writing had no special period on the program above the sixth grade. As many of our children are very poor writers and none of them very good, penmanship has been given a place on the daily program. The commercial teacher in the high school supervises the penmanship of each class one- .
half hour weekly.
Since the introduction of the four courses in the junior high school, the commercial class alone received instruction in bus- iness forms, etc. This knowledge was thought essential to all. Each class now receives one hour's instruction per week in the ordinary commercial forms and business letters.
At the opening of school in September only four pupils wished to continue Latin. The elimination of Latin, therefore, in the seventh grade was felt justifiable. These four pupils were given the privilege of taking Latin with the freshman class of the senior high school.
While the household and manual arts class receives extra time along its particular line, the commercial class is getting more time in commercial spelling, etc., and the Latin people are in class at the high school. Thus it may be seen that the differentiation in courses lies in subject content rather than in subjects.
85
IPSWICH SCHOOL REPORT.
Promotion by subject is made a much easier matter since the program throughout the building is now nearly uniform, all classes in the same subject reciting at the same time. Thus a child may be placed in whatever grade he is best fitted.
We have been trying this year to make our work less superficial and more thorough and accurate, by following the advice of our superintendent, given in his last year's report, more drill on fundamentals; more emphasis on mental work; more work on problems; more emphasis on the teaching of principles; and the applicaton of those principles; more re- view work and more firmness in holding pupils to their work. As an example of this, in each grade of the building, mental arithmetic is given fifteen minutes daily.
Some modifications for a more satisfactory type of in- struction are being rigidly tried out in some of the classes. For various reasons, as absence, illness, inattention, lack of am- bition, etc., we have manv retarded and backward pupils. We wish to awaken the capacities of these children to exercise their initiative and creative powers and thus make for them a happy child and school life.
As formerly, half of the class period is devoted to super- vised study. These backward pupils are grouped by them- selves and given individual help while the rest of the class study. The teacher works with these individuals, encouraging them over difficulties, until they are able to work with other members. This must not be interpreted as doing the work for the child. The teacher works with him, not for him. We are in hopes that systematic, sympathetic individual help will enable these children to work and gain power. Once they get the spirit of work they will attack difficulties with confidence and self reliance.
The eighth grade gave its initial entertainment to parents and friends on the anniversary of the birth of the poet
86
IPSWICH SCHOOL REPORT.
John G. Whittier. It was a Whittier entertainment consisting of the reading of compositions written by the pupils, recitations from Whittier's poems and singing of some of the hymns writ- ten by the poet. It is purposed to have more of these enter- tainments in geography and history as well as in literature. Teachers and pupils would be pleased to see more parents and friends present to encourage the pupils in their efforts. It is also our intention to have a school column, occasionally in one of our local papers.
We bring together the best of our classroom compositions and recitation work in our Friday afternoon assemblies. I this way we try to appropriately celebrate all the legal holidays and birthdays of noted people, A visit to some of our Friday afternoon assemblies would well repay one, and frequent visits of parents to the class recitations would be one of the greatest incentives to efficient work by the pupils.
With the interchange of pupils and teachers of the senior and junior high schools the transition of the classes into the Manning High should be happily bridged over without any waste of effort and a closer relationship thus established be- tween the two schools.
In conclusion let me state that a cheerful, helpful, spirit is shown by the pupils of the school. This spirit with the faithfulness, perseverance and broad outlook of the teachers ought to bring forth good results.
Opposite will be found the attendance record of the Winthrop building. The percentage of absence is much too large, This in most cases, is due to illness.
ATTENDANCE RECORD, WINTHROP SCHOOL. 1
September 11, 1917, to January 4, 1918.
.
Teacher
~ Absent ~ Per Ct. Rank
- Tardy - Per Ct. Rank
-Dismissed- Per Ct. Rank
Per Cent Absent Tardy and Dismissed
Final Rank
Miss Arthur
4.51
2
.823
5
042
4
5.375
1
Miss Stearns
4.45
1
985
6
.027
2
5.462
2
Miss Anderson
6.367
3
.81
4
218
8
7.395
3
Mrs. SchoSeld
6 592
4
1.75
8
.00
8.339
4
Miss Willcomb
7.243
5
1.132
1
073
5
8.448
5
Miss Bell
8.075
6
.777
3
.032
3
8.885
6
Miss O'Neil
8.797
7
.684
2
.077
7
9.559
7
Mr. Jackman
14.147
8
.485
075
6
14.707
8
Average Absence 7.52 per cent.
Average Tardiness .93 per cent.
Average Dismissals .068 per cent,
Respectfully submitted,
KATHARINE F. SULLIVAN,
DOMESTIC SCIENCE DEPARTMENT.
To the Superintendent of Schools,
Dear Sir :----
The general aim of this department has been to keep the needs and requirements of the average American fam- ily 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 in the most nutritious and pala- table manner; third, to instruct them in the art of home making and housekeeping.
The girls are taught about foodstuffs as purchased, with re- gard to their origin and preparation for market. Through this study the girl is made a more intelligent and economical buyer. Owing to the present high prices of all food materials, economy is practiced by preparing these dishes that are nutritious and may be had for the least expense. The subject of substitutes in cookery has been taken up. Their composition has been studied, and then they have been used in practical work with very good results.
The study of the preparation of food is very broad. ' First, the reasons for cooking food must be understood, and then the various methods of cooking are taught with regard to the com- position of the material being cooked, and the| desired result.
89
IPSWICH SCHOOL REPORT.
The greater part of the practical work is given to the plain;cook- ing of substantial classes of food such as are needed by the workingman. An effort is made to prevent waste and the use of left-overs has its place at this time. The preparation of food for the sick certainly is important. This is a subject for a great amount of study and it cannot be taken up fully. Just enough of this work is considered so that the pupil may be instructed in the essentials of the preparation and serving of food to the sick.
The actual cooking of certain articles of food that require a long time has to be omitted because of the length of the . . periods devoted to cookery. The theory and practice have been explained and the pupils are encouraged to try them out at home. The cooking of the tender, expensive cuts of meat is only explained because of their cost, while the making of stews and soups and other means of cooking inexpensive cuts is practiced as much as possible.
General rules are given to the classes whenever it is possible so that the pupil may recognize the similarity of the preparation of foods all in a certain class. In this way she is able to prepare cream of spinach soup at home, even though her practice work in class may have been to prepare cream of carrot soup. Com- parison of various commercial products has been made from an economical standpoint, by the use of different products and the comparison of results.
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