USA > Massachusetts > Essex County > Ipswich > Town annual report of Ipswich 1920 > Part 8
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The school may be able to do the mechanical and theoret- ical part of this work, and do it well. But the real home train- ing for the whole girl, the sympathetic, motherly counsel and advice, and the thousand and one sweet home influences, - these belong to the home, and the school can never supply them.
Nevertheless, the school, if permitted, can do a great deal towards fitting our girls to become the home-makers of the future. The amount of such training depends at present very largely upon the volition of the pupil. Upon admission to the senior high school this subject becomes an elective, and I wish that more of our pupils in this school would include it in their course. In fact, I feel that it should be made a required subject until the junior year. Even if it should be extended to the com- pletion of the last year in the high school, such pupils would lose nothing by devoting the longer time to this work. All of us fully realize that they would be better prepared to enter up- on the duties of life than are those who pursue other standard courses.
The ability to make and care for one's clothing, with an equal emphasis upon the choice and suitability of the material in reference to appearance and serviceability, to select and pre- pare the ordinary articles of food with reference to healthful and economic living, should be considered an accomplishment of unquestioned utility. And in these days of reckless extravagance and wastefulness it is as necessary as it is useful, When you can add to these qualifications the further ability to make the home mean all that it should stand for, our pupils will find am- ple scope for all their aspirations. Let it be understood that this course is capable of unlimited expansion and holds out oppor-
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tunities for the fullest development of both mind and heart. Un- less more of the high school pupils elect this course in the near future, I feel that the school authorities should increase its com- pulsory features. It is a matter of too much importance to the community and to the nation to be allowed to depreciate or to fall into disuse.
The State compels the study of United States history during the last two years of the high school course in order to develope the spirit of patriotism. Why should not the upbuilding of the home then, upon which all patriotism is built, have equal recognition.
In this department too, as well as in others, we have tried to keep the idea of service as a motive and purpose of this instruct- ion. Here it finds a larger field of usefulness than is offered by most any other subject. and it is thoroughly practical.
A standing invitation is extended to every one to bring to the school all kinds of fruits and vegetables in their season, for canning or preserving All that we ask is that you supply all the needed material so that the school may be to no expense. Quantities of material have been brought in and the pupils have done the work in a very satisfactory manner - not only for the home, but for the Hospital as well.
We are very glad to co-operate with any organization which has for its object the relief of the sick or the needy, and this ap- plies to the making of garments and underwear as well as to the preparation of food. We wish to convince our people of the real practical value of this work and hope for your co-operation in making it of larger usefulness.
MANUAL TRAINING DEPARTMENT.
The same steady progress has been maintained in this de-
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partment during the past year as has been so noticeable since Mr. Arthur Gould was put in charge. The same inflexible but kindly dealings with each individual pupil is showing very per- ceptibly in the work and conduct of every one of them, and all are taking hold of the work with a greater enthusiasm than ever before. They are becoming better acquainted with the use of both material and tools, and are acquiring quite a little skill in workmanship.
Mr. Gould is very painstaking in his efforts to give all pos- sible information in reference to the various projects undertaken by these boys and they have all confidence in his judgment, as well as in his ability and skill as a superior workman. It is of the greatest advantage to the pupils in any course of study to have the teacher capable and skillful enough to re-enforce his theories by finished products and models of his own wn workman- ship, illustrative of the work in hand; and this Mr. Gould is ex- ceptionally well qualified to do. As a result the pupils emulate his example, and put forth their very best efforts to have their own work approach his as nearly as possible and the results achieved are highly satisfactory. Every finished work that is well done encourages to better and more advanced work for the future. Every encouragement is offered to those whose work is satisfactory to undertake those projects in which the pu- pil has a personal interest. All that is required of the pupil is that he pay for the material used. The practical assistance and advice are freely given both in season and out and we have yet to learn of the first instance in which Mr. Gould has not met his pupil more than half way.
Another feature of the work of this department is its special, if not total, leaning towards articles to be used in the home. One boy makes a table for his mother; another, a box for a shoe- blacking outfit for his father; another, a checker board for the use of the whole family. And so it goes from coathangers and ironing
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boards to skiis and dog houses - each having a sentimental value with a distinct trend toward the home and family. I wish that all the departments of our schools could lend themselves so readily to this closer co-ordination of the school and the home as do the Manual training and the Domestic science, but they do not. These two are fundamental and blend natural- ly with the life of the pupil's own home.
I should not leave this topic without making some reference to the quality of the work done here. It is all hand-made, and with an exactness that approaches severity. When completed, the pupil takes a real pride in his work, and feels repaid for his effort - a reward that poor and indifferent work never brings.
Then, too, the training in habits of promptness, and in neat- ness, which the boys in this department receive is bound to be reflected in character later on. The boy, who is persistent y trained to have his work prepared on time, will acquire the hab- it of being prompt and dependable. If we can turn out one good-sized class of boys each year with these characters firmly established, this community will be greatly blessed by such an addition to its citizenship. And let me say that this is precisely what we are attempting to do here.
I regret that more of our high school boys are not more in- terested in this course. What has been said in the Domestic science department in reference to this point will apply with equal force here. Too few are carrying their work far enough to get that enjoyment which comes with conscious ability and skill.
RURAL SCHOOLS.
Of these we have but two, one at Linebrook and the other at Candlewood. Were the school populations at Ipswich Village
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and at Willowdale a little larger, I would strongly recommend the establishment of schools in these districts; under present con- ditions such a step would not be warranted, but for the good of all concerned let us hope that more favorable circumstances will in- tervene and bring about this desired end.
I am not opposed to consolidating our school population within certain limits. Where the pupils are old enough and the distance is not too great, consolidation is the very best plan possible. But for children of tender years and where the dis- tance is four or five miles, transportation should not be insisted upon. It is a hardship on the mothers as well as upon the chil- dren to be separated so long with the dread of accidents con- stantly before them.
Both of these schools are maintaining their attendance, and both rooms are filled nearly to capacity. Miss Cunningham has been at the Candlewood School since its opening three years ago, and is doing her work to the satisfaction of all concerned. Her pupils take rank with the corresponding grades in the town schools, and find no difficulty in doing the work of the classes - to which they are transferred. The school has an atmosphere of home about it and fills an important place in the activities of that community.
Miss Joyce, who formerly taught in the Linebrook School, was transferred to the second grade in the Burley at the beginn- ing of the school year in September, and Miss Susan E. Lycett was chosen to take the place thus made vacant. Miss Lycett has had some experience with rural school work, and the town was fortunate in securing her services. She has one handicap not found in the Candlewood School and that is the frequent changes among the pupils. Not a few of these are minor State wards and are changed from place to place as necessity or advant- age may dictate. For this reason we always endeavor to place a good, strong teacher in this district, and in this!instance, at least,
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we feel that we have been successful.
Both of these schools have the same supervision as do the schools in the central part of the Town. The sup supervisor of manual training, for obvious reasons, does not include these in his list; neither does the supervisor of cooking undertake such work, as that would be practically impossible, and these child- ren have less need of such instruction. But the teachers of drawing, sewing, music and penmanship, together with the School Nurse, visit these schools about once a month when weather conditions permit. The facilities of the Public Library are open to them and selected books are sent along with the supervisor when she visits the schools.
The school will be as good as the teacher; and with good, conscientious teachers in these rural schools, with equal advan- tages of supervision, I see no reason why they should not meas- ure up to the standard of other schools. The trouble in the past has been that the rural school has been intrusted to guidance of some one who accepted the position solely for the experience to be thus gained, and results, though disastrous, should not have been disappointing. We reap what we sow as a rule.
But this is all being changed very rapidly. Commissioners of education, both state and national, view with no small con- cern the decline of the rural districts. They are beginning to realize the extent of this movement and are using all possible efforts to restore these communities to their former position as dependable sources of the best manhood of the nation. They feel that here is one of the best potential assets of the country and they are making use of some very comprehensive programs in the work of rebuilding these localities, The whole idea is founded upon the true and fundamental principles of a real de- mocracy where every boy and every girl shall have an equal opportunity for educational advantages in fact as well as in name.
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The State of Maine is taking an active part in this under- taking. Only the best of her normal school graduates are se- lected for this work. They are then given an additional year's training free of expense and are set to work with a salary twenty - five per cent above that paid to the grade teachers of the city schools. This method will attract the brightest minds to these schools, and their work will be of the greatest value to these communities and to the nation itself.
There are several economic features involved in this move- ment that may be considered fully as important as its education- al phases. But this is sufficient to indicate the modern tendency and scope of educational effort.
PENNY SAVINGS.
The pupils of our schools did not escape the epidemic of extravagance that has swept over the country during the last two years. Wages have been abnormally high and too many of our children have been allowed to spend their money foolishly and recklessly. The same methods of collection have been employ- ed as in former years; the teachers have made the same urgent appeals; they have tried in every way to develop the habit of thrift and the spirit of patriotism. But in spite of every effort our collections are much below those of two or three years ago.
Doubtless the scarcity of work for the last six months may be pleaded as an excuse for this showing, and possibly, too, the hard, bitter lesson that experience is now teaching us may have a compensating and practical value. Still our school children are not getting the requisite understanding of this important mat- ter that will enable them to make intelligent use of all money and to get an early start towards financial independence and success. This is primarily the function of the home; but the
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school of today is trying to do a larger service in an all-round train- ing of our youth, and with the fullest co-operation of the parents the larger success will be assured.
It may be of interest to know that of the 510,000 children registered in the public schools of New England, 130,000, about 1-4 of them, invested $1,050,000 in Thrift and War Saving Stamps during the school year of 1919-1920. That is, each child for whom investment returns were made, invested something over $8.00; and the per capita saving for the total registration was $2.06.
Thrift is a permanent part of our educational program, and is fully justified from every point of view to the position assign- ed to it.
Mr. Geo. W. Tozer, who has charge of the collections and disbursements, makes the following report:
Thrift Stamps sold $242.50
Amount deposited in Savings Bank $146.44
New Bank Books Opened 60
This by no means represents the actual amount of savings, as many of our pupils buy Thrift and War Savings Stamps from other sources. and attend to their own Savings Bank deposits after the Bank Book is once taken out. Our purpose is not so much to make a large showing, as it is to fix and establish in the minds of our pupils these habits of economy and thrift that their lives may be lived upon more rational and self-respecting lines.
FIELD DAY.
Owing to unfavorable weather conditions these exercises
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were repeatedly postponed until it became so late that we doubt- ed if we should be able to have them at all. To add to the difficulty occasioned by this uncertainty, the friends of the move- ment who were to make contributions of cake for the sales table were obliged to renew their preparations so frequently that the committee in charge feared a shortage in this commodity and a corresponding falling off in receipts. But nothing of the kind occurred. A bright afternoon succeeding a threatening morn- ing finally came; notices were quickly circulated; everything was gotten into shape in record time; and Prof. Hermann called the first number of the program on schedule time.
The exercises were simply a repetition of the work done in the schools, and consisted of in-door games, setting-up exercis- es, relay races, folk dances, and competition athletic stunts Judges were selected from the ranks of the business men of the town who were known to have a decided interest in athletic sports and games, and prizes were awarded impartially and to the complete satisfaction of all interested parties. My personal thanks are due to each member of these committees for the time they gave to the work, and for the fair and equitable manner in which their several duties were discharged.
The attendance was the largest we have ever had on these occasions"and all seemed to enjoy every number of the program. Let me say right here that our Physical Director is a man of national reputation and stands second to none in this line of work. Our young people are extremely fortunate in hav- ing such leadership. Success was not confined to the exercises of the field by any means, but flowed over to the sales tables and booths, where everything was disposed of before the last num- ber of the program was called, and netted a return of $120.54.
It is my desire that everyone should understand how and for what purpose this money was obtained. The whole matter is placed in the hands of Mrs. Harry K. Damon and Mrs. M. C.
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McGinley, who, through special committees, canvassed the town for contributions of cake, pies, etc. to be sold on the grounds, and the money to be used expressly and solely for beautifying the school grounds on Central St. Mrs. Damon is made trustee of the funds and has deposited the money in the National Bank. When this coming season opens, the money will be used for the purpose aforesaid, and a strict account of receipts and expend itures will be rendered each year.
I cannot sufficiently express my gratitude to these two la- dies and to their committees, and to the good people of the town, also, for the efficient and successful manner in which every de" tail of this program was carried out. Under such leadership and co-operation there can be no failure.
TEACHERS AND SALARIES.
During the year our schools have suffered the usual amount of change in our teaching force, and this was due to the same general causes - higher salaries, sickness, and matrimony. Miss Anderson, Mrs. Cushman, Miss Sanby, and Miss Silva, resigned last June to obtain larger salaries or to be nearer their respective homes; Mrs. Fisher, Miss Nason and Miss Bell were obliged to do so by reason of failing health; and Miss Caldwell, Miss Web- ster and Miss Wood, to become home-makers. Without ex- ception these were all good teachers, and possessed that type of character, those fine qualities of mind and heart, which made their teaching most effective. Some of them had remarkable ability in special lines of work; and the fact that not a few of our backward and discouraged boys and girls are still pursuing their work in school, is due in no small degree to the power and efforts of these devoted workers. More than one boys feet have been turned into the right path, and we feel sure that these
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at least, will always reserve a warm place in their hearts for their old teachers.
We cannot speak too highly of the loyalty and the unselfish devotion which they gave to the work of our schools. The in- fluence of their example lives in our school today and will en- dure long after their names are forgotten. We sincerely wish them the largest measure of success and happiness in their sev- eral callings, and venture the hope that their experience in Ipswich schools may always remain as a pleasant memory.
But let it not be inferred that all my commendations go with the "departing guests". I trust we may find some measure of praise for the true and tried and faithful ones that remain with us still. And this whole situation has been so fully com- prehended and so well expressed in an article which may be found in the January number of Scribner's Magazine of the pres- ent year. that I shall make bold to incorporate certain portions of it in this report.
"The simple fact is that the schools, both country and city, still contain manv teachers, who. from pride, lovaltv, belief in their work, and the satisfaction of doing what they can for their country, are above any pecuniary motive whatever. Many of them are of middle age. some near the age of retirement, but it is not too much to say that thev are the backbone of the teach- ing force to-dav. They have high ideals, strong character, force, experience. and that wider outlook on life and humanity which comes only with mature years".
"A pretty exalted opinion of the rank and file of the teach- ing profession" you mav say. But it is for the rank and file, and it is for the "old guard" that has stood against the assaults of both tradition and theory, who have selected the best from each, and have kept the faith; who love their work for the work's sake, who recognize the possibilities in every child, and who can and do build character and dependable citizenship upon the
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somewhat unstable foundations of heredity or environment.
Ipswich is to be congratulated that she has such a large pro- portion of teachers of this type. They have had a good prepar- ation, and from a love of their work, and long experience, have gained confidence in their ability and in their methods and achieve most gratifying results, They are more progressive than some of the younger teachers, and keep fully abrest with the best in educational progress. The younger teachers, too, look to them for leadership and are greatly benefited by their coun- sel. On the whole I feel that from every point of view our teaching force to-day is the best that we have ever had; and for the good of the schools and the best interests of the community. I sincerely hope that the present organization may be mair .- tained.
But in order to secure this end. we must consider every phrase of this perennial problem. In this material age, salary holds first place. But salary alone will not bring order out of chaos. This has been conclusively proven by recent experien- ces in industrial lines. Production did not increase either in quantity or quality in the same ratio as the increase in wages. In fact, the very reverse of this is the painful fact. So even here there is need of proceeding cautiously and not allow ourselves to be swept off our feet by any hysteria or propaganda, no mat- ter how wide-spread and universal it may be.
There are teachers and teachers; some work for place and money, and have little regard for the proper training of those under their charge. They dimly comprehend the exalted nature of their calling, nor esteem their high privilege in the universal effort of lifting the world to a higher plane. To increase the salary of such as these will aggravate a situation that is already too sensitive, and will fasten upon the great teaching body an el- ement that is unprofessional and undesirable.
But let us take heart; the time-clock teacher is being elim-
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inated; and by steadfastly holding to our ideals her class will soon become negligible.
But those of the opposite type - those who from sincere and innate love of children, make sacrifices of both time and money for the sake of the larger preparation for their life-work, and who put their very soul into that work and bring life and health and happiness to thousands that come under their instruct- ion and influence-can salary alone fully compensate them ? It can- not; they are deserving of more than monev. These teachers, too, are perhaps rare and exceptional; but they furnish the ideals to which every teacher should aspire.
The workman is worthy of his hire. and so long as he gives an equivolent for amount received, neither party can complain . The good teacher is above price: and while salary alone will do much towards reconciling these inequalities, it can never com- pletely bridge the chasom between the highest public service and public indifference. The horizontal raising of salaries has not so far been satisfactory. The pecuniarv reward of the teach- er, when compared to the wages received by industrial workers with far less ability and intelligence that the teacher possesses, from the very nature of things, is bound to be meager indeed. The trouble lies in these great inequalities; one receives both salarv and recognition: the other, too little of either. And so it would seem, to quote further from the article mentioned before; that," The true remedy lies much deeper than anything which has vet been proposed. It lies in such genuine appreciation of the importance of the work to the State as will lead to its being placed on a higher plane of honor and dignity than it has ever held. The true approach to national unity is through the public schools. The dignity and worth of education can be demon- strated only by those who are themselves dignified and worthy, by those who feel that they have the support and respect of en- lightened public opinion."
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"Teachers know the worth of their calling; they would like more evidence that the public really feels that worth. They would like to see the public show its appreciation of the power of education in a democracy by sending its sons and daughters to the normal schools and colleges for teachers. They would like to see the most ambitious and high-minded young men and young women eager to take up a vocation so honored as teaching should be; so that the teacher might speak with authority, and associate on terms of perfect equality with the best educated and the most intelligent people and beheld in the same high regard. The time is ripe for just such a rev- olution. It must be an orderly but a fundamental change".
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