USA > Massachusetts > Essex County > Ipswich > Town annual report of Ipswich 1930 > Part 10
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My next suggestion would be to make a ninth grade in the grammar section. Those whose ability and achieve-
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ment would warrant their entering the high school from the eighth grade should be allowed to do so, while those less mature, or whose minds worked more slowly should be held another year in the proposed grade. I think this plan holds many advantages . The high school would be benefited by the accession of brighter and more alert and . mature minds, and by the elimination of the slower, the less mature, and the poorly prepared ; the ends of justice would be better served for all concerned. The brighter pupil would not be handicapped by the slower, but could advance as rapidly as his ability would permit; his am- bition would not be killed. The slower pupil could take his natural pace, review his work, and be better prepared for the selection of his high school courses. Under this plan there would be fewer misfits, the brighter pupils would be given an additional incentive, and the standard of the schools automatically raised and maintained at a higher level. I hope that this plan may be adopted and be given its initial trial this present year.
Dental Clinics
For several years past I have called attention to the splendid service given the school children by our local dentists. This is a purely voluntary offering and stands in sharp contrast with some other callings not to be men- tioned in this connection.
Dr. Smith, who was a pioneer in this work, has been joined by Dr. Kyes and Dr. Wilder, and together they are doing a most excellent work.
It has been proven beyond the shadow of doubt that a child's progress in school is closely related to the con- dition of his teeth. Most school records will show an in-
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crease in interest and efficiency amounting in some cases, to 100 percent. This is not to be wondered at, when we older ones stop and realize what an annoyance a diseased tooth may become. It is infinitely worse with children.
Some financial recognition of this valuable service is long overdue, and I hope that some step may be taken this year to reimburse them, in part at least, for the gen- erous use of their time and skill in behalf of the best interests of our school children.
These clinics are still in progress and the School Nurse will give the figures as soon as the final results are compiled.
The T. B. clinics will be reported by the School Phy- sician or the School Nurse. The ear and eye clinics by Mrs. Joseph W. Ross, president of the S. P. C. C.
There are fully a score of other topics that might be taken up here, but this report is already too long, and these can be taken up in the course of the routine work and treated as the occasion demands.
In Conclusion
There is pretty general agreement to-day that this country is facing a greater number of serious problems than ever before in all its history. These are of such mag- nitude that they go down to the very bedrock of our in- stitutions, and threaten the stability of our present form of government, if not our civilization itself.
This is a machine age, and the tens of thousands of men that are displaced by the machine are augmented by other tens of thousands similarly displaced by mer- gers and consolidations. Invention and combination are still at work and are daily adding their quota to the ranks
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of the unemployed. These conditions are not confined to our country alone, they are world-wide. Then, too, we are not such a law-abiding people as formerly, and that makes the solution of our problem all the more difficult. Half the truth has not yet been told, but I have said enough to direct your thought.
Is this only a seasonal affair; and is prosperity, like spring, just round the corner ? Let us hope so, but I trow not. What is to be done after all the millions have been. expended ? All the public works have been completed ? Are we to keep on building and spending ? These are re- lief measures; no one looks upon them as cures.
We are only slightly concerned with this palliative treatment. We are intensely interested in the cure. Ne- cessity will take care of the first; but the last requirs the combined efforts of the sanest and most intelligent and patriotic statesmen the country con produce.
What change of policy is necessary? What new instrumentalities are to be employed ? What is to be the chief objective by which we can hope to effect a perma- nent and lasting cure ?
Has it occurred to anyone that our schools may be- come a very helpful and efficient agency in this restora- tion ?
There are 45,000 children under 15 years of age at work in the different industries of this state, to say noth- ing of those engaged in crime. Raise your school age to 16 years, or better, to the completion of the 8th grade, and you will reduce the ranks of the unemployed by one fourth. Then, too, we have about 50,000 illiterates. What might be done with these ? Is an educated electorate al- ways so undesirable in a democracy ? It may be for the demagogue but not for the business man, not for the in-
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dividual who is ambitious to improve his condition, not for the country at large, not for our civilization.
The Bell Telephone Laboratories in New York City employ 2000 physicists, chemists, and engineers, the Du Pont laboratories employ 850 trained technical experts. A local manufacturer said within my hearing that he could not do business without employing a chemist and a trained accountant. He is still doing a thriving busi- ness. Why?
If you will turn to pages 22 and 27 of Who's Who in America, 1930-31, you will find an Education and Achievement chart which may possibly give us some en- lightenment. Here is what you will find. The "percent of college trained, including graduates and former stu- dents of all institutions of college grade compose 85.09 percent against 14.91 percent of less than college grade," of all the notables listed in that book. The same chart discloses another significant fact, viz : That this prodomi- nant group from but 4.55 percent of our total popula- tion.
Is it true that sixty individuals own and control the great bulk of the wealth of this country while nineteen- twentieths of population are within their powerful grasp ?
Is it any wonder then that integrity has become the luxury of the few, and that the rubber-stamp and the yes-men everywhere abound ? The contemplation of these conditions is far from pleasant and the deadly parallelism which history furnishes brings but small comfort. Let us face the facts, and see what can be done to improve the situation.
. In the first place it must be admitted that our edu- cation has been a one-sided affair. Too much emphasis has been given to the white collar type and too little to the manual. Our curriculum needs to be broadened,
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so that more of our pupils may be given the opportunity to gain an individual and conscious power over elemen- tal things, and be less dependent upon the machine and its finished product. In a word, our schools should take on more of trade school subjects and these should be as thoroughly taught as stenography or bookkeeping. Then the graduate could find his place upon leaving school and build his success upon this foundation.
But we are not prepared at present to do this. I have called this matter repeatedly to the attention of your Board and you have taken it to the townspeople. Your appeals and mine have so far been met with in- difference; but the question still remains for settlement, and holds an increasing measure of obligation and re- sponsibility.
Ipswich is situated geographically at nearly equal distances from three neighboring cities, Newburyport, Gloucester and Salem. This in itself, is no small asset. Under a progressive leadership this town might become an industrial, business, and educational center that would rank well even with the cities named, and nothing to my way of thinking could be more instrumental in this ad- vance than a good school of the type mentioned . In com- parison with other factors which I will mention later, it would make for better homes, a quickened civic pride, and a stability of character and influence, which is so terribly lacking to-day. Let me give you a single illus- tration. The Strand Theatre. Whence comes its patron- age, and why? From the surrounding towns and cities. Because it is well equipped, modern and up-to-date in its appointments. It gives better service.
The same holds true of the type of school that I have been advocating for the last five years.
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With a well equipped trade school in connection with a high school on the Green Street property you would have an institution that would attract people, as well as students, to settle here more permanently than any busi- ness or industry you can name. Business and industry may fail, but the power and influence of a good school would continue to pay good dividends on the investment long after the other two have been wiped out.
There is another angle from which this situation may be viewed. Ipswich with its surrounding towns might be made into a union district with the superinten- dent located here. It would be an easy matter for him to recommend pupils who desire the opportunities offered by either a trade or a classical school to come to Ipswich. This would assist very materially the growth of Ipswich.
I have laid all my cards upon the table. It remains to your efforts and good sense whether or not these things shall materialize, whether like the Sewerage Project, the Great Neck Development, or the Promotion of the Clam Industry, they shall be talked about and then dropped into the discard. But the fact still remains, that nothing which you may undertake will so stabilize, improve, and prosper our civilization so much as good schools and we must have them.
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Obituary
Dorothy Thomas of The Shatswell School Died Feb. 9, 1930
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Charles H. Croteau of The Shatswell School Died May 7, 1930
Phyllis Cogswell of The Senior High School Died Oct. 6, 1930
These have entered into their rest :- a rest that re- maineth for the children of God.
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Acknowledgments
So many contributions have been pouring into our schools the past year that any enumeration of them is well-nigh impossible. Much as they have added to the educational and material equipment of our schools, their chief value lies in their witness to the interest and good- will of the donors. This can hardly be overestimated. So, first of all, I wish to commend, on behalf of the teach- ers, the gracious words of those satisfied parents who have recently come among us and enrolled their children in our schools. They have been wonderfully helpful to all concerned. The many visitors to our schools at the night session during Education Week are naturally in- cluded in this class.
Next to these come those persons whose interest is evidenced by the gift of prizes for work to be done by the pupils. Of course, you would expect to find the name of Mrs. Walter E. Hayward in this list, and here it is :- This steadfast friend has offered prizes for the best com- position to be written under the eye of some person or persons who shall act as judges and furnish the list from which the subject is to be selected. Mrs. Richard Sears also has offered a series of prizes for a similar work on the conservations of our wild flowers and also along the line of Boy Scout activities. The entertainment given the teachers at Mrs. Sears' home on Labor-in-Vain Road was a very enjoyable occasion and will long be remembered by all. A bird-feeding shelter recently set up at the Shatswell School ground came from the same generous person. Goodness is contagious. From this model the Manual Training boys have built a dozen or more of these
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feeding boxes which have been distributed in various parts of the town. Mrs. Francis R. Appleton has given two framed pitures, personally selected while abroad. These are Roman subjects and were given to the High Shool. For slides and other playground equipment we are greatly indebted to Mrs. Harcourt Amory. These are to be installed on the Shatswell School grounds as soon as the spring returns. Our thanks are due to Mrs. John Nourse for gifts of evergreen trees, again to Mrs. Hay- ward for trees and shrubs, to the Woman's Relief Corps of silk flags, and to Mr. Woods of the Highway Dept. for wire fencing at County Street bridge.
Our latest gifts are perhaps of greater local inter- est than any received in a score of years. Mrs. Arthur W Dow has presented two pictures to the Manning School. These are the work of Mr. Dow's own hand and in addition to their artistic merit, possess a wealth of as- sociation of which few towns may boast. She has also given a printing press, once used by Mr. Dow.
There may have been other gifts that I am not able to recall at the present, for some of them have been given directly to the schools and came to my notice simply by accident. I hope, however, that I have omitted no one for I greatly appreciate these gifts and hold the spirit and interest of these generous people in highest esteem. They certainly set us a fine example.
I have spoken of the work of our local dentists in another connection. They are deserving of highest praise. I wish it were in my power to give them something of a more substantial nature. Please accept my offering; it is not a contribution.
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To the principals and teachers of our schools, the school physician and the school nurse, to the police de- partment and to each and every member of the school committee and its clerk, I tender my sincere thanks.
Respectfully submitted, JOSEPH I. HORTON,
Superintendent of Schools.
MANNING HIGH SCHOOL
Mr. Joseph I. Horton,
Jan. 13, 1931.
Superintendent of Schools,
Ipswich, Mass.,
Dear Sir :
At your request I hereby submit my eleventh an- nual report as principal of Manning High School.
School opened this year with approximately the same enrollment as that of last year. There was but very little change in the membership of the three upper class- es. Practicallly everyone in the three lower classes of last year has continued in school this year. At present it appears that the graduating class of 1931 will be largest in the history of the school.
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This is pleasing, but those of us interested in the fu- ture of these young people question whether or not we are doing as much for these high school graduates as we should do.
Each class is made up of the various groups differ- ing in mental ability, in ambition, and especially in the desire to prepare for life. Some start with us with a sincere desire to prepare for some higher institution. For the most part the members of this group do have the mental ability and an ambition to reach their goal. These people succeed fairly well and profit by their high school course.
The second group, made up of those who hope to get a training for some definite life work, suffer for want · of courses giving an opportunity for this training. Girls can get a training in the commercial work, but the large group of girls looking for a preparation in home making are unable to get the type of work they need. Our boys have an opportunity to get a little mechanical drawing and a very little wood working, but we have in school at present a large group of boys who would profit by a technical course in drawing and manual arts.
These pupils are not going to do their best work in subjects that seem to have no real place in their life plan.
The third group in my mind includes all others who come to high school because it has become the fash- ion but who have no plan upon which to work. They are not preparing for higher institutions; neither are they settled on learning a trade. This group is a problem in any school but especially in a school offering only a limit- ed program of studies.
Any pupil who is interested in school does profit through his school experience, and it is our desire to make
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this experience as rich as possible under the conditions. I feel like repeating most of the problems that I present- ed to you last year, but I will only refer you to my re- port of 1929 and add that none of those problems have been met as yet. I am still hopeful that the people of Ipswich will soon demand for their high school pupils opportunities equal to those offered in other communities.
I realize that unless one is in constant touch with the youth of the present, it is hard to realize that they have conditons to meet radically different from those we had to meet twenty-five or thirty years ago.
No thinking person can truthfully say, "there is no reason for the community to provide educational facilities different from those of fifty years ago."
In spite of our desires, the result is that most people beyond middle life are looking back and are seeing and living only in the conditions of their youth. The pupil of high school age is bound to look ahead and live in the future. The child must learn to live with the people and conditions of his generation. Study has proved that the failure of young people to adjust themselves to life is largely due to the failure of parents, teachers, and others of the older generation to see the conditions under which the child is living.
Teachers are constantly reminded that our pupils are going on from where we leave off, and one real satis- faction in teaching comes in seeing our former pupils assuming positions of responsibility in life, doing things that we could never do. It is hard for the adult of the present to realize that the high school pupil or the youth of high school age has no opportunity to use his leisure in useful work as he did in previous generations. The community must provide activity in some form. Most communities provide playgrounds and gymnasiums.
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Ipswich has a good playground but the returns on the investment could be made much larger with a more serious study of its needs and use. There is probably no need of any great outlay in money beyond the salary of a man to take the responsibility of it the year round.
In 1929 the Rotary Club paid something over $40.00 to keep the tennis courts open for the high school through September. In 1930 the High School Athletic Association paid $25.00 to keep the courts open for the tournament. These expenditures were warranted from the standpoint of returns, but it seems as if the playground should be available for use from the playground appropriation. There were between thirty-five and forty boys out for football during the fall and there is no doubt that those boys profited from that experience as much as in any school or life experience. We are fortunate to have the use of the town hall for basket-ball games and practice when the hall is not used for other purposes. The use of the hall for this purpose is no doubt going a long way toward the development of the boys and girls who have an opportunity to use it, but our boys and girls should all have an opportunity for physical development and social contact.
In educational work we do realize that our job in physical and social development is even greater than training in subject matter.
Most people who fail in life fail because of physical condition or personality. The school should help in every way possible in the development of personality. We are doing the best we can, as we see the work, with the fa- cilities which we have at present.
We have continued the custom of home room as- semblies at least once a month, when pupils present a
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program to the student body. Assemblies are held sever- al times during the year with speakers from outside the school. During the past year our regular public events were presented. These events are under the direct super- vision of teachers who devote many hours of their own time to making the events successful. These events not only give the pupils a chance to appear in public as en- tertainers or hosts and a chance to make some money toward expenses of graduation, but they give an oppor- tunity for real association with the teachers of their class- room.
I am not going into detail regarding our musical or- ganization as the supervisor of music will undoubtedly cover this part of our work, I do however wish to call your attention to the fact that we have abundant mater- ial for a high school orchestra but with the other work, Mr. Tozer has been unable to put in time with an or- chestra. This group of boys was so anxious to have an orchestra that I gave them permission to go ahead with it. Under the leadership of Joseph Adamowicz, the boys practice regularly every week and have made several public appearances. Their work has added much to the spirit of school socials and I want to commend them in this report for carrying on with an activity so vital to school spirit. I hope, however, provision may be made for instruction that they may develop to a higher level.
The question of public appearance of pupils leads to another problem-that of dress. This should not be be a problem for school officials. It should be a problem to be settled in the home entirely. I have in my associa- tion with school work always refrained from the discus- sion of pupils' dress. School is the source of social life for the pupil and during high school, among other prob- lems, the pupil with the advice of parents should learn
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to dress appropriately for the occasion. There is no more reason for competition in dress in school events than in any other life activity. I feel that most people make a far better impression by being practical according to their own particular ability to provide. I do feel that if parents would think of the junior promenade and gradu- ation events as school events rather than an opportunity to make unreasonable show, the cost problem need not be serious for any individual's graduation. I wish it might be possible for the giris and their mothers to plan a prac- tical solution of this problem. There is no reason why the boy should have to enter into extra expense for grad- uation clothing. With a little planning the boy can use clothing that is practical. I hope parents may think of this question and solve it, for I doubt if anyone else ever can solve it.
Graduates
Of course we are interested from day to day to bring about the highest degree of interest and the most sincere work in school. We believe that habits of work and character developed in school are a good indication of the way in which the individual will succeed in his life work. In general the high school diploma the country over has less meaning than it did fifteen years ago. The high school population is made up of a large proportion of the lower mental group, and if we are to graduate them from high school the standard of graduation prob- ably suffers. There has been much agitation of this sub- ject among educators and I have been somewhat inter- ested in trying to determine what our standard is.
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I am confident that our pupils receiving "A" will succeed in college work or in higher studies of any sort. Our group of pupils receiving a "B" rank in high school make good in higher education, but drop into the "C" group there. Our "C" group is not prepared for higher education even though the individual may be capable of doing "B" work. There is not much chance for a pupil to enter any higher institution until he can do at least "B" work in high school.
We have a large percentage of our pupils entering higher institutions and in general they make the new adjustment very well.
The graduates of last June have for the most part found something worthwhile and even though some are still unsettled, I think everyone of last year's graduates is facing life with the idea of doing something to build up rather than tear down, to help rather than be a drag on society. If our graduates profit from the public schools to the extent of being able to care for themselves, we feel that the expense must be justified.
Last year's graduates have found their places as follows :
1. Helen Evelyn Bemis, Boston University. L. A.
2. Mary Teresa Brennan, Post Graduate (M. H. S.)
3. Russell Peter Czyryca, Beverly Industrial School.
4. £
Edward Lewis Dolan, Post Graduate (M. H. S.)
5. Phyllis Elizabeth Haggerty, Radcliffe College.
6. Mary Henderson, Abbott Academy, Post Graduate.
7. Gretchen Lovell, Simmons College.
8. Sumner Low Raymond, Bates College.
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9. Marion Saltzberg, Interior Decorating School.
10. Jarvis Lamson Appleton, Radio School.
11. Hope Kathleen Claxton, At Home.
12. Arthur Leland Cole, Radio School.
13. Charlotte Sophie Cuik, Ipswich Mills (Gloucester).
14. Kenneth Angus MacLeod, Mass. Agricultural College.
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