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ANNUAL REPORT
- OF THE
SCHOOL COMMITTEE
5
THE BIRTHPLACE OF AMERICAN INDEPENDENCE
7634
FOR THE YEAR
1931
-
The Charles G. Hull Press 1932
School Committee.
Ernest J. Smith Bessie Dawson Fred D. Harris Florence Mansfield
Term Expires 1934
1934
1933
1933
Charles T. Ames
1932
Dr. E. J. Smith George W. Tozer George E. MacArthur, M. D.
Martha J. Stewart, R. N.
George W, Tozer
Chairman Clerk School Physician School Nurse Attendance Officer
Joseph I. Horton Office Office Hours
Superintendent and Purchasing Agent Manning School Building School Days from 3:30 to 5:00
-
COMPARATIVE STATEMENT OF SCHOOL DEPARTMENT EXPENDITURE
YEARS 1923-1931 INCLUSIVE
1923
$ 5,211.34
1924 $ 5,269.87 56,522,96
1925 $ 5,331.65 58,570.96
1926 $ 5,913.41 61,759.46 178.00 6,551.16
1927 $ 5,265.73 64,435.40
1928 $ 5,044.24 65,232.55
1929 $ 5,013.62 67,103.96
$
1930 5,301.62 $ 69,174.55 0 7,992.05
1931 4,961.99 69,907.84 274.00
Evening School
179.00
174.00
163.00
144.00
Text Bks. & Sup.
5,664.33
4,621.52
8,792.67
7,165.01
0 3,926.55 1,071.88
0 5,850.24 1,541.08
1,562.20
1,501.61
Transportation
3,250.00
3,425.00
3,478.50
3,983.75
4,871.15
4,886.50
5,561.54
6,116.50
7,689.31
Support Truants
209.14
151.42
130.00
6.86
0
0
0
0
0
Janitor Service
3,670.00
3,882.40
3,962.50
3,889.02
4,130.40
3,923.99
3,979.98
4,296.40
4,465.99
Fuel and Light
5,353.65
3,335.82
3,823.07
3,865.30
3,326.26
3,653.60
3,028.91
3,146.66
3,777.41
Bldgs and Grounds
3,209.03
4,080.59
6,259.76
6,709.01 811.91
4,563.18
4,190.29 84.28
3,411.24
4,103.67
4,471.09
Furniture and Fix.
614.53
1,174.34
839.45 30.00
€
0
0
60.00
0
Diplomas and Grad.
144.60
114.96
78.60
209.80
193.77
166.55
171.15
162.25
117.45
Insurance
61.12
483.60
1,613.24
1,432.17
798.11
555.76
1,054.20
1,721.04
1,954.87
Athletics
125.00
469.07
513.89
599.13
599.10
588.14
693.55
714.67
Total Expend.
$82,386.03
$83,555.48
$94,102.47
$96,490.24
$97,073.93
$93,335.29
$93,777.94 $104,928.26 $108,176.02
Receipts :
8,550.00
8,770.00
8,580.00
9,230.00
8,830.00
9,230.00
9,430.00
9,580.00
,410.00
Tuition
4,094.43
4,101.82
3,782.50
3,740.00
4,252.63
4,292.50
4,377.50
4,411.50
3,719.00
Mass. Voca. Edu.
70.88
178.75
109.00
225.00
139.40
197.00
418.44
598.79
920.71
Miscellaneous
698.41
63.63
66.07
55.84
0
0
17.20
0
127.56
Total Receipts
$13,413.72
$13,114.20
$12,537.57
$13,250.84
$13,222.03
$13,719.50
$14,243.14
$14,590.29
14.177.27
Net Cost
$68,972.31
$70,441.28
$81,564.90
$83,239.40
$83,851.90
$79,615.79
$83,534.80
$90,337.97 93,998.75
Number of Pupils Enrolled
1,378
1,465
1,501
1,521
1,570
1,544
1,516
1,510
1,504
Net Cost per
50.05
48.08
54.34
54.73
53.41
51.56
55.10
59.82
62.50
Tuition
306.00
194.00
560.00
- 666.50
491.00
1,090.79
413.88 60.00
597.77
202.03
Rent
General Expense
Teachers Salaries
54,513.29
8,137.76
Expense
Pupil
Mass. Inc. Tax
5
IPSWICH SCHOOL REPORT
Education.
Ipswich Gross and Net Cost
Year
Total Cost
Pupils En- rolled
Gross Cost per Pupil
Net Cost
per Pupil
State
1922
$77,307.85
1390
55.61
$62,741.48
45.14
87.06
1923
82,386.03
1378
59.78
68,972.31
50.05
95.54
1924
83,555.48
1465
57.03
70,441.28
48.08
102.85
1925
94,102.47
1501
62.69
81,564.90
54.34
134.88
1926
96,490.24
1521
63.44
83,239.40
54.73
110.40
1627
97,073.93
1570
61.83
83,85 1.90
53.41
114.26
1928
93,335.29
1544
60.45
79,615.79
51.56
114.05
1929
97,777.94
1516
64.49
83,534.80
55.10
112.08
1930
104,928.26
1510
6948
87,735.36
58.10
117.44
1931
108,176.02
1504
71.92
94,289.89
62.50
117.37
Net Cost
Pupil Cost
for
Report of The School Committee.
To the Citizens of Ipswich: -
In behalf of the School Committee, I hereby take pleas- ure in submitting to you for your consideration the annual reports of the Superintendent of Schools, the Principals and the various heads of the other departments of the school system. It will be immensely satisfying to those interested in the schools of Ipswich to read these reports and learn the careful and economical manner in which the money ap- propriated for educational purposes has been expended.
As usual, your Committee feels that the school should be operated on the most economical basis consistent with the best possible educational program and it has planned the expenditures this year most carefully, especially taking into consideration the grave financial depression
During the past year we have added many new books to replace worn out and obsolete ones and are pleased to hear so many favorable comments from parents and pupils. In fact. the harmony existing this past year between school officials and townspeople has been particularly noticeable. Also, there has been the most agreeable co-operation be- tween the Committee, Superintendent and Teachers. Dur- ing this year there have been several instances where the
7
IPSWICH SCHOOL REPORT
Committee refused to grant certain requests from princi- pals, but there have been no signs of dissatisfaction or dis- loyalty.
Although the time is very inopportune, the citizens must bear in mind the pressing need of better accommoda- tions for our High School. The present building, as we have said before, is not only inadequate but will in all prob- ability be condemned by the state authorities.
Frequently we hear criticisms of various "frills" which have been injected into the school system. An article ap- peared in the local paper a short time ago, criticising our Manual Training and Domestic Science Departments. These two courses are absolutely essential in a modern ed- ucational system. Twenty-five years ago the telephone and automobile were not considered necessary, but not so today. So also with regard to the money spent for training the boys of the School Band. The Committee feels that the money will have been spent wisely if only one boy takes up music on a particular instrument as a means of livelihood.
And here it might be well to mention the School Psy- chologist. In larger communities a department of this sort is being developed along the same line that a large business organization employs. It is the duty of the School Psychol- ogist to make an intensive study of the special talents of each individual child and recommend studies which will fit into his or her scheme of life. Thus the child is spared long, tedious hours of study on subjects of no benefit whatever in after life.
Personally the writer thinks that many advantageous changes might be made in both school and college curricula. For instance, of what use is algebra to a medical student or ancient history to a civil engineer?
It is the unanimous opinion of the Committee that the time has come when the Athletic Association of the High School should have an enclosed field for their activities.
8
IPSWICH SCHOOL REPORT
Nearly every high school possesses such a field and thus are able to defray the expense of athletics without assist- ance from the tax-payer. This can be accomplished with. very little outlay to the citizens and will be explained else- where in these reports.
It is with profound regret that we record the passing of our late brother, Nelson R. Purdy, one of our most valued members. His wise counsel and advice have been greatly missed at our meetings where his influence was tremendous and was invariably exerted for the good of all. as he saw it.
In closing the Committee wishes to express its appre- ciation of the loyal co-operation it has received from the Superintendent and everyone connected with the schools. It is very gratifying to have such a splendid feeling of help- fulness and unity in our school system.
And to you, Citizens of Ipswich, we ask you to visit your schools more frequently in order that you may see the good which is being accomplished.
A short time ago the writer was in attendance at a meeting of one of the local societies when the speaker, one of the outstanding citizens and also a former college instruc- tor, made the statement, "I am very proud to have my children attend the public schools of Ipswich. Your teach- ers are excellent and far superior to those of the large city where I last resided." Such remarks must be a source of pride to the Superintendent. Although a man in his posi- tion is bound to have some objectors, but few these are today who will not agree that he is accomplishing his task well.
ERNEST J. SMITH,
Chairman.
9
IPSWICH SCHOOL REPORT
Comparative Departmental Increases
January 27, 1932.
Superintendent Scully of Brockton made the following study of expenditures of Massachusetts city and town de- partments as stated in the State Auditor's Report:
Percent of Increase in City Departments
1921-1931
1921
1931
% of Increase
Welfare Department
$157,536.62
$297,823.15
89%
Highway Department
225,437.88
324,723.62
44%
Police Department
165,885.71
224,326.44
35%
Health Department
106,179.27
140,642.56
32.4%
Fire Department
259,208.93
330,228.09
24.4%
School Department
800,245.54
991,067.96
23.8%
DISTRIBUTION OF PUPILS BY AGE AND GRADES.
Grade
5
6
7
8
9
10 |11|
12
13
14
15
16 17
18
19
20
Total
38
62
21
3
124
II.
31
72
45
9
6
1
164
II.
30
64
29
16
4
1
145
IV.
19
58
34
15
10
5
2
1
16
70
51
17
6
9
169
V.
16
55
37
24
10
10
5
157
VI.
15
48
37
34
19
1
154
VII.
14
30
30
12
10
1
102
VIII.
3
40
43
28
12
1
128
X.
2
11
40
15
10
7
1
86
XI.
1
9
23
23
18
6
2
82
XII.
2
4
18
10
6
3
43
XIII.
1
3
2
6
Total
38
93 123 131 112 142 140 136 146 150 137 85
43|22
6
1504
-
144
-
IX.
IPSWICH SCHOOL REPORT
10
11
ENROLLMENT OF PUPILS IN THE DIFFERENT GRADES FROM 1918 TO 1931
Grade
1918
1919
1920
1921
1922
1923
1924
1925
1926
1927
1928
1929
1930
1931
I.
161
180
210
212
198
223
214
190
172
201
175
171
154
124
II.
144
159
201
199
184
165
154
163
182
159
163
156
163
164
III.
117
127
140
144
174
195
199
189
149
179
172
166
127
145
IV.
120
83
130
136
147
130
155
142
195
155
168
145
168
144
V.
104
13 ‹
107
166
134
127
140
177
141
173
145
146
150
169
VI.
75
94
134
11]
148
127
125
129
166
163
180
142
158
157
VII.
63
82
90
117
131
110
124
135
127
139
133
153
129
154
VIII.
49
53
55
59
87
104
99
102
104
93
119
104
137
102
IX.
75
64
52
69
71
76
113
105
108
117
95
130
104
128
X.
37
39
47
37
52
60
57
69
69
76
81
79
102
86
XI.
27
32
25
33
32
33
57
60
60
65
60
71
60
82
XII.
28
26
25
21
32
28
27
40
46
47
50
48
56
43
Post Gr.
3
3
3
2
3
3
5
2
6
Totals
1000
1072
1219
1207
1390
1378
1465
1501
1521
1570
1544
1516
1510
1504
A'l Inc.
4
72
147
88
83
*12
87
36
20
49
*26
*28
*6
*6
*Decrease.
IPSWICH SCHOOL REPORT
12
IPSWICH SCHOOL REPORT
SUPERINTENDENT'S REPORT
To the School Committee of Ipswich :
Gentlemen :
The thirtieth annual report coming from the office of the Superintendent of Schools is herewith submitted for your careful attention.
As in former years the principals of the various schools have been asked to furnish the record of condi- tions in their individual schools and to offer such sug- gestions and recommendations, looking toward the im- provement and progress of their work, as their judgment and experience may deem helpful and necessary.
If found necessary a concise statement or summary, of these recommendations, together with my own, will be given a place farther on in this report.
With the assurance that this part of the work is in competent hands, I turn to some of the more serious problems of education that demand your immediate at- tention.
13
IPSWICH SCHOOL REPORT
?
The General Situation
Never before in the history of public school educa- tion have those, charged with the development and train- ing of our youth, been brought face to face with so many serious problems as those confronting us today. No one with any broad and comprehensive outlook on world conditions can fail to recognize their magnitude or to realize their inherent social and political consequences. There is no mistaking their existence nor denying their presence. They are with us right here and now, and we must deal with them.
The situation places an additional weight of responsi- bility upon school authorities. A happy issue out of our present difficulties is expected and demanded of us; it is necessary that the situation be wisely met; for the man- ner of its disposal will be the sure evidence and measure of your ability and good sense in dealing with a most intricate problem.
First of all we cannot be swayed by the propaganda of depression, nor influenced by the hysteria of unbal- anced mental conditions due to unemployment. These are the refuge of weak souls and are inadequate and useless here. The task calls for poise, straight-thinking and moral courage. Even a slight degree of rational bravado would be admissible under the circumstances.
The magnitude of the task should not overwhelm us. Our approach to it should be as a golden oppor- tunity for outstanding service to a cause whose record of past achievements is gloriously bright and whose po- tential ability is to remain unchallenged. Too much is pending for any weak-kneed policy or half-hearted meas- ures to be given a place in our considerations. We must
.
14
IPSWICH SCHOOL REPORT
make Democracy safe and mark the way for her further progress.
The history of the past furnishes too many deadly parallels with present conditions. Let us relearn the les- sons experience has taught us and, to a reasonable extent, follow her teachings now. Let us never forget that we are dealing with a social problem whose inter-relations be- tween individuals and the masses, between nations and nations, must be better understood and appreciated. Any other basis is too narrow and will prove inadequate and unsatisfactory even for our own nation.
We are to prove our contentions as to the democratic form of government against seemingly successful dic- tatorship. Our problem goes to the root of the matter; any impairment of our educational forces, either from without or within, will effect adversely our national in- tegrity. "Let us, therefore, highly resolve that, under God, this nation shall have a new birth of freedom, and that government of the people, by the people, and for the people, shall not perish from the earth."
Save for its diagnostic value, it would be unprofit- able and senseless to go into an analysis of all the foolish things that our selfishness encouraged by a silly optimism has brought upon us. But we must study the causes that have produced these unhappy conditions if we are to find the remedy.
We have been living in a fools' paradise so long that we have forgotten that cause and effect are still func- tioning. Any reference to conservatism in anything, either material or spiritual, was taboo, considered to have outlived its usefulness and was thrown into the discard. Experience and caution were held to be obsolete and meaningless, negligible quantities, obstructions to the onward rush of modern progress and its resulting pros-
15
-
IPSWICH SCHOOL REPORT
perity. Well, prosperity, what price ? We sold our birth- light for a mess of pottage. And what a mess !
As all have contributed so generously to these calam- itous conditions, so all may be considered blameworthy in the same generous fashion. None can escape the punish- ment of his sins whether they be those of commission or of cmission. All classes and conditions are guilty, none may escape. The pulpit and the pew, the banker and the beggar, the prince and the pauper, each and all have contributed to, and have become the victims of, this de- structive infatuation. The difference in guilt is one of degree, not of kind.
The strong and the powerful have forced the weak and the helpless out of the picture, and still we fail to realize that our major problem is ethical rather than economic. In fact, if full ethical consideration had been brought to bear in the adjustment of our present troubles, many of our problems would never have come into exist- ence, and the remaining ones would have made an easier solution possible.
Economic security is the goal that most of us are seeking ; and it is this moral right of the individual, which we have so shamefully overlooked, that is causing a large part of our present troubles. Had individual rights re- ceived equal consideration with corporate interest, if combinations and mergers and the operations of holding companies had been restricted by law, the individual could have saved his self-respect and remained a good citizen still. But the machine and combinations have forced him to the wall. His earning power and his pur- chasing power have been taken from him. Mass produc- tion has killed his initiative except for trouble-making and resentment. And still we wonder at the unrest and
16
IPSWICH SCHOOL REPORT
radicalism that is so rampant and aggressive the world over.
Unless our powers of discernment are not speedily clarified and remedial measures adopted and applied, may we not expect a variation of the same untoward conditions that are so prevalent in many of the countries across the sea ?
Before closing this indictment, I think that everyone interested in educational matters - and that should in- clude all - should ask himself this question : - Have not our schools, unconsciously, contributed something to these unhappy conditions ? I feel that, as the victims of cir- cumstances, the schools have done so. Not intentionally nor consciously have they betrayed any trust nor shirked any responsibility. Neither has there been any murmur or complaint about the additional burdens imposed upon them by the thoughtlessness of parents and press.
Too few realize the weight of this burden and the resulting loss of obedience and self-control. In spite of all the schools can do under present conditions, lawless- ness and crime will continue to hold the stage and until the schools are given the authority to impose those correc- tional and disciplinary measures so nesessary to the de- velopment of right attitudes and self-control, we may not look for improvement along these lines.
I speak of this regretfully; not by reason of the additional responsibility imposed upon our schools, but because they are so helpless and restricted in their authority and control. The youth of our land are to be the greatest sufferers.
There is a very perceptible indifference and uncon- cern for standards of moral excellence and intellectual accomplishments that are very disturbing. These have
17
IPSWICH SCHOOL REPORT
lost their prestige; they no longer furnish an incentive to mental effort.
Should this indifference extend to the teaching force, our schools would be doomed. Happily we have not arrived at that point yet. But we have gone far enough in this direction. We are convinced that reasonable standards, rigidly upheld and maintained will result in improvement all along the line.
If our schools have sinned at all, it is because they have been so human. In times like the present our hind- sight is much better than our foresight. Anyone can see now where we made mistakes, but we did not see them while they were in the making. The gates were open and we all went through together. United we stood and united we fell, and the end is not yet.
Had we been more cautious, been willing to travel at a slower, surer pace, been willing to prove all things and to hold fast to that which is good, we may well be- lieve that our troubles would be fewer and less trouble- some today.
But everyone thought himself capable of running a school, of building character, of molding our future citizenry, en masse, by a speedier more agreeable process. And we have permitted them to try it, - the third sin - commission, omission, permission.
How foolish it all seems to us now! There is no royal road to education; character is not made by a machine; mass production is the work of the shop, not of the school.
"Heaven is not reached at a single bound;
But we build the ladder by which we rise From the lowly earth to the vaulted skies,
And we mount to its summit round by round."
18
IPSWICH SCHOOL REPORT
But believing, as I do, in the good sense of the com- monpeople, and relying, as I must, upon their loyalty and devotion to the cause of our free schools, I feel assured that they will not betray their sacred trust by robbing their children of their birthright. No matter how insistent the alarmists cry, nor how disconcerting popu- lar slogans may become in some aspects of our present situation, the common schools should have the support of every right-minded citizen and be permitted, under intelligent management, to do its share in the work of restoration to sane and normal conditions. They may build slowly but they will build securely. Their inherent flexibility will enable them, under proper guidance, to make the necessary adjustments to economic security and national prosperity. Not the brand of prosperity by which the whole world has been accursed, not the enormous aggregation of wealth and power in the hands of the few, but an even-handed distribution of those things - mate- rial and moral - which make for an enduring happiness.
To withhold aid and comfort to such an institution or agency as our public schools have been and may fur- ther become, would be both criminal and suicidal. None, but the coward, throws away his weapons in the face of an enemy. To which class do we belong ?
We have been advised by would-be leaders in finance and industry to make all possible public improvements during this depression so that work may be given to the unemployed, and the situation afforded the desired re- lief. They advise that we build great municipal buildings, larger wharfage and docking facilities, great public high- ways that shall span the continent. And the advice is good and timely. But how about the public schools ? To be sure, some intelligent communities are doing just this, and are commended by the wise and farseeing for their
19
IPSWICH SCHOOL REPORT
good horse sense. But not too many are doing so. How about the unemployed school teachers ? Are we making provision for them and for those that are dependent upon them ? About a year ago, twelve thousand men and wom- en - mostly men - stood in the bread lines in New York City. Five per cent of them, or six hundred, held college diplomas. Something is wrong here.
Perhaps our schools are costing too much. Well, they do cost; let us see what the amount of the bill is: - From figures compiled from the Biennial Survey of Edu- cation, 1926 - 1928, published by the Office of Education Bulletin 1930, Number 16, we find that the total cost of education in 1928 for those enrolled in all schools and colleges, public and private, continental United States (page 424) was $3,033,706,590, and the number enrolled (page 424) was 29,276,068; about one fourth of our en- tire population.
There is a very pronounced tendency at the present time to assist and bolster up our big business enterprises. I am wondering whether education, considering the money invested, the number of persons involved, and the product turned out by our schools, would entitle us to a classification under the head of Big Business. Big Busi- ness is continually drawing the very best that our schools produce, and is dependent upon them for its success.
The cost of public elementary and secondary schools in 1927 - 1928, (page 435) was $2,184,847,200, and the number enrolled in these schools for the same period (page 424) was 25,209,272. The cost of textbooks (page 436) states, "The 1928 net sales amounted to $1.351 per child enrolled during 1927 - 1928, which is 1.63 per cent of the total expenditure for public school education that year.
20
IPSWICH SCHOOL REPORT
Now the Statistical Abstract of the United States for the year 1929, published by the United States Depart- ment of Commerce, which gives a survey of the manu- facturing cost (not the retail price which the public pays) says that "cigars and cigarettes were manufactured in the United States in 1925 to the value of $874,815,000, - more than twenty-eight times the cost of textbooks for the public schools. Confectionery totalled $379,081,000, - more than twelve times the cost of textbooks for the public schools. Perfumery, cosmetics and toilet prepara- tions were manufactured to the value of $129,510,000, - more than four times the cost of textbooks for the public schools. Even chewing gum came to $47,838,000, which is about 57% more than the cost of textbooks for the public schools."
"In the World's Work for April, 1928, is an article reporting that the American woman's annual beauty ( ?) bills amount to $1,825,000,000, and that in 1927 this country spent for theaters and motion pictures the sum of $2,000,000,000. A little computation shows that the textbooks for the public schools cost about one-sixtieth of what beauty culture costs and about one-sixty-fifth of what we pay for theaters and motion pictures." Is big business administered more economically ?
Yes, the schools do cost money, but in contrast with the foregoing can we afford to do less for our schools than we are doing for such activities ? "There is that scattereth, and yet increaseth; there is that withholdeth more than is meet, but it tendeth to poverty."
Were we not the slaves of fashion we might exer- cise our moral choice in reference to matters pertaining to our highest public welfare. But we must choose, sober- ly and wisely, we hope; for our personal accountability will be measured by the choice.
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