USA > Massachusetts > Essex County > Ipswich > Town annual report of Ipswich 1932 > Part 9
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·The valuation of 1931 per pupil in net average mem- bership for the year ending June 30, 1932, gives Ipswich a rank of 247. Expenditure for school support from local taxation for the fiscal year 1931, per $1,000 valuation entitles her to a rank of 103. In the per capita cost for the support of public schools for the fiscal year of 1931 from local taxation, she ranks 242, and from all sources, her mark is 317.
These last items are State ranks and are arranged in the descending order of their valuation per pupil in the net average membership. For example the town of Gos- nold with extreme valuation per pupil in net average membership of $128,200 has a State rank of 1, but her rank under the expenditure for school support from local taxation for the fiscal year 1931 per $1,000 valuation is 355 the highest in the State.
8
IPSWICH SCHOOL REPORT
These are State averages and are derived from the combination of the classification of the towns and cities of the State into four distinct groups: Viz. : Group I, the thirty-nine cities; Group II, Towns having a population of 5000 or over and maintaining a high school; Group III, Towns of fewer than 5000 and maintaining a high school and, lastly, Group IV, Towns of fewer than 5000 population and not maintaining a high school.
It must be evident that any comparison drawn from such wide extremes and variations as indicated above, though valuable and important in general considerations, would fail to interest any considerable number in any single locality. Moreover, the same may be said of any comparison drawn from the towns of our own group. The extremes even here present too wide a divergence. With the town of Brookline with an index of 40 at the top and the town of Easton with an index of 122 at the bottom of the group, it may be seen that a comparison with towns more nearly of our own size and wealth would hold not only a deeper local interest, but express more nearly our actual status and relationship. Again there are 34 towns in this group of a total of 123, that choose to remain here simply because they perfer a town form of government. They are cities in everything but politi- cal classification, and any numerical comparison with these would be unfair to us, and it certainly would be unfair to those smaller towns whose overhead is alto- gether out of proportion to their enrollment.
So selecting eleven towns from this group whose size and wealth varies but slightly from those of our own, we hope to secure a clearer notion of our own status in relation to these towns and also to glimpse some indica- tion of the manner in which we are meeting our respon- sibilities to our State, our Town, and our children.
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IPSWICH SCHOOL REPORT
Of the eleven towns selected, Amherst stands as the upper extreme, and Easton as the lower. The following data has been culled from the Annual Report of the De- partment of Education and is submitted for your consid- eration.
Population rank
Amherst 112
Ipswich 117
Easton 122 5,243,835
Valuation
9,425,903
7,591,545
Enrollment
1,449
1,492
1,155
Teachers
57
50
43
General Control
6,452.17
4,187.72
5,394.28
Salaries Prin. and Teachers
83,845.67
67,590.53
69,497.90
Other Exp. for Instruction
3,917.88
3,266.32
3,255.35
Promotion of Health
2,123.43
1,675.53
2,431.82
Transportation
7,081.53
9,201.76
9,507.30
Total for Support
124,475,60
100,314.44
107,580.75
Buildings and Grounds
1,467.11
504.60
302.26
Valuation per Pupil
7,688
5,533
5,004
Expenditure from Local Tax 99,017.68
80.76
67.06
74.87
Reimbursement Genl. Sch. Fd. 9,828
9,410
11,137.50
Per Pupil in Ave. Mem.
8.02
6.86
10.33
Received from Other Sources 17,042.81
4,767.27
16,709.84
Total from All Sources
127,706.03
106,189.41
109,665.38
Per Capita cost
pupil enrolled
88.13+ 71.17+
94.95-
Our per capita cost has been reduced $5.23 this year.
Our average is $57.27 against the State's $112.44.
From the foregoing one can plainly see that Ipswich is securing education for her children at a minimum cost and although comparatively the cost is low the quality is high.
In closing we wish to state as in past years, the Com- mittee will be very glad to receive any helpful sugges- tions or constructive criticism, and again wish to impress on the parents that it is their duty to visit the schools and observe first-hand the teaching methods of today.
ERNEST J. SMITH, Chairman.
92,012.14
78,463.80
Per Pupil in Ave. Mem.
DISTRIBUTION OF PUPILS BY AGE AND GRADES
Grace
5 6 7 8 9| 10| 11| 12| 13| 14| 15| 16
17| 18|
19|
21|Total
1.
33| 70|
19
0
1
-
27
59
32
3
1
122
35
69
41|
11
2|
2
1
161
IV.
4| 32
56
39
14
2
1 1
149
V.
19
56
35
19
15
6 6
1
157
VI.
1| 12
67
42
20
9
21
1
154
VII.
23
44
28
18
16
5
134
VIII.
2|
39
35
36|
20
4 1
137
IX.
1 4| 23|
44
21
12
6
1 1
112
X.
0| 4| 34|
34
22
15
01 0
109
XI.
0| 0| 3
27
19
15
7 4
75
XII.
0 0| 1 |9 26
18
7|
3
64
XIII.
-
-
0 0 0 2 0 5 1 1 1
10
Total
33|97 |117|133|121 |119 |113 |152|127|152|137| 90| 60| 16;
9
1|1507
--
-
-
-
-
-
Americanization Classes : 1930-1931, 52; '31-'32, 57; '32-'33,43.
123
ENROLLMENT OF PUPILS IN THE DIFFERENT GRADES FROM 1919 10 1932
Grade
1919
1920
1921
1922
1923
1924
1925
1926
1927
1928
1929
1930
1931
1932
1.
180
210
212
198
223
214
190
172
201
175
171
154
124
123
II.
159
201
199
184
165
154
163
182
159
163
156
163
164
122
I11.
127
140
144
174
195
199
189
149
179
172
166
127
145
161
IV.
83
130
136
147
130
155
142
195
155
168
145
168
144
149
V.
133
107
166
134
127
140
177
141
173
145
146
150
169
157
VI.
94
134
111
148
127
125
129
166
163
180
142
158
157
154
VII.
82
90
117
131
110
124
135
127
139
133
153
129
154
134
VIII.
53
55
59
87
104
99
102
104
93
119
104
137
102
137
IX.
64
52
69
71
76
113
105
108
117
95
130
104
128
112
X.
39
47
37
52
60
57
69
69
76
81
79
102
86
109
XI
32
25
33
32
33
57
60
60
65
60
71
60
82
75
XII.
26
25
21
32
28
27
40
46
47
50
48
56
43
64
Post Gr.
3
3
3
2
3
3
5
2
6
10
Totals
1072
1219
1307
1390
1378
1465
1501
1521
1570
1544
1516
1510
1504
1507
An'l Inc.
72
147
88
83
*12
87
36
20
49
*26
*28
*6
*6
2
.
*Dec .. .. .
Americanization Classes: 1930-31, 52; 1931-32, 57; 1932-33, 43.
12
IPSWICH SCHOOL REPORT
SUPERINTENDENT'S REPORT
To the School Committee of Ipswich,
Gentlemen :
The thirty-first annual report of the Superintendent of Schools is herewith submitted for your consideration
The general plan or outline will deviate but little from that of former years. We are pleased to add, how- ever, that the Chief of the Fire Department and the Agent on Sanitation for the Board of Health have both joined our educational fellowship and their contribu- tions may be found in this report. This is a distinct ac- quisition to our educational forces, for it tends to inte- grate all the civic agencies of the town in a common pur- pose, a combined effort to promote the interest and wel- fare of our schools. From such solidarity the schools have nothing to fear and may hope for much.
Enrollment
A glance at the enrollment sheet reveals a marked change in the distribution of pupils in the different
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IPSWICH SCHOOL REPORT
grades. Formerly the accommodation for pupils in the first grades was our chief concern. But at present there is a complete reversal of the situation. Today it is the upper grades-from the seventh to the twelfth inclusive -that are overcrowded. As a result we have the largest junior and senior high schools in the history of the town. Our senior high school houses more pupils than the en- tire enrollment of some of our surrounding towns. The same is also true of the junior high school.
Such crowding has made necessary certain changes to furnish increased seating capacity. But it has been done. One boy in the high school vibrates between Mr. Whipples' office and my own as conditions in either are the more conducive to quiet study and reflection. He is a good boy, however, and is welcomed in both places. If others were like him, we might accommodate one or two more.
In the junior high school no such opportunities of- fered. Our only resort was to remove the two remaining wardrobe standards. transfer the hooks to the corridor walls, and set up the steam pipes against the wall at the rear of the extemporized class room. A few old desks found in the attics of the school buildings completed the furnishing and each pupil was given a seat.
Extra Curricula Activities
This caption has no reference nor relation to base- ball, football, basketball, or hockey. All these have their place and value in any scheme of recreation and they may serve also as genuine character-builders under right supervision and leardership. But they have been so commercialized that, except in too few instances, they have become completely divorced from the original in-
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IPSWICH SCHOOL REPORT
tent and purpose of these useful and time-honored sports.
Our schools, without exception, I think, have been engaged in an activity during the entire year that is so useful, so helpful, and so important in our present situa- tion, that the taint of commercialism can never rest upon it. It occupies a unique position in educational programs, and by its works furnishes an indisputable evidence of its real worth as an agency in building into the character of our youth those moral and spiritual values which are the foundation of society.
Our teachers have caught the vision, and by their breadth of soul have thrown down a friendly challenge to both home and church. No other agency in this town, except the S.P.C.C. with which our schools are in fullest sympathy and accord, has done more to supply the ma- terial and physical needs of our school children. No school child needs suffer from lack of food or clothing. Nor do our teachers stop here. Every person in the Co- burn Home was remembered at Christmas time. The lo- cal Hospital came in for its share of attention; and in one school every child made something to take home and present to his mother. Has it become unnecessary in this day and generation to teach children to respect their parents ?
But I must cease harping on this string, I am steal- ing someone's else thunder. The president of the S.P.C.C., the school nurse, and the principals of the various schools will each make her contribution to this report. I have asked them to lay especial emphasis on this phase of their splendid work. Their co-operation with the Red Cross, the Babies' Hospital, and other humane and hu- manizing institutions and association, will be told in their several reports. Read them for they will furnish delight- ful reading.
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IPSWICH SCHOOL REPORT
This is not the customary or the traditional place to record what I am about to write. But this is not an acknowledgment; it's a confession. Here it is : In all my long experience with teachers and children nothing has given me a deeper love for my work nor so filled me with the sense of an enduring satisfaction than to know that our teachers, one and all, are "going about doing good." They are giving of themselves, voluntarily and cheerfully, and the noble example they present to our children will remain as an abiding influence for right living.
School Grounds
The work at the Shatswell School grounds is very nearly completed. No extensive work need be undertak- en for some time to come. When new arears are built about the basement windows on the eastern side of the building, the present flower bed can be extended and this will complete that project.
It must be gratifying to those living in this neigh- borhood to note the improvement that has taken place in these school grounds. Of course, much of what has been done is foundation work and, at present, is still in the raw ; but we have every reason to believe that in time this preparation will give a good account of itself and will grow in beauty with each returning year.
A word of commendation must be given to Mr. Grant for his continued interest in everything pertaining to the welfare of this school. He is a model janitor and the school department and the town are fortunate in securing such whole-souled and loyal service. The prin- cipal and her corps of teachers are to be congratulated for the orderly and considerate treatment of the school
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IPSWICH SCHOOL REPORT
grounds as shown by their pupils at all times. It's a val- uable training for later life.
The grounds of the Burley School, though late, have come in for their share of attention. After many sug- gestions and conferences as to the one best plan, it was finally agreed that a hedge of shrubbery separating the sidewalks from the grass plots immediately in front of the building would be the most appropriate treatment of the scheme. A two-foot trench was dug the full length of the building and then refilled with good loam. Into this has been set a hedge of Japanese barberry which is to be kept low in order that the narrow grass-plots may not be hidden from view. The old unsightly shrubbery that. was massed about the doors has been taken up and re- moved to the extreme and opposite corners of the en- closure. A blue spruce has been set out on each side of the driveway leading to to the coal bin, and a row of daffodil and tulip bulbs has been planted along the front walls of the building. Two flowering dogwoods in the Manning School plot have been root-pruned and will be transferred to the Burley School grounds in the early spring. The grass-plots have been resurfaced and re- seeded and had made a promising start when winter set in.
It may not be out of place to remind you that not one cent of this outlay came from the school appropriation. Every expense of beautifying our school grounds has been met from contributions by individuals, the teachers of the schools indicated, and the net proceeds from our Field Day exercises. It represents a total well above $1000.
In this connection let it be said that the thanks of the community are due to Mrs. Walter Hayward, Mr. Thomas Reedy of the Welfare Department, to Mr. Fred
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IPSWICH SCHOOL REPORT
Harris for the use of his truck, and to Mr. Burnham of the Chebacco Nurseries for a voluntary extension of credit.
These projects have something more than an esthetic value. They not only develop an appreciation and love for the beautiful but they have a property value just as real and certain as any quantity or quality you may se- lect. It furnishes a desirable environment to live in and the value of a neighborhood is enhanced by its presence. It trains for good, orderly citizenship than which there is no more urgent need than at the present time.
Discipline
This word covers the whole range of corrective ways and means. Within its extremes lies every degree of authority and power. The gentle leadings of kindli- ness and the legalized taking of human life are both within its borders. Each and all have their legitimate use as time and occasion may demand; each and all should have but one objective.
This is a matter of grave concern to parents and teachers especially in these days when distractions and temptations are so prevalent and alluring. Then, too, the general tendency of the times is to let things go. Such matters as health and education and character are supposedly inherent in the individual and receive their best development from natural forces.
No greater fallacy can be found anywhere. No other agency could be more destructive of human society. Men do not become angels by natural inclinations. The elder Pliny, I think it was, who said that a boy is the wildest of all wild animals. No, children are empty vessels, and need the guidance of mature minds. It's a matter of
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IPSWICH SCHOOL REPORT
training and environment. The process should begin with the child's earliest years, yes, months, and should be continued until a reasonable degree of self-control is assured. New-born babies get a training in the hospitals, that is soon lost after the child is returned to its home, simply because the mother fails to take a comprehensive view of the situation, and fondling and coddling take the place of intelligent training. She loses sight of the real objective.
It is my settled conviction that too many of our boys and girls are failing simply because parents are unwilling that their children should be held up to their best efforts. A little pressure from the home would be of lasting ben -- efit to the child.
There is no rhyme nor reason in a pupil's getting B's and C's and D's when his I. Q. indicates an ability to do A work, and he shuld not be allowed to fall below. There is too much ability going to waste along this line. I have come to the point where I place as much confidence in a child's attitude towards work and his determination to win success, as I do in his I. Q. To be sure, an I. Q. reg- isters mental ability, but it is no guaranty against mental laziness. And laziness is not incurable.
Neither should our efforts be confined to mental abilities alone. There is the whole range of ethical, mor- al, and spiritual values to be considered. None of these can be neglected if we hope to develop an approximation to the perfect man.
If we could impress upon our children the idea of a right relationship between his neighbor and himself- the real difference between right and wrong-this world would become a paradise. Thy neighbor and thyself cover the whole range of social achievement, and the
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IPSWICH SCHOOL REPORT
status of our civilization is measured by its results. Let all the standards of our schools be maintained.
Most unjustly and from unauthoritative sources the schools have been accused of recruiting the ranks of the racketeer and of furnishing the raw material for gang- dom and organized crime. This statement is not borne out by facts. The great majority of our criminals never went beyond the sixth grade, many of these never hav- ing reached it. In view of the real facts, I wonder if these critics would be willing to raise the school age or make it compulsory for a child to complete the eighth grade.
There may be a modicum of truth in some of these assertions, but even so, do our critics wish to hold the schools responsible for all the wrong doing that occurs ? Even now with all their limitations of authority to en- force discipline, our schools are measurably successful in dealing with these collections of creeds, colors, racial stocks, and social backgrounds. Let others do as well.
Curriculum Changes
In the committee's report of last year the chairman gave the opinion that the time was at hand for making a thorough revision of our courses of study. He further stated that those subjects which had a direct bearing on the vital problems of the day should supplant those traditional studies whose functioning with present day needs was of doubtful value. In this judgment he was certainly ahead of the times. For today, Educators, al- most without exception, are setting a new appraisal on those subjects that do not measure up in functioning value. The ancient classics and the dead languages, so called, are faring badly at the hands of some of the out-
20
IPSWICH SCHOOL REPORT
standing leaders in the educational field. In fact, therc has been a complete return to their former place of those subjects, which a few years ago suffered an almost total eclipse. It is now acceded that even arithmetic is the science of numbers and has a place and value in the new curriculum.
Physiology and hygiene are recommended to take the place of French in high schools and to be given a full daily period for an entire year. We may dislike to see a modern language deposed by such common-place subjects as physiology and hygiene. But yet, to the great mass of our people, isn't a knowledge of the human body and the rules for keeping it in health of more im- portance than a smattering of French ? The functioning value is certainly greater, and another objective is to discourage superficial study. For those who are capable, however, French will always have an open door and so will other languages.
Who are the men chosen by our late presidential candidates to accompany them through their compaigns ? Professors of economics, commerce and industry, inter- national relations, finance, law, and political and social science. These may not be representative of the highest cultural values, but they indicate the demand of modern times. These will receive the serious attention of lead- ing educators and be presented in a form adapted to sec- ondary schools.
The natural and social sciences also will have a larger place in the new curriculum. A slight or elemen- tary knowledge of such subjects as astronomy, zoology, botany, geology, etc., would add much to the enjoyment of a worthy leisure and possibly open a door for an in- tensive study of one or more of these subjects that would result in lasting benefit to humanity. This will require
21
IPSWICH SCHOOL REPORT
an extension of the high school term and open the way for the junior college. Under more favorable conditions, the new program may receive the serious attention it de- serves.
Obituary
Martha J. Stewart, R. N.
IN GRATEFUL APPRECIATION OF HER SERVICES AS A DEVOTED NURSE AND A PIONEER IN THE WELFARE WORK OF THIS COM- MUNITY, THIS TABLET IS EREC- TED BY THE SCHOOL CHILDREN AND TEACHERS OF THE TOWN OF IPSWICH IN TESTIMONY OF THEIR AFFECTIONATE REGARD 1932
It is with feelings of genuine sorrow and with the sense of a great loss that we record the passing of Miss Martha J. Stewart from this community. No word of mine can adequately portray her noble Christian charac- ter nor tell of her complete devotion to the cause in which she labored.
The tablet in the Winthrop School was set up as a memorial to her work and worth. And though it may endure for years to come, it can never express the loving sympathy and appreciation in which she is held by those who benefited from her loving service.
Through good report and ill, she carried on long
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IPSWICH SCHOOL REPORT
after her failing strength gave warning which went all unheeded. To give relief from suffering and to comfort those in sorrow was her chosen life work, and she pur- sued it with a fidelity that never faltered even to the very end.
She loved children; and how the children loved her may be shown by an incident that actually occured. While her body lay in the church just previous to the funeral service, two little boys appeared at the door and asked the attendant if they might not kiss Miss Stewart.
What finer tribute could anyone wish.
George Pappalimberis of The Senior High School Died October 28, 1932
1
Alfred Estes of The Shatswell School Died March 14, 1932.
The Situation
A few industries show some improvement, but gen- eral conditions remain about the same as last year. Per- haps there is more hysteria and confusion of thought; but, with the elimination of one disturbing factor after another, confidence will return and we shall be on the upswing to prosperity again.
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IPSWICH SCHOOL REPORT
But many important changes must be made if we are to enjoy that freedom from anxiety which is a stum- bling-block to all progress. Men's bodies must be clothed and fed and sheltered, and their minds must be at rest. They must be given an equal opportunity and a square deal. So in our efforts to restore those desirable condi- tions of peace and happiness, let us look the facts square- ly in the face and carefully determine how the larger in- terests of society may best be served. Above all things let justice tempered with mercy be the foundation upon which a structure whose maker and builder is God shall be raised.
Right here and now I wish particularly to empha- size the fact that any society worthy of the name and that is to endure, must be built upon the bedrock of mor- al and spiritual foundations. Sand won't do. Nine-tenths of the "ills we have" are directly traceable to the ignor- ance and the violations of this fundamental truth. The sooner we return to its wise and beneficent teachings, the sooner our troubles will disappear.
Before the Pilgrims landed upon our shores they drew up a compact that they would enact just and equal laws which all should obey. That compact righteous- ness personified ; and upon it they built a State that for more than a century remained the wonder and admira- tion of the whole civilized world, an asylum for the op- pressed, a refuge for the afflicted of every race, color, and creed.
Today our legacy from Calvin Coolidge extends the rule and practice of the Forefathers and brings it up to date. Here is what he says: "We do not need more ma- terial development, we need more spiritual development. We do not need more intellectual power, we need more moral power. We do not need more knowledge, we need
24
IPSWICH SCHOOL REPORT
more character. We do not need more government, we need more culture. We do not need more law, we need more religion. We do not need more of the things that are seen, we need more of the things that are unseen." "That truth appropriated," said the author, "will lift present day depression."
Now since our reconstruction program has been es- tablished and has been endorsed by thinking people eve- rywhere, let us look over some of the material with which we are obliged to deal to the end that our wok may be systematically and thoroughly done .- Done without fear or favor, and with that singleness of purpose that shall commend itself to all right-minded people.
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