USA > Massachusetts > Essex County > Ipswich > Town annual report of Ipswich 1941 > Part 10
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In addition to these things which we described last year, we have been enabled to introduce a program of learning experiences in science as an integral part of our elementary school program. If it serves the purpose we have in mind, it will give meaning and enrichment to other areas of learning such as safety, health, the social studies, mathematics, and the language arts. It should stimulate pupils to perform simple experiments, to en- gage in individual and group projects, to make field trips, and to carry on other worthwhile activities. This pro- gram is being admirably supplemented by the nature lore lectures which are given in the elementary schools every other week by a botanist from the Massachusetts Audu- bon Society.
THE JUNIOR HIGH SCHOOL
Because of the revised schedules for the opening and closing of schools, it was possible for the junior high school principal to devise a schedule of classes, which made for a more efficient distribution of time and for a better arrangement of teacher schedules than was hitherto possible.
As a result, the time-allotments devoted to the sev- eral studies in the curriculum were modified to give greater emphasis to those areas of learning in which we
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IPSWICH SCHOOL REPORT
had discovered weaknesses. Thus, in the 1942 program the time allotted to language activities was increased by 25% over that allotted in 1941; that devoted to arith- metic by about 20%. Required physical education is given two periods a week to both girls and boys Pro- vision has been made for supervised study periods dur- ing school hours for each pupil. A socialized home room program is carried on once a week. A schedule of topics about which these programs are to be built is made out by the principal six months in advance. Each home room is responsible for an assembly program once every two months. This assembly program is the culminating activity of the home room work.
The junior high school schedule now in operation is based on the assumption that the pupils should do, be- sides their work in school, homework requiring from thirty minutes to an hour each night. To ensure this result, a schedule for homework assignments has been submitted to each teacher. These, we understand, are being adhered to.
This year, full use is being made of the Manning hall as a gymnasium as well as an auditorium. Under the direction of Mr. Pickard recreational basketball is carried on after school hours from 3:00 p.m. until 5:30 p.m. Nearly every boy in the seventh and eighth grades returns voluntarily for this activity at least one afternoon a week.
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IPSWICH SCHOOL REPORT
DEFENSE ACTIVITIES
Since the war started, the schools have incorporated in their program a number of activities, which though seemingly insignificant, have helped to focus attention on the defense effort, to teach habits of thrift, and (in the upper grades in particular) to teach certain habits and skills which might be useful in the period into which we shall soon enter.
1. A program for collecting waste paper has been carried out in the elementary schools and in the high school.
2. Defense Stamp banks have been established in several of the elementary schools. Nearly one hundred dollars' worth of stamps a week have been purchased by children in the elementary schools since this project was started.
3. In the arts and crafts project in the schools, lessons have been given in knitting and in mak- ing other articles prescribed by the Junior Red Cross.
4. Throughout the schools, increased emphasis has been given to health education and hygiene.
5. In the high school Domestic Arts classes some emphasis has been given to developing diets which might be healthful and economical even under conditions of relatively severe food ra- tioning.
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IPSWICH SCHOOL REPORT
6. A Red Cross course in first aid is being taught by the School Nurse in connection with the junior and senior Domestic Arts classes.
7. A Red Cross course in first aid, open to any pupil who wishes to take it, is planned to be given in February.
8. The Industrial Arts department has attempted to cooperate with civilian defense agencies in the making of such necessary equipment as would come within the scope of their school work.
9. A number of rooms have been made available in the schools for the use of certain defense units.
AIR RAID PRECAUTION
The best that can be said of any plans which can now be offered for air raid precaution in the several schools is that they have grown out of some study of the best information and advice which we are at present able to obtain. We refrain from describing them in de- tail in a report like this for fear of thereby attributing to them a quality of permanency which we do not intend them to have. Certainly the plans shall be modified and enlarged as experience shall dictate.
The main assumption upon which we have based our preparations is that pupils should not be dismissed from school during or immediately prior to an air raid alarm. This assumption is in conformity with the opin- ions we have received from responsible state and fed-
16
IPSWICH SCHOOL REPORT
eral defense officials, and it is agreeable to the wishes of the local defense committee. The great majority of those who have studied the problem agree that to send pupils into the open, in large concentrations, and without pro- tection would be not only to subject them to unnecessary danger, but also to create a traffic condition likely to hamper necessary defense activities.
To ensure the safety of the children while in the school building, refuges have been decided upon and are being equipped. Appropriate signals for repairing to the refuge or to evacuate the buildings have been de- cided upon, and reaction to these signals under varying conditions has been rehearsed; mainly, the children are being taught, through various exercises, to react quickly to whatever directions they may be given.
PHYSICAL EDUCATION IN THE HIGH SCHOOL
For some years the school authorities in Ipswich have opined that there was lacking in our high school an organized program of health education and physical in- struction.
During the summer of 1941, however, there were several changes in the teaching force. This condition to- gether with an anticipated slight decrease in enrollment in the high school, made possible the re-assignment of teacher schedules and the introduction of a program of required physical education for all pupils in the high school. A woman teacher, with specific training to di- rect this work, was engaged to organize the program for girls. Mr. Conary was given the additional assign- ment of developing the boys' activities.
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IPSWICH SCHOOL REPORT
It is still too early to assess the effects of the specific program now being carried on. It is our hope, however, that the regimen of prescribed and carefully directed ex- ercise will tend to develop in our youngsters those habits of health and hygiene which will be so necessary in the difficult period through which we shall pass.
THE RESPSONSIBILITIES OF THE HIGH SCHOOL
In our last annual report we described in some detail a number of the activities which fall within the scope of our high school program. Some of the changes that have occurred since then have been touched upon else- where in this report. There is, however, one other sig- nificant change in the pupils which perhaps more than anything else has influenced the work of the schools during the past months. It is their visibly altered out- look on the world beyond school.
For more than a decade youngsters of high school age have understood that the future for them was a pretty hopeless consideration. They have suffered one of the most agonizing afflictions that youth can experience - the feeling that they are not needed. Time and again they have been classified as the inept young-who (to- gether with the old - and the technologically unem- ployed) were our "national problems." All subcon- sciously, perhaps, they have absorbed the feeling that they were being merely tolerated by a society bent upon making a virtue out of dependency. In their own de- fense, youth tended to shield themselves with a thick but very vulnerable armor of cynicism, the nature of which was reflected in a much publicized slogan adopted by a high school class in a distant state a few years ago : "W.P.A., here we come !"
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IPSWICH SCHOOL REPORT
Indulging in the inalienable right of elders (actual or imagined) since the world began, our school people worried about these youth, and the schools expended some effort, with what sometimes appeared to be dis- couraging results, trying to emphasize the solid satisfac- tion that might ensue from hard work and rigid self- discipline. Often, however, we advocated frankly that many pupils remain in school, not because their accom- plishment warranted it, but because there was no alter- native occupation that we could recommend; and we confess to an occasional sense of guilt that by sometimes condoning poor performance, by often accepting some- thing less than the best of which a boy or girl was capa- ble, we were contributing palpably to an already bad condition.
If we judge correctly, these conditions are changing. Youth is discovering that they, like everyone else, have a tremendous job to do. They are again a part of things. They are no longer "economic encumbrances," but real national assets. To those of us who saw them first in school but a short time ago, it is an inspiring and rather touching thing to observe with what enthusiasm and courage they have accepted the tasks which they have been given in the universities, in the factories and offices, and in the armed forces of our country. And we are beginning to feel that at least some of the worry about them was needless.
Nor do the youngsters in high school seem to be less affected than those who have graduated. We are informed that more serious work is being accomplished in the high school classes and in the outside activities than at any time in recent years.
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IPSWICH SCHOOL REPORT
To direct this renewed effort and to stimulate among cur pupils some responsible and intelligent thinking about the decisions which they will be called upon to make, it would seem to us, is a defense job of the first magnitude. Not even our professional prophets can tell whether this war will end late or soon; but there is one thing that even the least prophetic among us knows-that the effects of this war will last throughout the lives of the genera- tion now in school and of the generation that will come after them. The solution of these post war problems (as well as the mastery of the technical problems inci- dent to waging a victorious war) will demand the exer- cise among our people of those disciplines which it is the duty of institutions like the school to cultivate.
It is for this reason that we commend to the attention of the committee the enormous importance in these times of the work in which our high school is engaged. It is for this reason also that, with all due deference to other needs, we argue the need for continuance of the support of public education even in these times.
SALARY SCHEDULE
Since September of 1941, the school committee has been engaged in a rather extensive study of methods of teacher compensation. Since this question has an ulti- mate bearing on the quality of education which our schools will be enabled to offer in the future, we presume to incorporate in this report a chronicle of the steps by which we have observed the committee to have arrived at its conclusion.
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IPSWICH SCHOOL REPORT
The data upon which the study of the committee was based were compiled before the close of the year, 1941. They then appeared to indicate :
1. That no systematic schedule for compensations and increments for teachers has been in effect in Ipswich for a decade or more.
2. There are, therefore, great and unjustifiable differentials between salaries of Ipswich teach- ers of similar preparation, experience, and rela- tive value to the school organization.
3. (a) In general that the median and average salaries paid to Ipswich teachers is considerably below the national and state median and aver- age salaries for teachers in similar classifica- tions.
(b) That the median and average salaries in the several teacher classifications is lower than those of the median and average salaries in the other towns of the state in the population range of Ipswich.
(c) That in most classifications the median and average salaries of Ipswich teachers is be- low those in the twenty-five towns in the state with the per-pupil valuation similar to that of Ipswich.
Since the beginning of the war these discrepancies, apparent at the time the figures were compiled, are being accentuated by the raising of teacher salary stand- ards throughout the state-caused by an imminent short- age of teachers. The following facts which have come to the school committee are pertinent to the situation :
1. In 14 of the twenty-five towns in the per-pupil valuation class of Ipswich, general salary in- creases of from 21/2% to 15%, or blanket in- creases of $100 or $200, have been given or have been recommended by school committees.
:
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IPSWICH SCHOOL REPORT
2. The National Director of Selective Service has issued a memorandum to draft boards, recom- mending that serious consideration be given to the deferment of certain classes of secondary school teachers because of the reduced number of them which is available.
3. The National Education Association has advised the school committee that between 5,000 and 18,000 emergency teachers' certificates will be granted in 1942, permitting teachers to enter the profession at lowered standards.
4. Even in the summer of 1941, the Ipswich School Committee made seven consecutive appoint .. ments to fill three vacancies in the teaching staff.
The school committee undertook to examine the data on teachers' salaries with no predilection toward the conclusion that a salary schedule should be adopted. In fact, the Committee felt some skepticism toward the idea of salary schedules in general. However, in their in- vestigations the committee had occasion to study the ex- perience of many communities in disposing of the prob- lem of teeacher compensation, and they were impressed by the enormous increase in recent years of the number of communities which have adopted some form of salary schedule as a basis of compensating public school per- sonnel. In Massachusetts alone, for instance, but 89 town of the total of 355 in the state have no defined policy of salary scheduling ; and the majority of these are towns in which salaries are depressed, and the turn-over of teachers, accelerated.
The Committee was interested to investigate the considerations which might explain this wide acceptance of the principle of salary scheduling. The following
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IPSWICH SCHOOL REPORT
factors and the implications thereof appealed to the committee as justifying the adoption of a salary sched- ule as a policy upon which to plan the future :
1. There seems to be an increasing realization among students of the problem that it is impos- sible objectively to measure the relative efficien- cy of teachers; it seems, therefore, to be gen- erally agreed that no effective system of com- pensation should be based primarily upon sup- posed efficiencies. An attempt to do so can re- sult only in injustice and in shattered morale among the teaching force.
2. Teachers are public servants, paid from public funds and, therefore, are necessarily limited in their financial growth by the amount which the taxpayers will provide. They are, nevertheless, required to live respectably, dress neatly, and participate sufficiently in the life of the com- munity to maintain their usefulness to the schools and to the children of the town. To counter- balance their limited financial horizons, teachers are entitled to a more definite opportunity to budget their future than the person in private life who gambles for greater rewards. This condition obtains in other branches of public life. It would seem to have considerable applicability to teachers.
3. Since teachers are engaged by the public (through the school committee) and may be ad- vanced or dismissed at the discretion (within prescribed limits) of the public which hires them, it is indispensable to a healthy morale that these teachers have some assurance that ad- vancement is based impersonally upon satisfac- tory service and is not contingent upon chang- ing social, political, or religious prejudices. A fixed policy of compensation, while not legally binding on successive committees, would pro- vide moral assurance to that end.
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IPSWICH SCHOOL REPORT
4. The existence of a definite long range policy . would greatly facilitate the preparation of the annual budget for salaries of personnel. Col- laterally, it would assist the fiscal authorities of the town to plan their expenditures in advance.
The force of all these considerations and the vari- ous ramifications thereof have led the school committee to favor a long term policy with reference to teacher compensation. Such a policy should, they feel, be aimed, first, at setting up a sounder and more equitable basis for teacher compensation than now obtains in the school department; second, at progressively diminishing what appear to be unfair differentials between salaries of teachers of similar training, experience, and value to the school organizations ; and, third, at providing an incen- tive for the teachers to continue their professional growth by organized study and by participation in educational activities.
The committee had in mind, of course, that the at- tainment of these objectives could be seriously limited by a number of factors, not the least of which is the ability and the desire of the community to pay. How- ever, the economic law of supply and demand implies that (cost of living and all that, aside) the maximums and automatic increments for teachers in Ipswich should compare favorably with those in communities of similar financial assets and educational responsibilities ; for it is with such towns that Ipswich might reasonably be ex- pected to compete for teacher personnel.
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IPSWICH SCHOOL REPORT
At the same time the committee had no desire to set up a policy which might result (now or in the future) in a total school budget seriously out of line with school budgets in towns in the general classification of Ipswich. To keep within these prescribed limits, would probably be to pursue a very safe and reasonably sound fiscal policy which would ensure the maintenance of a modi- cum of competency among the personnel of the school organization.
It is with these objectives and limitations in mind that the school committee has presented to the finance committee for their consideration, a proposed salary schedule form, which seems to us to be a business-like and fairly reasonable basis for working out a difficult problem.
In conclusion we should like here to thank the many citizens of Ipswich, who through their various expressions of interest and good will, have helped to make the work of the schools more effective.
Respectfully submitted, HARRY S. MERSON,
Superintendent.
25
ENROLLMENT OF PUPILS IN THE DIFFERENT GRADES FROM 1931 TO 1941
Grade
1931 1932|1933 |1934 1935 1936 1937 |1938|1939|1940 1941
I.
124
123
75
111
115
95
105
78
79
82
86
II.
164
122
109
87
100
.106
60
89
84
75
77
III.
145
161
129
112
88
100
105
90
94
81
78
IV.
144
149
178
150
121
100
112
94
91
103
87
V.
169
157
164
162
149
126
97
120
101
89
105
VI.
157
154
160
163
139
167
127
90
116
96
88
VII.
154
134
142
131
222
162
157
144
115
127
98
VIII.
102
137
121
157
103
118
126
119
121
97
124
IX.
128
112
122
105
124
112
138
144
136
147
126
X.
86
109
90
101
116
101
100
116
124
111
103
XI.
82
75
80
73
59
74
74
80
89
96
88
XII.
43
64
45
54
54
61
56
68
74
89
88 -+
P. G.
6
10
10
3
10
4
10
8
13
7
5.
Totals
1504|1507 |1425|1409 |1400|1326 |1267 |1240 1237 1200 1153
Annual Inc.
*6
2| *82|
*16
*9
*74
*59
*27
*3
*37
*47
* Decrease.
Americanization Classes : 1932-33, 43; 1933-34, 51; 1934-35, 42; 1935-36, 68; 1936-37, 39; 1937-38, 88; 1938-39, 88; 1939-40, 86; 1940-41,
-
8.
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IPSWICH SCHOOL REPORT
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IPSWICH SCHOOL REPORT
MEMBERSHIP BY AGE AND GRADE
BOYS
GRADE
|5| 6| 7| 8| 9|10|11|12|13|14|15|16|17|18|19 | TOTAL
I.
4|34| 5| 1
44
II.
7|29
5
41
III.
| 6|18
5|
1
36
IV
1
8|20
9| 3|
1
42
V.
5|28|16
5
3| 1
58
VI.
3|26
9|
6
3
1
48
VII.
9|201
3|11
3
46
VIII.
1|10|20|15|10|
5
1
62
IX.
13|24 20|11
4
72
X.
14|17|15
9
2
57
XI.
9|19
8
5| 2
43
XII.
1|11|13
9|
1
35
P. G.
2
2
TOTALS
4 41 |41|32|30 46 56 45 45 68 |60 61|38|16| 3|
586
GIRLS
GRADE
5| 6| 7| 89|10|11|12|13 14 15|16 17|18|19 TOTAL
I.
6|35| 1
42
II.
9|24
1
1|
1
36
III.
5 33
3
1
42
IV.
11 28
2
45
V.
8 30| 5
2
2
47
VI.
10|19
8
2
1
40
VII.
8|27 10
5
2
52
VIII.
16|27 12
5
2
62
IX.
1|10|17
12
11
3
54
X.
2 19 15
6
1
3
46
XI.
3 16
13|11
2
45
XII.
23 17
12
1
53
P. G.
3
3
TOTALS
6 44 30 45 40 45 34 55 53 57 50 55|35 |17| 1|
567
TOTAL MEMBERSHIP - 1,153
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IPSWICH SCHOOL REPORT
GENERAL ANNOUNCEMENTS
Meetings of the Committee:
Regular meetings of the School Committee are held on the 3rd Thursday of each month at the Manning School at 8:00 P. M.
Entrance Age:
No child shall be admitted to school in September unless he has reached the age of six on or before the first of January following the opening of school.
Birth Certificates:
A birth certificate is required for entrance to the first grade.
Vaccination :
No child shall be allowed to enter the first grade without a certificate of successful vaccination. Quotation from State Law, Chapter 76, Section 15: "An unvac- cinated child shall not be admitted to a public school except upon presentation of a certificate like the physi- cian's certificate required by Section 182, of Chapter 3."
Employment Certificates:
No child may be employed in any mercantile occu- pation until he has reached the age of sixteen years. All minors between the ages of sixteen and twenty-one must procure an Employment Certificate before accepting a job in a mercantile occupation.
The employment certificates are issued every week day at the office of the Superintendent of Schools.
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IPSWICH SCHOOL REPORT
A STATEMENT RELATIVE TO NO-SCHOOL SIGNALS
4 blasts of the fire whistle with the street lights on for 5 minutes at 7:30 means-
NO SCHOOL - ALL SCHOOLS - ALL DAY
(with radio announcement from Station WESX if possible)
4 blasts of the fire whistle with the street lights on for 5 minutes at 8:00 A.M. means- «
NO SCHOOL-FIRST 8 GRADES FOR THE MORNING SESSION
4 blasts of the whistle with the lights at 11:30 A.M. means-
NO AFTERNOON SESSION FOR THE FIRST EIGHT GRADES
If the whistle does not sound and the lights do not come on at 11:30, the school busses will appear at ap- proximately as many minutes before the opening of the schools in the afternoon as they do in the morning. For example : if the school bus appears at your home at 8:15 or 30 minutes before school opens in the morning, the school bus should appear about 12:45 (a quarter of an hour before 1 o'clock) or 30 minutes before 1:15 the time of the opening in the afternoon.
If the whistle sounded at 7:30 for no school, all schools, all day, whistle will not sound at 11:30.
If school was in session in the morning and if for any reason it is to be dismissed for the afternoon, pupils will be informed in their various rooms.
If a storm should break during the noon hour after dismissal at noon, 4 blasts of the whistle will be given with the lights on at 12:30 P.M.
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IPSWICH SCHOOL REPORT
Obviously we cannot blow the no-school signals for every storm. Parents should reserve the right to keep their children home in stormy weather if in their own judgment they feel that the pupils ought not to go out.
SCHOOL CALENDAR FOR 1941 - 1942
TERM
BEGINS CLOSES
Winter December 29, 1941
February 20, 1942
Spring March 2, 1942 April 17, 1942
Summer
April 27, 1942 June 18, 1942
Fall September 9, 1942
Teachers are expected to report at the Manning School at 9 a.m., Tuesday, September 8, 1942.
HOLIDAYS
Every Saturday; October 12 (Columbus Day) ; No- vember 11 (Armistice Day) ; Teachers' Convention Day ; November 27 and 28 (Thanksgiving) ; Good Friday ; May 30 (Memorial Day).
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IPSWICH SCHOOL REPORT
LIST OF TEACHERS IN IPSWICH PUBLIC SCHOOLS
Harry S. Merson, Superintendent
High
Ralph C. Whipple, Principal
Robert D. Conary
Helen Brown
E. Margaret Allen
Alice Yagjian
Helen J. Blodgett
Hazel Huston
M. Katherine Blood Anne Patch
James M. Burke
Helen B. Fitzgerald (part time)
Marion F. Whitney
Elizabeth P. Glover
Bertram Bennett
Mrs. Ruth A. Lord
(part time)
Hazel E. Manzer
Lawrence Quanstrom
Winthrop - Manning Katherine F. Sullivan, Principal
WINTHROP
MANNING
Violet L. Hawkins
Mrs. Lena J. Atherley
Jennie A. Johnson
Frances Cogswell
Mrs. Blanche E. J. Leighton Lucy A. Hill Blanche L. Oxner
Rosamond Reilly
Margaret Phelan
Frederick Pickard
Mrs. Helen B. Fitzgerald (part time)
Bertram Bennett (part time)
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IPSWICH SCHOOL REPORT
Burley
Mrs. Nellie T. Smith, Principal
Nellie J. Sojka
Anne E. Friend
Mrs. Elizabeth C. Weare
Ruth Brown
Shatswell
Mrs. Augusta A. Grenache, Principal
Ethel M. Archer
Mary Bond
Ruth F. Joyce
Norma Paige
Mrs. Hilda J. Schofield
Miriam Hayman
Payne
Grace A. Bowlen, Principal
Francis A. Ross
Zelda M. Hayes, Art Supervisor
Arthur H. Tozer, Music Supervisor Dr. Frank L. Collins, School Physician Muriel E. Riley, School Nurse
Janitors :
Albert Waite, High School Mrs. Margaret Scott, High School Lawrence Gwinn, Winthrop School Frances Perkins, Manning School Arthur Grant, Burley School
Warren Grant, Shatswell School George Tozer, Payne School
Mrs. Margaret Howard
Ruth Gilday
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IPSWICH SCHOOL REPORT
Index to School Report
Page
Department Organization
3
Committee's Report
4
Comparative Statement School Dept. Expend. 7
Superintendent's Report 8
Enrollment of Pupils 25
Membership by Age and Grade
26
General Announcements
27
No School Signals 28
School Calender 29
List of Teachers 30
INDEX
PART I: - TOWN REPORT
Town Officers Elected 3
Town Officers Appointed
5
Town Accountant's Report 9
Receipts
11
Payments
18
Department Financial Statements
19
Auditing and Accounting
20
Assessors
21
Balance Sheet
60
Clam Commissioner
28
Cable Memorial Hospital
30
Chapter 90 Construction
32 - 33
Civilian Defense Committee
50
Cemetery
53
Debt Accounts
63
Election and Registration
23
Electric Light Operations
51
Fire Department
25
Forest Warden
28
General Government 19
Health
29
Highway
31
Highway, Snow Plows 32
48
Interest and Maturing Debt
54
Law
22
Library
41
Moth
26
Ipswich Beach Title Examination
Education 39
Old Age Assistance, etc.
36
Police
24
Public Welfare
34
Parks and Playgrounds
41
Reserve Fund
51
Recapitulation
56
Selectmen
19
Snow Removal
33
Skating Rink
48
Treasurer and Collector
20
Town Clerk
22
Town Hall
24
Tree Warden
27
Tax Title Possessions 50
Town Property 64
28
Walters Snow Fighter 33
W P A Unclassified Projects
43
DEPARTMENT REPORTS:
Assessor's Report 110
Bonds and Notes Payable, Liabilities 190
Brown, Walter G. tribute 194
Clam Commissioner
93
Cemetery Superintendent 101
Civilian Defense Committee
103
Child Hygiene Report 110
111
Fire Department
73
Forest Warden
121
Health Board
89
Inspector of Animals 109
19.1
List of Jurors
124
Moth Superintendent
95
Milk Inspector 109
Memorial Hall Trustees
126
.
Weights and Measures
Estimated Receipts - Available Funds
Kelly, Charles M. tribute
Police Department 76
Park Commissioners 98
. Street Superintendent 80
Sealer of Weights and Measures 85
Sanitary Agent 108
Surplus Commodity Report 119
Selectmen's Report 168
Town Clerk and Vital Statistics
67
Tree Warden 97
Town Forest Committee 100
Table of Aggregates 113
Town Counsel 122
Trust Fund Commissioners 127
Town Treasurer 172
Tax Collector's Report 174
Welfare, Board of 115
W P A Agent's Report 164
FUNDS, TRUSTS, TRUSTEES' AND FEOFFEES' REPORTS
Cemetery Trust Funds 134
Heard Fund of Ipswich Public Library 147
Treadwell Fund of Ipswich Public Library 149
George Spiller Fund
151
Feoffees of the Grammar School
151
Burley Education Fund
154
Mrs. William G. Brown Fund
156
John C. Kimball Fund 156
Richard T. Crane, Jr. Picnic Fund 157
. Eunice Caldwell Cowles Fund 158
Marianna T. Jones Fund 158
Martha I. Savory Fund 159
Dow Boulder Memorial Fund 159
Elizabeth R. Lathrop Fund 160
Manning School Fund 161
R. H. Manning Fund 162
Brown School Fund 163
PART II.
Water and Light Report
PART III.
School Report
PART IV. Report of State Auditor's on Town's Finances (In Special Insert in back of book)
-
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