USA > Massachusetts > Essex County > Ipswich > Town annual report of Ipswich 1952 > Part 6
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Whereas the bulk of our transportees have always been sent to the Winthrop School, this year the busses are going also to the Shatswell. This has caused a seri- ous traffic hazard both on Green Street and on the school approach. We are re-
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questing money to relocate the drive at this building which will take all school cars off the main road for loading and unloading of children. The historic wall which has been crumbling these many years despite repairs will be removed for it has caused much worry for the safety of the children.
It must be clearly stated that, despite every effort exerted to meet the prob- lems of housing for the next year or two, we are well aware that we are one room short to accommodate our next year's classes. Having pupils attend school only half a day in order to double up on room use results in inadequate time for education, and every effort will be made to avoid in Ipswich where we have al- ways wanted the best for our children.
Your School Committee urges strongly that you make yourself very familiar with all phases of the Regional Report and the School Building Needs Report. These committees have worked long hard hours on their reports and deserve your attention.
We have received many signs of public interest in the schools in the past year and greatly appreciate every one of them. We would like to express our sincere appre- ciation to the Principals and the teach- ing staff for their services on behalf of the young people of Ipswich.
In the following pages you will find the programs and problems of the school system described in the Superintendent's report and in the reports of other local school administrators.
Respectfully submitted,
C. Louise Richardson, Chairman William J. Wallace
John V. Hubbard, Jr.
Edward T. Foley
Richard R. Mansfield
Seward S. Tyler Edward S. Sullivan
REPORT OF THE SUPERINTENDENT OF SCHOOLS
To the School Committee and the Town of Ipswich:
In conformity with the by-laws of the School Committee, I present the annual report of the schools for the fiscal year 1952. The report this year is in different form from that of previous years. In- cluded are excerpts of reports by ad- ministrative and supervisory personnel. These reports have been included to give a more detailed description of the ac- complishments and problems of our school system during the past year.
I have noted many positive factors in the educational picture in Ipswich that hold great promise for the future devel- cpment of our educational program. We have a student body that, on the whole, is doing its best to take advantage of educational opportunities offered. Ips- wich has a teaching staff that is gener- ally providing classroom instruction on a very high level. The Ipswich School Committee is working cooperatively and unceasingly in attempting to make pro- vision for the best education that the town can afford. We have a citizenry in Ipswich that wants to assure an adequate education to the youth of the commu- nity. These positive factors provide towers of strength in attempting to meet the major needs of the Ipswich school system. It is with these needs that this annual report will be most concerned.
Major Needs of the Ipswich School System
1. Need to provide more adequate school housing.
2. Need to attract promising new teachers and to retain proven teachers.
3. Need to improve instruction through professional committee study and curriculum reorganiza- tion.
4. Need to reorganize the supervisory set-up in the school system.
5. Need to stimulate citizen interest and support of the public schools.
6. Need for expanded services for our teen-age school pupils.
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17 of the 24 Elementary Classrooms Have 31-40 Pupils
1. The Problem - The Need to Pro- vide Adequate School Housing
A. OVERCROWDING IN THE ELEMEN- TARY GRADES. At the present time, the class sizes in Ipswich elementary grades exceed the class sizes considered desirable if proper education is to be given to the individuals in terms of their needs and abilities. On October 1, 1952, sixteen of our twenty-four elementary classrooms had greater than thirty pupils. Thirty pupils per classroom is considered the limit beyond which each additional pupil results in a less effective education for the class. In the years ahead, it appears that there will not be enough rooms avail- able in the elementary schools to accom- modate the number of pupils that we can anticipate. In 1953 we will be two rooms short; in 1954, three rooms; in 1955, five rooms; and in 1956 there will be a shortage of six rooms for accommodating elementary pupils. Unless new classrooms are made available, the inevitable result will be double sessions with one group of pupils attending in the morning and an-
other group attending in the afternoon. Such an arrangement will mean that our pupils are not receiving adequate time for the vital education being provided in our elementary schools.
B. THE UNSUITABILITY OF THE WIN- THROP SCHOOL. This building is being considered by any educational standards very unsuitable for modern education as provided in many school systems today. In addition to its educational unsuitability, the wooden framed Winthrop building does provide a constant fire hazard if one compares it with the modern brick build- ing which has fire-proof features. The heating of the Winthrop building poses constant problems and the maintenance costs of that particular building are out of proportion with the amount that should be expended for a school of that size. The Harvard report and other edu- cational experts that have looked at the building recommend that it cease to be used for school purposes as soon as pos- sible.
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$
Winthrop Wooden Frame Building Unsuitable for School Use
C. THE INADEQUACY OF THE PRES- ENT HIGH SCHOOL. The present Ipswich High School has inadequacies that are showing up more and more each day. The 8th grade being housed in the high school has tied down several rooms with a re- sulting less varied curriculum that can be offered to our high school pupils. The combined auditorium-gymnasium £
re- stricts student activities and, at the pres- ent time, it is being utilized to its fullest extent with many demands being made for the use of the facilities that cannot be provided. The lack of special facilities in the high school means that small group meetings and band rehearsals must be housed wherever space is available, usu- ally in a noisy cafeteria or some other un- suitable facilities. The lack of library space leaves much to be desired, and the play field, because of its size and location, limits the amount of extra-curricular ac- tivities that can be planned not only for the high school but for the adjoining elementary school.
What Has Been Done
This past year has seen a tremendous
amount of activity on the part of the Building Needs Committee and the Re- gional Committee in attempting to sug- gest a program that will meet the housing needs of Ipswich. The recommendations of these groups will be found elsewhere in the Town Report. The recommendations add up to a discontinuance of the use of the Winthrop School, use of the present High School for all grades 6-8, construc- tion of an additional 8 elementary class- rooms to the present High School, and construction of a new four-year high school which might be a regional school. If these recommendations of the local citizen committees are put into effect, there is no doubt that the educational needs of Ipswich from a housing stand- point will be met for many years in the future.
What Remains to be Done
The recommendations of the Building Needs Committee and the Regional Com- mittee are being presented to the voters for action at the coming town meetings. It behooves every citizen of the commu-
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Rehearsal in Basement Room
nity to be familiar with these recommen- dations and to vote in terms of their individual feelings on the matter after they have considered what is best for the children of the town, and the extent to which Ipswich can afford new school facilities.
2. The Problem - The Need to At- tract Promising New Teachers and to Retain Proven Teachers
The teachers' colleges and liberal art colleges today are not turning out enough graduates to meet the demands, particu- larly in the area of elementary school teaching. Consequently, those communi- ties that do not have a salary schedule which can attract these graduates are hard put to man their classrooms with competent, well - qualified teachers. There is also much competition for teachers with experience who have demonstrated their teaching ability. Those communities with attractive salary schedules are able to lure teachers from the communities that do not pay a salary commensurate with the responsibilities involved.
What Has Been Done
In December, 1952, the Ipswich School Committee adopted a new im- proved salary schedule which should put Ipswich in a position to attract new teachers and which should provide an in- ducement for teachers now on our staff to remain in our classrooms. The new
schedule for non-degree teachers ranges from $2500 to $3650, for a bachelor degree preparation it ranges from $2600 to $4100, and for a master's degree preparation the beginning salary is $2900 and the maximum is $4400. This schedule will be effective in September, 1953, and already two or three teachers who had more attractive offers from cther com- munities have now decided to remain in Ipswich because our salary schedule comes close to meeting the amounts that the teachers would have received in other communities. It is hoped that the begin- ning salary will also be attractive bait for the elementary teachers graduating from colleges this year so that we may ade- quately man our additional elementary classrooms next September.
What Remains to be Done
Salary is, or course, a very important factor in attracting and retaining teachers. However, there is another basic consideration. Every effort should be made to have the new teachers feel a part of this town. Several of our teachers come from neighboring communities, and it is desirable that some social ties and contacts be established in Ipswich. Parents, as well as organizations, can do a great deal in making Ipswich more than just a place where these teachers work. If these teachers feel a part of the com- munity, the chances are that they will desire to remain in the service of our school system.
3. The Problem -- The Need to Im- prove Instruction Through Profes- sional Committee Study and Curri- culum Reorganization.
Education is ever-changing. Research constantly being carried on provides valuable information for the classroom teacher, and it is necessary to keep up with these educational changes by con- stant study. This study can best be car- ried on through professional committee study of teachers on the local level at- tacking a problem that all face. The curriculum should be constantly reor- ganized in terms of the ever-changing needs of the child and the evolving cul- ture of our community and nation.
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Primary Teachers Meet to Improve Instruction
What Has Been Done
This past year in Ipswich, several pro- fessional study committees have been formed. One group is thoroughly evalu- ating our present system of handwriting instruction and anticipates coming up with recommendations in this regard in the spring of this year. Another profes- sional study committee has been formed in the area of providing for individual differences in the classroom. This primary grade group is ascertaining the methods to determine individual differences, the techniques being employed to provide for individual differences, and the materials being used to provide for individual dif- ferences. The practice in Ipswich in this regard will be compared with what is considered the best educational practice. and recommendations will be made by this study group. It is anticipated that the study will be carried on later in the intermediate grades and finally on the high school level. Curriculum reorgani- zation will receive close scrutiny in the clementary grades this year in an attempt to set up a standardized curriculum in the elementary schools. At the present time, different curriculum objectives are
being sought in the various elementary schools, and when the pupils from these schools convene in grades 8 or 9 they have educational backgrounds that are dissimilar. If the plans for a new high school go through, there will have to be an evaluation of the curriculum presently being offered with modifications made to fit the needs for the years in the future.
What Remains to be Done
Some dissatisfaction has been registered by parents, teachers and pupils relative to the marking system that is currently being employed particularly on the ele- mentary level and this problem should be studied jointly. Provision is made in the new salary schedule so that indivi- dual teachers may conduct research of their own for the improvement of in - struction in Ipswich, as well as working in study groups, and much beneficial information should result.
4. The Problem - The Need to Re- organize the Supervisory Set-Up in the School System.
At the present time, the art and music
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supervisors are on a very accelerated schedule, moving from room to room and having little or no time to work and plan with the teaching staff. The supervisory responsibilities of the principals are not organized in any set pattern.
What Has Been Done
Some attempts have been made to ex- pand the amount of time that the art and music supervisors can spend with the teachers. The teacher-supervisor re- sponsibilities of the principals relative to supervision have been more clearly de- fined.
What Remains to be Done
In the year ahead, consideration will be given to setting up the art and music supervisory program on a basis which will be more beneficial to the classroom teacher. The amount of actual teaching hours on the part of the art and music supervisors will be shortened and this time will be utilized to enrich the teach- ing being done in certain classes and to provide additional resource materials for all of the teachers. The specific responsi- bilities of the principals relative to super- vision of the classroom teachers will be given further study. Additional special help should be provided for new teachers entering the system. The manner in which stimulating ideas can be presented to teachers with experience must also re- ceive attention.
5. The Problem - The Need to Stimulate Citizen Interest and Sup- port of the Public Schoo's
Ipswich is a town with many fraternal and social organizations making constant demands on the time and energy of the citizenry. However, it is the hope of the school department to keep the public informed on the accomplishments and challenges of the schools, and, whenever possible, to have the community join with school people in sharing and work- ing out common problems.
What Has Been Done
This past year there has seen renewed
interest in the parent-teacher associations in town with meetings held, in almost all cases, well-attended. In addition, the newspapers have carried many stories of interest relative to school programs and particularly the school housing problem in Ipswich. Another interesting develop- ment has been the establishment of a rep- resentative citizens committee to study the length of the school day. This com- mittee will present its recommendations to the School Committee for its action.
What Remains to be Done
There must be constant opportunities for all residents of the town to become more familiar with the many problems that Ipswich schools are facing in these years of rising costs and greater demands on education. It is hoped that additional citizen committee activity can be stimu- lated in several areas. One area that has been suggested is that of setting up a liew method of reporting to parents. It is only by cooperative effort of the lay- men and the professionals that we can achieve our objective of the best educa- tion possible for the youth of our com- munity.
6. The Problem - The Need of Ex- panded Services for our Teen-age School Pupils
Meeting the needs of the teen-age pupils of our school population poses a great challenge. These young adults are having to face the perennial problems of an unstable age in a world environment that is crowded with insecurity and un- certainty. The school should provide countless opportunities for these children to develop interests and abilities without sacrificing the building-up of a sense of responsibility for present and future citi- zenship and community living. If no- where else, the school should understand the problems of youth and help the pupils to help themselves in solving their prob- lcms.
What Has Been Done
The School Committee has approved the hiring of a guidance counselor whose job it will be to provide educational, vo-
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cational, social and personal guidance for the pupils.
School facilities have been made avail- able to youth groups so they may carry on recreational activities in proper facili- ties under competent supervision.
What Remains to be Done
The morale of our teen-age youth must be raised to a point where they take pride in themselves, their school and their com- munity. This cannot be done by coddling. It can be accomplished only by bringing these youngsters more and more into the planning of activities within and with- out the school. They should be led to that delicate but happy balance between the carefreeness of youth and the matur- ity of young adulthood. There should be an expanded working cooperation be- tween the school and the home in the interest of the teen-agers.
It is amazing the responsibilities that teen-agers will readily assume if they have shared in the planning and carry- ing out of the program. It then becomes their program instead of one imposed on them. The school must do much more to stimulate youth activity along this line.
A Message From The Superintendent
Schools exist primarily for the benefit of the children. Schools belong to the tax- payers of the community. The two state- ments above may seem so obvious that they are not worth mentioning. However, it is very important that we be con- stantly reminded of these basic assump- tions. Every proposed building program, every proposed change in the school cur- riculum, every faculty discussion, every public meeting on school matters, and every expenditure should primarily be
concerned with how such action will benefit the most important people in the school set-up-the school children. Any proposal that will be of doubtful value for the children should be carefully scrutinized.
For example, any proposals that con- cern school facilities can only have real support and significance when the con- struction of such facilities will improve the education of the pupils involved.
Supporting the public schools through taxation, the citizens of Ipswich, in a sense, shares ownership in the schools, and should feel proud of the success and concerned in the failure of activities of the schools. Mr. Taxpayer has a right to be informed of important school prob- lems and through his elected represen- tatives, the School Committee, should have an opportunity for the presentation of grievances.
The day is long since past when a school administrator can operate in an ivory tower without needing or wanting to know the wishes of the people he serves. A well-informed public can cer- tainly act with greater wisdom when the time comes for a decision or an important crisis at town meetings. I cannot close this report without expressing sincere thanks to the elected officials, the towns- people, the school staff and the children of Ipswich for the splendid cooperation extended to me since my appointment as school superintendent last August. The School Committee has unselfishly given of their time and energy in working with me, and I can report to the public that the selection of such sincere people has been an important factor in the oper- ation of the schools.
Respectfully submitted,
Robert F. Savitt, Superintendent of Schools.
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MOUSE
Over 300 Hot Lunches Served Daily at High School Cafeteria
REPORT OF THE HIGH SCHOOL PRINCIPAL
To the Superintendent, to the School Committee and the Town of Ipswich:
It is difficult for me to make a state- ment regarding the work in our present high school without thinking in relation to a long-term period. The high school is faced with the problem of providing education or training for pupils from varied home situations and varied inter- ests. Thirty years ago there were 150 pupils in the high school; today there are 303 in the four years. This is not be- cause of any appreciable change in the total population of Ipswich, but simply that a larger proportion of young people are remaining in school. As the propor- tion remaining in school increased, the proportion desiring academic preparation for advanced study as foundation for special fields of work has decreased. Ipswich has long made an effort to pro- vide educational opportunities for all, ad- mitting that it is not reasonable to expect all to become interested in or to profit by certain types of work. This varied
cpportunity has, among other things, tended to lessen the demand for hard study. I wish to make the point clear. We may be helping some to be happy in school experience, but failing to pro- vide them with academic tools and habits of study essential in any field of work. Educators probably have too readily accepted the attitude that at least 50% of high school pupils are not capable of a high type of academic work. This theory has been proven false in Ipswich, as in most communities. A very large proportion of the boys matured by mili- tary service or by experience in the com- petition of making a living have come to a realization that academic background and the discipline of hard study are es- sential.
I am convinced that our graduates who have seemed to continue to grow and reach a rather high degree of success are those who learned early to study and to gain pleasure from accomplishment. I have yet to see the graduate or person formerly attending high school regret- ting his hard work in school. There are many with regrets that they failed to
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take essential background work and many who regret that they failed to do a high type of work.
Ipswich High School is at present in a position to help a pupil prepare for any college, technical school, or secretarial school in the country. The individual must do the work under the instruction and guidance of the teacher. In addition to courses of study as a foundation for future study, the school offers commer- cial work, which, well done, with back- ground courses prepares for many office positions. Courses in home economics have proven their worth, in development of skills applicable to homemaking. These courses also have contributed much in developing interest in advanced study. Courses in manual arts, graphic arts, and mechanical drawing give opportunity for developing skills. They also serve as a stimulus to work in these fields. There are opportunities for those interested in art, music, and athletics.
The present high school building and grounds, which seemed more than ample in 1936 and have continued to serve as planned, are becoming limited.
I note that one of the possibilities for housing the grades next year is to put a 7th grade in the high school building. This can be done only by further re- stricting the high school program. I am sure there should be sincere thought and careful planning before finally accepting such solution.
We have been most fortunate in reten- tion of a most sincere and cooperative group of teachers. Even though we some- times feel that many forces are working to tear down our efforts to encourage good school work and habits of study, there is much to support our efforts.
In closing, may I express my appreci- ation of having had the opportunity to work with outstanding men and women in the town of Ipswich. I appreciate the fact that few high school principals have felt over a period of years the sincerity of teachers, superintendents, and mem- bers of school committees as I have felt in Ipswich. I admire the people of Ips- wich who have sincerely given of their time and study that Ipswich schools be the best.
Respectfully submitted, Ralph C. Whipple Principal, High School
REPORT OF THE BURLEY AND SHATSWELL SCHOOL PRINCIPAL
To the Superintendent, the School Com- mittee, and the Town of Ipswich:
As principal of the Burley and Shats- well Schools, I herewith submit a report of progress in the Elementary Schools under my direction.
The progress of studies in the Elemen- tary Schools has been going through a period of changes during the past three years and we can now see some of the changes taking hold and can view the progress and value of same. Examples of these changes are: we have our hand- writing now to the point where we are changing from manuscript to cursive at the 3.5 grade level; more of the classes upper elementary are now covering the History and Geography as one unit of Social Studies. We have spent a fair portion of the money for books that would fit into this type of a program.
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