USA > Massachusetts > Essex County > Ipswich > Town annual report of Ipswich 1953 > Part 5
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A LOOK BACKWARD
Following is a brief report of past activi- ties in the Winthrop School during the years of late 1952 and 1953 and the mention of possible achievements to be anticipated in the educational field during the present school year.
As has been the case in the last few years a large enrollment, two hundred and eighty-seven pupils to be exact, was a prob- lem to house. This necessitated using the music room for a classroom and deprived the school faculty of any space for extra activities in the area of art, music, and dramatics. Simple demonstrations in these particular fields have been carried on quite successfully in the individual classrooms but we were unable to present our beautiful Christmas pageant due to lack of facilities. The school chorus, of which we are justly proud, did have an opportunity to take part in the Musical Program presented during the Christmas Holidays.
Several teachers have been and still are, enrolled in courses for advanced degrees. All teachers have been actively engaged in committee work to solve the school prob- lems which have arisen, and are likely to continue to arise in the future.
We are still endeavoring to improve in- dividual reading, and with thanks to the conscientious and patient help of Mrs. Packard, our Reading instructor, feel that we have arrived at a minimum degree of success. May I suggest that a greater amount of Mrs. Packard's time would be decidedly beneficial to both teachers and pupils. We are, however, grateful for the help which we do receive.
This year we have been able to equip one entire room with movable furniture, and complete two and one-half rooms making a
total of three and one-half rooms so far modernized. It is hoped that a fourth room will receive attention during the latter part of this year.
Although very few repairs were made in the Winthrop School during the summer vacation it would be very remiss for me not to at this time, mention the great amount of face lifting that was given to the entire building by our custodian, Mr. Harold Bowen. Many hours were spent by him in redecorating rooms and corridors with pastel shade paints, thus giving the building a very bright and attractive ap- pearance. For his efforts and accomplish- ments, the school personnel is most grate- ful. It might also be added here that no task is too small or too great for Mr. Bowen to attempt, and to usually succeed in ac- complishing.
Due to the one session schedule, the little lunch room has been crowded to capacity, and perhaps a little beyond. Regardless of crowded conditions, the children have been fed and, with the exception of the first few days, well adjusted as to time and space. The lunch room assistants have been very cooperative under somewhat primitive facili- ties, but everyone seems quite happy, which is the goal of the Hot Lunch Program.
Field trips have been enjoyed by many of the classes including inspection of the Fire Station, Public Library, points of his- torical interest in the Town, and having the privilege of seeing the interior of one of the old houses.
The Public Library, and the cooperation given to our school by Miss Mitchell, de- serves special mention. How much the chil- dren enjoy the stories which she tells and appreciate her kindly assistance with their reference work!
The "Boys Library Club", in which the Winthrop seventh grade boys have had a part, has proven most inspiring to them. We hope the interesting and instructive meetings will continue.
Parent-Teacher Meetings have been held at intervals with a fairly good attendance. It is the hope of those in charge that the programs will be of sufficient interest to attract many more parents. It is through
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this medium that a better parent-teacher- child understanding can be brought into being.
For the progress made educationally in the past, and determination for the best that the situation will allow in the future, I thank my co-workers for their help and understanding. Their resourcefulness is on a very high plane and without it we could not have a successful and harmonious unit.
We have gained much help in working with the new guidance director Mr. Mc- Kenna. His aims toward assisting the younger groups of pupils have been ex- plained and many youngsters have been given aid through conferences and tests. It is apparent that his interest in establishing a new system of reporting progress of a child to the parents, case studying to a better understanding of the child's difficul- ties, and working with parents and teachers toward a solution of these diffi- culties constitutes a great educational chal- lenge for all of us in the future.
As one of our most important school slogans is safety, we sincerely appreciate the aid that has always been, and still is being given to us, in this particular field, by the
members of the Ipswich Fire Department. In fair weather, or foul, a fireman watches over the pupils safety as they are dismissed from their classes to cross dangerous thoroughfares on the way home, or in a similar vein to come to their classes.
The kindness and efficiency of our school nurse and doctor who are always ready to give aid in any emergency must not be for- gotten. We appreciate their constant help. To our special instructors in Art and Music who give so much of their time and effort to make our courses instructive and enjoy- able, our thanks, for only by working as one complete unit can we anticipate accom- plishment.
Last, but most certainly not least, to the members of the School Committee and our Superintendent, Mr. Savitt, we extend our appreciation for the many opportunities af- forded us in the area of educational advance- ment. We hope that in all instances, we have measured up to the faith which you have placed in us as educators of the youth of Ipswich.
Respectfully submitted
Lena J. Atherley, Principal
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Providing for individual differences. A variety of activities geared to the interest and needs of the individual pupils
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REPORT OF THE GUIDANCE DIRECTOR
To the Superintendent of Schools, the School Committee, and the Town of Ipswich:
Guidance may be defined as helping the student help himself.
The purpose of Guidance is to present to the students all information and facts avail- able concerning the students' abilities and weaknesses. The purpose of Guidance is to present to the student the requirements and opportunities in his chosen field and how to enter the field and advance in it. The pur- pose of Guidance is to present to the stu- dent all the necessary procedures to help the student to see himself in the correct light in relationship to his environment; thus helping him to adjust to all people and things in his present and possible future en- vironment. Another facet of the purpose is to cooperate with all persons and organi- zations which have an influence on the student to make his adjustment easier and his present and future life happier. Still another phase of the purpose is to prepare
the student to solve educational, social, oc- cupational, moral, mental, and physical problems in his present life and possible future with cold hard facts and methods.
A LOOK BACKWARD
The crux and focal point of a guidance program is the counseling and interviewing of the students and to date every senior has been interviewed at least twice, once by the Guidance Director and once by Mr. Kenny of the United States Employment Service, in cooperation with the Guidance Director. About one half of the rest of the students from the eighth grade up have been inter- viewed, and at this time I would like to say a little about the wonderful job Miss Frances Cogswell is doing with a portion of the girls. Miss Cogswell has interviewed more than fifty girls, and has also talked and helped girls as only a woman can, and will always be available to any girl for this purpose. Also important is the fact that an average of ten students per day have been coming voluntarily to the guidance office.
An interview is the main point at which help is given to students by making use
Guidance helps a student help himself in the field of job placement
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of many different sources. Such sources are:
1. A file of occupational information covering almost every job available in the United States.
2. A library of college catalogues cover- ing nearly every college, junior college, and prep school in New England and a scattering of catalogues from the major colleges throughout the coun- try.
3. A file of trade schools, technical schools and apprenticeships through- out the East.
4. A source book on scholarships, fellow- ships, and loans for colleges and trade schools published by private agencies and the U. S. Government.
5. A source book giving the occupational outlook for all careers; plus their re- quirements and job specifications pub- lished yearly by the U. S. Govern- ment.
6. Directories of approved correspondence schools, trade schools, nursing schools, junior colleges, prep schools, and ex- tension courses.
7. Directory of Adult Educational oppor- tunities in and around Boston.
8. The dictionary of Occupational Titles, giving job descriptions of all jobs classified in the United States and how to get into these jobs.
9. Monthly reports on the employment outlook in all types of work for all the areas in Massachusetts.
Another important phase of guidance and knowing the student is becoming ac- quainted with the parents in order to give them information about their son or daugh- ter's abilities and their possibilities; the op- portunities open to them and how to take advantage of these opportunities. It is dif- ficult to help a student when you have to work on only a part of the facts concern- ing him. In cases like these, one must be very cautious and sometimes to the detri- ment of the student. In many guidance programs this important phase has been omitted because it is too tedious.
To date approximately three-fourths of the parents of high school students and several parents of elementary school stu- dents have taken advantage of learning
more about their son or daughter and help- ing him or her. I would like to make this one hundred percent before school closes in June. I shall be available for conferences 8 a. m. to 5 p. m. every school day and 7-9 p.m. every evening Monday through Friday either at the parent's home or at school. Remember, any person is worth more than any thing.
Some of the ways that have been used to acquaint students with the facts about occupations are:
1. There is a speaker at least once a week speaking about a different career at the high school. This talk is open to all interested students.
2. There have been a number of films shown to groups who would be inter- ested in the topics discussed.
3. There is a bulletin board outside the guidance office on which is informa- tion on careers, schools, part-time jobs, and things of interest to stu- dents.
4. Interested students are taken on trips to
colleges, trade schools, nursing schools and industry to acquaint them with first-hand information.
Practically all students in the first, fourth, and seventh grades have been given an intelligence test and almost all students in every grade from the first to the seventh have been given achievement tests. Some students in the elementary school and the high school have been given individual in- telligence tests. The junior class in the high school had a battery of tests adminis- tered by the Boston University Testing Service. These tests included an intelligence test, a reading achievement test, a reasoning ability test and an interest test. The results of these tests are now in the process of being interpreted to the students.
The seniors received a battery of tests administered by the United States Employ- ment Bureau in Newburyport. This battery consisted of an intelligence test broken down into the verbal, numerical, and spacial factors, a clerical test, a finger dexterity test and a manual dexterity test, hand and eye coordination test plus an interest test
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The results of these tests have all been in- dividually interpreted to the seniors. The U.S.E.S. in Newburyport has also invited all students who would like a permanent job after graduation to see them and they will help them in every way. This invita- tion also extends to those wishing a part- time job for the purpose of earning money for college or any further training beyond high school.
Classes for eighth graders have been held when the occasion arose on different social topics; especially the topic, how to study.
A placement service has been inaugurated for the purpose of placing boys and girls of high school age in part-time jobs during the school year and during the summer. It would be of advantage to employers and anyone seeking a good person to work for them to call the Guidance Director who has this information on file concerning high school students. Several students have been placed in jobs since the beginning of school.
As a result of a survey of the high school student body, several clubs have been organized. Through the efforts of the Guidance Dept., and Mr. Hayes a photo- graphy club was started. Mrs. White with the assistance of Miss Whitney and Miss
Cogswell organized the personality club with the help of the guidance department. These clubs meet after school hours and the faculty moderators of these clubs have been doing an outstanding job.
The Rowley school system and St. Stanis- laus School have been visited for the pur- pose of gathering information about their former students which will help these stu- dents adjust more easily in their new school situations.
Forms asking for background information on students new to our system have been sent to their former school in another at- tempt to make their adjustment less pain- ful.
At the beginning of this year all the new eighth grade students were given a diagram of the high school building and then taken on a tour of the building to better acquaint them with their new home and make their adjustment quick and easy.
Many students who have graduated or left our school system have come to the guidance office for information and facts to help them succeed and adjust in their careers. All students past and present and any resident of Ipswich is welcome to any facts or information that may be had in the guidance office.
High School Student Council learning Democracy by living it
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A LOOK AHEAD
Looking ahead into the future and re- membering that all the things that happened in the past will be continuing, these are some of the guidance plans. Beginning in January discussions with fairly small groups of students will be held to acquaint all seniors and ninth graders with different oc- cupations, how to evaluate a job in relation to himself, how to look and apply for a job, conduct oneself in an interview, fill in forms and advance on the job.
Similar discussions will be started in March for all students preparing them for choosing their courses. This will also extend into the seventh grade, Rowley school, and St. Stanislaus school. Then each student will fill out a program of studies for the rest of his high school career with the help of his parents. Next they will be checked by the homeroom teachers for errors, omis- sions, or discrepancies and referred to the guidance director with special notations.
Miss Cogswell and I will study them very carefully and where there are any discrep- ancies according to one's career choice and abilities, we will schedule conferences to study it more fully. Parents, together with the child should have all the facts and think over choices very carefully from all angles; health, ability, money, personality and others. The final step will be for the prin- cipal to check each program and give his approval.
A follow-up study of all graduates of the past ten years and all who have left school without graduating in the last ten years will be underway in January. The results of this study will help us to evaluate the present high school program and to keep cur program up-to-date with the rapidly changing world. A follow-up study of those who have graduated one, three, and five years from high school, or left school to go to work, will be repeated each year in the future. This will keep our school always abreast of the times.
In relation to testing next year the schedule calls for the same tests, but given in different grades in the high school. In-
telligence tests for grades 10 and 12. In- terest tests for grades 9 and 12. Mechanical and clerical ability tests for grades 8 and 12; plus English achievement tests in grades 8 through 12, and mathematics achievement tests in grades 8 and 9.
A Career Day for parents will be held sometime in March to acquaint parents with career opportunities and training open to their children and the correct procedures and approaches to these careers.
In April, the juniors will write a personal invitation to all incoming eighth or ninth graders inviting them to come to a high school event.
In May all incoming students will be in- vited to a special assembly, hear about everything that is offered in the high school and take a tour of the building.
In June all students will go through an abbreviated day's schedule corresponding with their first day in the next year. This also includes those students to be first graders in September.
The success of the guidance program to date has been due to the splendid support of parents, pupils and staff members, and this support has been greatly appreciated.
Respectfully submitted,
James McKenna, Guidance Director
REPORT OF THE MUSIC SUPERVISOR
To the Superintendent of Schools, the School Committee, and the Town of Ipswich:
A LOOK BACKWARD
In the Ipswich School System during the past three years, the music program as a "whole" has been undergoing a period of reconstruction. Gradually, we have been working to set up throughout the schools a standardized music program evolved from the interests, needs, and capacities of the pupils it will be designed to serve. During
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the past year, we have seen the effective re- sults of some of these changes, and we are most pleased to pass them on to you, the reader.
The instrumental program has been or- ganized and developed so that it may now be classified as a positive factor in our over- all music program. At the present time, we have approximately one-hundred and fifty children studying instruments, and these are divided into three groups: advanced, in- termediate, and the beginning classes. The band or advanced pupils performed readily and successfully at each of the "home" football games in addition to the one "away" game at which they were called upon to play. The intermediate and ad- vanced instrumentalists gave a creditable and highly satisfactory performance at our Music Festival in May, 1953. During Edu- cation Week, a group of sixty-eight instru- mentalists beginning with Grade V, per- formed enthusiastically and successfully at
a joint meeting of the Parent-Teachers of our three elementary schools. Of course, lack of building space carries problems, and the instrumental program is no exception. I believe, the two major problems at the present time can be summed us as follows: insufficient space and facilities for rehear- sals, and the urgent need of securing uni- forms for the band.
Through their delightful performance in the Music Festival, the younger children in Grades I, II and III, again proved the meaningful value which the rhythm band and the flutophone add to the success and enjoyment of their musical experiences. The musical activities of these primary grades were so correlated that the children in the first and second grades were not only able to supply the rhythm for the flutophones; but in return, the instrumental accompani- ment for the songs of Grades I and II was supplied by the third graders on their fluto- phones.
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Renovated basement room provides space for music activities
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It is our policy to offer the instrumental rental program to any pupil from Grade IV through Grade VII, and as in the previous year, the response to this program in 1953 was most satisfactory. We were also able to provide albums as a supplement to the music books in Grades IV and V, and they were used to implement the entire music program in these grades. These records are designed for far more than just appreci- ative listening. The children may learn the song from the record, sing along as it plays, dance to the music or play singing games, or supplement the instrumental features of the record with an accompaniment played on their own instruments.
The sixth and seventh grades in the three elementary schools combined to give a creditable and successful vocal performance in the Music Festival. This is a noteworthy factor, because these young people, due to the lack of proper facilities and insufficient housing, were handicapped in their music classes throughout the year.
We provide a general music course for the pupils in Grade VIII. This consists of vocal, instrumental, and such appreciation as it is possible to furnish under the present crowded conditions in the High School.
Music is optional in the High School. We offer instrumental instruction, Girls' Glee Club for freshmen and sophomores, Girls' Choir for juniors and seniors, and Boys' Glee Club for all boys in High School. Dur- ing the past year, we did not have a Girls' Choir, and this was due to the fact that the period for this activity was scheduled after school hours. This was remedied at the be- ginning of the school year, and we now have about forty participants in the Girls' Choir. 1
A LOOK AHEAD
The vocal program is the core of any sound educational plan of music in the public schools. In Ipswich we have a funda- mentally sound vocal program in the ele- mentary schools, but it is disorganized in many of its objectives. During the coming year, we hope to thoroughly reorganize the vocal program in Grades I through VII and set up a standardized curriculum which will be uniform in its objectives throughout the
elementary schools. We are planning to pur- chase new singing books and albums for grades I, VI and VII to replace the obsolete books which these children are now using.
In the foreseeable future, we are antici- pating a larger percentage of participants in the musical activities in the High School. Already, many of these young people have expressed a desire for more musical oppor- tunities such as: an acappella choir, dance band, etc .; but we do not have the facili- ties for such further activities at the present time.
We hope to secure uniforms for the band in the very near future, so that we may field a marching band for the football games in the fall.
In closing I wish to thank the School Committee and the Superintendent for their cooperation and understanding during the past year; also the Principals, the Teaching Staff and the Children of Ipswich for their sincere efforts in behalf of the music de- partment in 1953.
Respectfully submitted,
Raymond R. Hill, Music Supervisor
REPORT OF THE ART SUPERVISOR
To the Superintendent of Schools, the School Committee, and the Town of Ipswich:
A LOOK BACKWARD
Our art program is eclectic in form, one wherein we have surveyed many and vari- cus methods of art instruction and then have chosen those we feel are best fitted for individual child growth, adapting them to our limitations in facilities and schedules.
The program stands on a broad founda- tion of three essential and basic art activi- ties; acquisition of knowledge and experi- ence in the use of pure art forms in the academic sense; correlation of art with other subject matter, particularly social studies; "free expression" forms with em- phasis on their use in the lower grades.
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Considerable time was spent this last summer in evaluating programs of other school systems, two of them from nearby cities. As far as methods and content are concerned little change is needed to have Ipswich in line with sound modern methods.
We are confronted with many problems, some of which are in the process of solu- tion, others requiring solution in the near future. Among these are: completion of the process of shifting to a purely super- visory program in the grades; carrying out a projected plan of increasing the use of varied media in all grades; setting up a visual and audio-visual program in art; furnishing a better type of training for those electing art in High School as the basis for future careers; increasing the scope of cor- relation in the eighth grade and high school.
Our limiting factors are: over-crowded classrooms; lack of such facilities as sinks and storage areas; a shortened art period in the eighth grade due to scheduling diffi- culties; lack of sufficient basic supplies in each school to carry on the program (which requires the supervisor to transport supplies
continually from school to school) ; lack of wall space on which to do large work suc- cessfully without hindrance and interrup- tions.
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