USA > Massachusetts > Essex County > Ipswich > Town annual report of Ipswich 1954 > Part 4
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LIST OF JURORS These are the citizens who are eligible to be drawn for jury duty during 1955
William O. Moseley Charles S. Bird, Jr. Lela M. Johnson
Spring Street
Farmer
Waldingfield Road 9 Ward Street
Investments
Housekeeper
Newmarch Street
Housekeeper
Argilla Road
Reporter
Harriette F. White
52 High Street
Reporter
Clarence J. Dupray Spencer W. King
High Street
Poultryman
Vera R. Ross William J. Barton Harry F. Cole
104 High Street Argilla Road 36 High Street
Retired
Walter S. Terentowicz
2 River Court
Mail Carrier
William N. Karstones
7 Lafayette Road
Manager
Christopher Karras
19 High Street
Proprietor
Anthony P. Gillis
Topsfield Road
Laborer
10 Putnam Road
Clam Dealer
Town Farm Road
Housekeeper
17 Turkey Shore Road
Merchant
Consuelo B. Hills
Labor-In-Vain Road
Housekeeper
Gladys M. Hulbert Raymond T. Hull
Newmarch Street
Fisherman
Ruth R. Van Wyck
Housekeeper
George H. Chadwell
Retired
Charles W. Herrick
Old Wright Road
Salesman
James M. Stewart
5 Sawyer Street
Cemetery Dept.
Gardner A. Bolles Carrie B. Ladd
53 North Main Street
Curator
John R. Pickering
High Street
Supervisor
Richard J. Benirowski George Lampropoulos
8 Hammett Street
Clam Dealer
1 High Street
Elec. Engineer
Herman W. Kyes Lillian B. Kyes Joseph H. Leet
Paradise Road
Retired
Clarence E. Miller
Summer Street
Painter
Janice V. Snow
Topsfield Road
Housewife
James Siamatas
104 Central Street
Real Estate
Philip A. Mack
Eagle Hill
Manager
Daniel S. Wendell
Jeffrey's Neck Road
Artist
Richard F. Manthorn
1A Woods Lane
Laborer
Frank J. O'Malley
East Street
Retired
Arthur P. MarcAurele
34 Central Street
Clerk
Lot N. Hamlin, Jr. Octavia P. Hamlin
Argilla Road Argilla Road
Housewife
Gladys B. Woodman
29 Kimball Avenue
Hairdresser
21 North Main Street
15 Woods Lane
Housewife
Woods Lane
Housewife
Liberty Street
Bank Work
34 Central Street
Cafeteria
4 County Street
Photographer
15 Argilla Road High Street
Knitter
74 County Road
Housekeeper
Linebrook Road High Street
Water Street
Carpenter
Albert H. Langmaid
27 Summer Street
Draftsman
Albert C. Burrage, Jr.
Heartbreak Road
Retired
George W. Ford
9 Labor-In-Vain Road
Foreman
Alice P. Bakula
711/2 Central Street
7 River Court
61 Topsfield Road Argilla Road
20 North Main Street
Housewife
21 North Main Street
Waitress
Horace L. Dunbar
40 East Street
1 Linebrook Road
Linebrook Road
Housewife
United Shoe
Housewife
Salesman
Barney J. Bialek Stella Kaszuba Richard D. Herrick Frieda M. Foote Kathleen Brocklebank
Constance M. Dupray Jennie F. Antonucci
1 Linebrook Road
Electrician
Housekeeper
Retired
Peter A. Johnson Lillian Soffron John H. Hill
Town Farm Road
Housekeeper
Argilla Road 94 High Street
12 Woods Lane
Merchant
22 Estes Street
Manager
1 High Street
Housekeeper
Ava Louise Matheson Dorothy K. Parsons Barbara Cole George O. Hall Louise F. Haskell E. Chester Smith Irad S. Mullen Stanley E. Eustace
Foreman
Mary M. Sullivan S. Harold Perley Alice V. Quint Gardner W. Hazen
Farmer
Clerk
Salesman
Housewife
Proprietor Secretary Housekeeper
Charlotte A. Tyler Adele C. Robertson
SCHOOL COMMITTEE REPORT 1954
Term
Expires
JOHN V. HUBBARD, JR.
1955
WILLIAM J. WALLACE
1955
HAROLD E. STAUNTON
1955
SEWARD S. TYLER
1955
C. LOUISE RICHARDSON
1955
RALPH C. WHIPPLE
1955
FREDERICK C. WILDER
1955
C. LOUISE RICHARDSON, Chairman
Meetings of the Committee:
Regular meetings of the School Commit- tee are held cn the first Thursday of each month at the office of the Superintendent at 7:30 p.m. at the Ipswich High School. DR. ROBERT F. SAVITT
Superintendent of Schools
ADELAIDE HODGKINS Secretary
OFFICE Ipswich High School OFFICE OPEN-School days from 8 to 4 and by appointment FRANK L. COLLINS, M.D. School Physician ELEONORE RICHARDSON, R.N. School Nurse
Changes in Teaching Personnel:
The following persons terminated their employment since the last annual report was submitted:
Ann P. Crowley, teacher of English at the Ipswich High School, resigned June 30, 1954, to continue graduate studies at Har- vard.
Elizabeth G. Nitardy, teacher of social studies in the Ipswich High School, resigned May 1, 1954, to live in Chicago, Illinois.
Carl L. Orcutt, Jr., teacher of science at the Ipswich High School, resigned February 28, 1954, to accept a teaching position in Lynn.
Mary E. Fitzgerald, teacher of grade 2 at the Shatswell School, resigned June 30, 1954, to accept a teaching position in Lexington.
Elizabeth C. Harrington, teacher of grade 1 at the Shatswell School, resigned June 30, 1954, to accept a teaching position in Lunenburg.
Mary F. Packard, remedial reading super- visor, terminated her services in Ipswich June 30, 1954, because of the appointment of a full time remedial reading supervisor.
Gloria A. White, teacher of clothing in the Ipswich High School, resigned April 15, 1954, to devote full time to home duties.
Philip M. Saba, teacher-coach at the Ip- swich High School, resigned June 30, 1954, to accept the position of athletic director in the Randolph school system.
Charles E. Carroll, Jr., teacher of social studies in the Ipswich High School, resigned September 30, 1954, because of ill health.
Philip J. O'Donnell, teacher of grade 6 at the Burley School, resigned November 15, 1954, to accept a teaching position in Sa- lem.
Margaret G. Tyler resigned as secretary to the High School principal August 1, 1954.
Elected to the teaching staff were the fol- lowing:
Edward G. Colby, B.S. in General Science at Boston University, was elected and as- signed as science teacher in the Ipswich High School.
SAnne S. Lowney, B.A., Hunter College, and M.A., New York University, was elected and assigned as teacher of English and General Science in the Ipswich High School.
Elizabeth D. Prescott, B.A., Our Lady of the Elms, and M.A., Boston University, was elected and assigned as teacher of English and French in the Ipswich High School.
> Jeanette N. Ablow, B.S., Suffolk Univer- sity, was elected and assigned to grade 2 at the Winthrop School.
> Margaret R. Brady, B.S .. in Elementary Education, Lowell State Teachers College, wa selected and assigned to grade 3 at the Shatswell School.
Rhoda E. Goldstein, B.A., Boston Univer- sity, was elected and assigned to grade 2 at the Shatswell School.
Annette T. Martineau, A.B., Rivier Col- lege, was elected and assigned as teacher of home economics in the Ipswich High School.
Sally A. O'Donnell, A.B., Regis College, was elected and assigned to grade 3 at the Burley School.
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Bruce E. Wells, B.S., in Education, was elected and assigned to grade 6 at the Bur- ley School.
> Joseph D. Kilfoyle, B.S. in History, Holy Cross College, was elected a permanent sub- stitute to June, 1955, and assigned as teacher of social studies in the Ipswich High School.
Other staff changes included: Wilbur F. Stanton, principal of the Ipswich High School, resigned February 1, 1955, to ac-
cept a position as principal of the Wakefield Junior High School.
Warren E. Pressley, Jr., B.S. in Educa- tion, University of Maine, M.Ed., Univer- sity of Maine, was elected principal of the Ipswich High School February 1, 1955.
Mary M. Evans, A.B., Emmanuel Col- lege, M.Ed., Boston University, was elected remedial reading instructor and reading supervisor in the Ipswich schools.
Virginia P. Hinckley was elected as sec- retary to the High School principal.
The Ipswich School Committee Convenes
STATEMENT OF THE SCHOOL COMMITTEE
To the Citizens of Ipswich:
The School Committee is proud to pre- sent to you the reports of the Superinten- dent, Principals, Guidance Director, and Su- pervisors which cover completely the ac- tivities of the past year and our hopes and ambitions for the youth of Ipswich in the years ahead. We sincerely urge you to read these records. They are prepared for you, the parents and the taxpayers, who make the ultimate decision on the standard of education in your Town.
The problem of school housing is still with us, but it is hoped that by the time this report is printed, the first step in the School Building Committee's plan will be a reality with the acceptance of a 16-room building to be erected on the site of the Winthrop School. This proposed building will cer- tainly correct the overcrowding in our ele- mentary grades and free the children from the hazards, both educational and physical, of the old Winthrop School. However, the School Committee must warn all that hous- ing for the 7th and 8th grades will continue
to be a serious problem until something is done about housing for the grades on the secondary level. It is a simple matter of projecting the known population of our schools for the next few years to make it more than clear that our High School, built for 450 students in grades 9 - 12, is not going to be able to house over 600 students in grades 7 - 12 in 1956. Therefore, it was with great hesitance and regret that the School Committee established the curtailed High School hours for the year beginning September, 1955, as 8:00 a.m. to 12:30 p.m. to make room for the 6th and 7th grades on afternoon session in the High School building. The disadvantages of this pro- gram should be obvious to all who seek the best in education for our youth. Four hours a day of formal education is certainly a step backward. Be reassured, though, that the administrators and the staff will do every- thing in their power to compensate for this shortage of time.
We, as a Board, are particularly aware of the tremendous amount of study and work done by your school people to improve the
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educational offerings of our system. We have had excellent reports on provision for individual differences, handwriting, salaries, and student records to mention a few. The cooperation between the Administrators, the Staff, and the School Committee has been most gratifying this past year, and the School Committee has-been more than happy as always to listen to the considered opinions and recommendations of the school per- sonnel.
The Guidance Program, now in its second year and of necessity carried on quietly, has nonetheless not only become an integral part of our school system but also has been of considerable help to the entire community.
The Music Program has been a source of great pleasure and pride to all who have availed themselves of the opportunity to hear the singing as well as the band activi- ties which start in grade 3. We hope that the voters will favorably consider uniform- ing the band this year.
Our Art Supervisor points out in his re- port the steady progress of his students de- spite the unfortunate handicap of not hav- ing proper space in the High School for his classes.
The Health Program is carried on equally proficiently despite the lack of room and facilities for the required testing of eyes and ears.
The Remedial Reading Program, estab- lished this year with a full-time teacher, has proven a tremendous boost to some of our students who needed only a concentrated course in improving reading difficulties and has provided help to those who needed a completely new foundation for the reading skills.
Next September, we will have established a special education class which will be geared to the learning abilities of certain of our younger students.
We point with pride to our staff members who have been with us for some years and who have engaged earnestly in the activities for educational improvement. The younger members of the system too have done their jobs well and have rapidly adjusted to the educational philosophy of Ipswich.
We would call your attention to the fact that the school budget is again over that last year. This results from the increase in school population necessitating five new teachers in September 1955, the increased services to our students, and the increased cost of transportation. Despite these factors, the per pupil cost to the taxpayer of Ipswich is still below the average of other towns of our size.
The School Commtitee Report would not be complete without a sincere word of thanks to the Superintendent who has con- scientiously devoted his energies to the im- provement of the Ipswich schools. We are indeed grateful for his recommendations which have been complete to the last detail and for his cooperation in carrying out the policies determined by your School Com- mittee.
Respectfully submitted, Ipswich School Committee C. Louise Richardson, Chairman John V. Hubbard, Jr. Harold E. Staunton Seward S. Tyler William J. Wallace
Ralph C. Whipple Frederick C. Wilder
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 re- ports of the public schools for the fiscal year 1954. The reports of administrators and supervisors are included to provide de- tails of the many activities and achievements of the past year, and to describe the chal- lenges that lie ahead.
Educational Philosophy of the Ipswich School System
There follows a statement of the educa- tional philosophy of the Ipswich school sys- tem. This philosophy has been expressed in whole, or in part, by various school repre- sentatives on several occasions. It is included in this report for the information of all townspeople in the hope that it will inter-
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pret the objectives and aspirations of our public schools in Ipswich.
Decisions made and policies determined by the School Committee, recommendations de- cided and programs initiated and carried out by the administrators and supervisors, ac- tivities developed and teaching procedures followed by individual teachers - all are derived from the framework of the philoso- phy of education of the Ipswich schools. This educational philosophy is not an ab- stract, theoretical, unworkable approach to the type of education we are trying to pro- vide for the children. Instead, this philoso- phy is a realistic, practical, working guide for attempting to meet the educational needs of our children in accord with proven prac- tice.
The present educational philosophy of our schools is not one that has been hastily con- strued, but has, rather, evolved cooperatively during the last few years from the varied educational experiences of all connected with the schools.
The philosophy is dynamic in that it is subject to modification predicated upon the changing requirements of the school popu- lation and the community. The philosophy is adapted to local community needs, and many citizens and parents have shared in its development.
General Statement of Ipswich Educational Philosophy -
Our democratically-organized schools should provide a desirable environment where the children of all the people are given countless opportunities to grow at their own rate in their individual way - physically, emotionally, mentally, and so- cially.
"Democratically-organized"-Our schools must be based on the assumption that, in the democratic tradition, pupils, staff mem- bers, school committee representatives, and the public have certain rights, not the least of which is to share in the development of matters that affect each group. However, with rights come responsibilities, not the
least of which is to follow policies and regu- lations established by those authorities who have the legal or professional responsibility for so doing.
"Where the children of all the people"- In America, our public schools are not re- stricted in any sense. Ipswich schools are truly the people's schools and the only social agency that has contact with all the future citizens of our country. Such schools then, must be geared to take care of a tremendous assortment of children from many different cultural and economic backgrounds, and must educate all of our children, the bright, the average, and the slow-learning.
"Countless opportunities" - Our chil- dren have a right to expect that an interested citizenry will provide them with the best schools, teachers, and items of instruction that can be afforded. Once these facilities and personnel are provided, they should be efficiently utilized to furnish the children with learning experiences of many valuable varieties.
"Grow at their own rate in their indi- vidual way" - No two children are alike in ability or personality traits. The modern school must be built on that precept. No single standard of achievement can be set up for all pupils. Each must be challenged to work to his greatest capacity. Each child must be regarded as a separate, important individual. Instruction and learning situa- tions must be geared to provide success, through effort, for children at all levels. Every provision for individual differences must be made, and this involves class sizes small enough to be handled efficiently.
"Physically, emotionally, mentally, and socially" - The development and growth of the whole child must be a primary ob- jective of our schools. ยท To develop the men- tal aspect of the child without consideration for the other vital factors in the total growth pattern would be insufficient. The crying need today is for well-rounded in- dividuals rather than mental giants or beau- tiful physical specimens. It is the job of our public schools to see that the child grows in all ways.
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Specific Objectives for Ipswich Schools Derived From the Educational Philosophy -
Operating within the framework of the edu- cational philosophy, those connected with Ipswich schools have evolved specific objec- tives for carrying out the philosophy of edu- cation. These objectives are strived for starting in the beginning grades and receive considerable attention on the high school level. The objectives are based on the idea that the public schools should meet the im- mediate needs of youth and also should pre- pare for future adult needs.
OBJECTIVES:
A. Meet the Immediate Needs of Youth by Providing -
1. Opportunities to feel like others in age group - to gain reasonable success in school, to participate in school activities on an equal basis with others.
2. Opportunities to develop in ways conducive to group acceptance - conversational ease, social adeptness, good grooming, etc.
3. Opportunities to discover and de- velop personal assets.
4. Opportunities to receive under- standing guidance when meeting problems.
5. Opportunities to understand and to learn to work with other pupils and with adults.
6. Opportunities to learn to take an intelligent stand on important is- sues.
7. Opportunities to acquire the basic knowledge for a healthy, happy, worthwhile life which will allow for an understanding of the natural, technological, and social environ- ment.
B. Meet Future Adult Needs by Provid- ing Training in -
1. Becoming self-educating-as adults one should have an interest in con- tinuing to learn and should know how to learn alone.
2. Becoming self-developed - optimal individual growth demands that a person know his potential, set a goal in life accordingly, and proceed toward that goal.
3. Becoming socially adaptable - home membership, community life, and daily contacts with other hu- mans are a constant part of every- day existence, and knowledge and skill is required to meet the ever- changing challenges of human rela- tionships.
4. Becoming economically efficient - our society provides the opportunity for every person to attain his level in the world of work and requires that one be a wise consumer.
5. Becoming civically responsible - democracy assumes individual mem- bers are capable of governing them- selves, are intelligent enough to make wise choices, and sensible enough to take full advantage of the opportunities of citizenship as well as being prepared to assume the responsibilities.
6. Becoming morally and spiritually sensitive - devotion to truth, brotherhood, moral equality, toler- ance, and spiritual enrichment are integral parts of the good life and can enhance a person's existence.
In addition to the above objectives which are common needs for most pupils, there must be provision for meeting in- dividual needs of certain pupils, taking into account that each pupil
- differs from other pupils in his abil- ity to learn and in his rate of learn- ing,
- differs from other pupils in his in- terests and aptitudes.
Hence, an educational program geared to meet the philosophy and objectives set down for the Ipswich schools should pro- vide courses, activities, and teaching methods which would
- meet common needs by having all pupils take certain basic courses (but even these courses should pro- vide for individual differences ),
- meet individual needs by a broad program of elective pupil activities and by teaching methods which pro- vide for variety and adaptability to the particular abilities and interests of each child.
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A LOOK BACKWARD
In the report for last year, major chal- lenges facing the Ipswich schools were de- scribed. Following is a report of progress on accomplishments in these areas.
1. Attempt to Meet the Challenge of Overcrowded and Inadequate Facili- ties :
Needed new school construction did not become a reality in Ipswich during 1954. However, it is to the credit of the Ipswich teaching staff that educa- tional offerings continued to be pro- vided as effectively as possible in spite of the limitation of facilities.
Lack of classroom space made it nec- essary to place all seventh grade stu- dents on a half-day afternoon session in September. Approximately 100 sev- enth grade pupils attended school in the high school daily from 1:00-5:00 p.m. Every effort was made to balance the obvious disadvantages of a shortened school day, running until the late after- noon, with an educational program in- cluding varied and valuable educational activities (home economics for girls, shop for boys, physical education, etc.) .
The School Committee objective of keeping elementary class sizes at about 30 has paid excellent educational divi- dends in the primary grades where it has been possible. With these smaller classes, teachers have been able to give more individual attention to each child. However, large classes remain in our upper elementary grades with three rooms having more than 35 pupils and three additional rooms having between 30 and 35 pupils. It is hoped to ease this situation by having four 5th grade classes next year made up of the three 4th grade classes this year.
In September, 1955, about 240 grade six and seven pupils will be on half- day sessions in the High School as the existing elementary buildings can house only pupils in grades 1-5, and the High School, on its regular session, will be at capacity in housing grades 8-12. In order to provide space for the sixth and
session, the High School pupils will have to have a curtailed program with dismissal an hour earlier than usual.
This past year has seen considerable effort to get new school construction. Although the building program pre- sented to the Town in January, 1954, by Chairman John Ward and his hard- working building committee was not voted, the efforts of that committee did much to alert the citizens to the long-range school housing needs of the town.
At Town Meeting in March, 1954, a sum of money was voted to repair the Winthrop School. However, after bids for renovation came to a higher figure than anticipated, the voters wisely de- cided not to spend money on this re- pair project.
During the latter part of 1954, the New School Building Committee has earnestly sought a solution to school housing needs, first under the chairman- ship of Ralph C. Whipple, and later headed by Russell C. Dreikorn follow- ing Mr. Whipple's resignation for health reasons. The New School Building Committee in early 1955 will present a building program to the Town which would replace the wooden Winthrop structure with a new 16-room elemen- tary building. The Building Commit- tee plans to provide alternatives for solving secondary school housing by erecting a new four-year high school and using the present High School for a junior high school, or by constructing an addition to the present High School making it a six-year high school.
The Superintendent and the School Committee have approved the construc- tion of the 16-room elementary build- ing on the Winthrop site which, it is hoped, will become a reality following a favorable vote of a special Town Meeting in early 1955. Later in the spring, townspeople will have a chance to consider educational and cost com- parisons of constructing a new high school, a high school addition and pos- sibly further consideration of a regional high school.
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2. Expanded Professional Committee Activity :
Ipswich staff members have devoted countless hours during the past year toward developing more realistic and better-organ- ized course offerings for the pupils, and toward presenting this material to the chil- dren, using methods in keeping with proven educational and psychological findings.
The professional work done by the many teacher committees this past year has been based on the assumption that the curriculum is not static, but is geared to changing needs. Many Ipswich teachers have demonstrated by professional committee study and by taking college courses that they are alert to new ideas and willing to make use of them if it is determined that a different approach can be educationally effective.
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