USA > Massachusetts > Essex County > Ipswich > Town annual report of Ipswich 1956 > Part 5
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the previous fifth grade teachers remained, namely, Mrs. Mckenzie and Mr. Curley. This necessitated hiring three new teachers, Mrs. Merry, Miss Hershberg and Mr. Bog- gio to complete the fifth grade complement. All of the before-mentioned teachers have given evidence of satisfactory teacher train- ing and skills.
Regarding the first four grades, Mrs. Chisholm was transferred from the Bur'ey School to fill a Winthrop vacancy and Mrs. Doucet left grade one in the Winthrop School to occupy a similar position in the Shatswell School. Other than the previously mentioned changes, the teachers of the old Winthrop were transferred to similar grades in the new building.
The hope which was expressed in last year's report: a hope that next year at this time we will be enjoying the advantages of a nice, new, up-to-date building, has cer- tainly been fulfilled.
The focal point of the building has proven to be the so-called "Play Room." Here many of our important activities have been staged. Three days weekly the gym instructor, Mr. Burke, teaches classes, four through six, for a one-half hour period per class, making eleven half hours. Mr. Hill, the Music supervisor, conducts his musical projects several times during the week. This program includes group singing in the fifth and sixth grades, a special chorus of forty voices chosen from the upper grades, band rehearsals in grades five and six and the beginners of the fourth grade band.
The Play Room is also utilized to house pupils forced to come by early buses, for recesses on stormy days, and will be used by the recreation department for special afternoon gym classes. It has also been used in conjunction with the auditorium for play rehearsals.
The Art director, Mr. Chadbourne, has visited the school one day per week. He has followed a prescribed plan of teaching personally one lesson monthly in each class and outlining the remaining lessons for the month with suggestions for various holiday projects.
The new arrangement for teaching Lan- guage Arts under the supervison of Mrs. Mary Evans, Elementary Reading Supervi- sor, is still in the embryonic stage, but has proven to be satisfactorily workable.
Mr. Swasey, who succeeded Mr. McKenna as Guidance Director, has visited the school weekly. Standard tests for group place- ment of pupils have been given under his supervision and the cumulative record sys- tem is undergoing a slight change for the better.
Audio-visual Aids, of which we have a substantial supply, have constantly been in use in all grades for both instruction and information, especially in connection with Science and Social Studies. Teachers have made good use of free films under the direc- tion of Mr. Sine, the Audio-visual Director.
It was considered wise to make a change in curriculum in the area of Social Studies. An agreement was reached to teach "Ex- ploring The Americas" in grade six and "Old World Happenings" in the Junior High seventh grade. The change has been accomplished without confusion in either class. Some new books had to be purchased for use in the sixth grade to perfect the plan.
Teachers and pupils are most grateful to the Winthrop School Association for the cooperation which it has displayed. The purchase of a baby-grand piano for the auditorium has added much to the success of assemblies. "Open House" which was visited by many of the townspeople was given assistance by this group. Sponsorship of a "Book Fair," presented in the Play Room by Mr. and Mrs. Chipman of the Window Book Shop, was an educational and financial success. About five hundred pupils were, in this project, introduced to the best in childrens' literature.
The civic value of the new Winthrop School was well demonstrated when the "town fathers" took over the facilities of the auditorium for the purpose of a Town Election. This proved to be a well worth- while project for the convenience of the voters as the school is in a central location convenient and adaptable for voting ar- rangements.
The Public Library and all that it has to offer has been well utilized, and greatly appreciated by the School personnel. Story hours have been enjoyed by all of the grades and lessons in research have been demon- strated through the courtesy of the Libra- rian, Miss Mitchell.
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The School Cafeteria under the new man- ager, Mrs. Sheppard together with her corps of workers, has offered palatable and well balanced meals to the three hundred and fifty pupils who patronize its facilities.
The School Nurse, Miss DeMille, has patiently guarded the health and well being of all pupils, teachers and other personnel.
It has been a pleasure to work with Mrs. Davison, the newly appointed school secre- tary. She has proven to be very efficient and helpful in carrying out administrative policies of a large school system and I wish to take this opportunity to express my appreciation for her help.
The two custodians have worked long and faithfully to preserve the new appear- ance of the building and their efforts have most certainly paid off.
Looking toward the future, we of the Winthrop School have sincere hopes for greater educational expansion and improve-
ment. Our new quarters afford many op- portunities for such development. The chal- lenge is ours!
I close in expressing sincere appreciation to all who have in any capacity given as- sistance to the operation of the new Win- throp School. Special commendation is hereby given to the pupils for their accept- ance of a small area for play in order to protect the new grass and for the pride they have exhibited in trying to keep the building free from all damage.
To Mr. O'Kane, our new superintendent, to all members of the School Committee and to the citizenry of the town as a whole, many thanks for courtesies extended to all of the Winthrop School personnel.
Respectfully submitted,
LENA J. ATHERLEY, Principal Winthrop School
Some of the more than 400 youngsters who use the cafeteria facilities daily at Winthrop School
REPORT OF THE MUSIC SUPERVISOR
To the Superintendent of Schools, to the School Committee, and the Town of Ipswich:
THESE ARE YOUR SCHOOLS
In education, as we think of it today,
the role of music in the curriculum, espe- cially at the elementary level, is not that of an abstract nature directed toward de- veloping some patterned musical skills for an isolated few. Rather, it has become one of the basic activities in any well-rounded curriculum concerned with the contribution musical experiences can make toward the growth and development of the entire stu-
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dent body. During the past few years, the Music Department has been working with this specific goal in mind, and with the opening of the new Winthrop School in September providing housing for Grades I-VI in the elementary schools, we feel that we are well on our way toward realizing a sound educational Music Program at the- elementary level.
At the present time, we have a satisfac- tory Music Program in Grades I-VI. In other words we have classroom music in every grade and beginning instrumental music in the intermediate grades. Many mechanical devices such as: rhythm band sets, flutophones, record players, records and autoharps, have been obtained to facili- tate the teaching and provide wider musical experiences for the children. The housing of all fifth and sixth grades in the Winthrop School has brought about improvements in the program, as the Junior Band period is now scheduled weekly and conducted with- out the interference of weather and other cumbrous conditions which existed in the past. Also, it is possible to schedule these grades for group singing and this is par- ticularly important in preparing the stu- dents at this level for two-part singing, choirs or glee clubs.
Of course, the Supervisor is responsible for the over-all program - he provides the vocal outlines, obtains the materials, gives specific demonstrations and advice where needed and instructs the instrumental classes ; but much of the credit for the favorable conditions existing in the Ipswich Elementary Music Program is due to the sincere efforts and cooperation of the prin- cipals and more directly to the teachers for the daily work being accomplished in their classrooms.
Although the present Music Program in Grades VII and VIII is far from adequate from the stand-point of a recognized Junior High Music Program, we do feel that we are providing these students with as wide a variety of musical experiences and ac- tivities as is possible while the condition of double session prevails. Grades VII and VIII meet once a week as a group for a general music period consisting of singing combined with instrumental accompaniment and music appreciation. This period would
not meet the precise requirements of a formal music class, as it has been planned with a flexible nature to more thoroughly meet the needs of this particular group of children. Because of this fact, the materials utilized must be carefully selected and all of the vocal and instrumental material is prepared by the Supervisor. However, this is a very large group, and it would have been impossible to accomplish anything worthwhile at all without the excellent degree of discipline maintained during these periods. For this, we wish to thank the teachers of the seventh and eighth grades for their efforts and cooperation in behalf of this program and also the students for their attentiveness during the classes.
Now, we arrive at the Music Program in the High School and this is quite another story. In fact, as previously stated but to put it more bluntly, other than the band, we do not have any Music Program at the High School level. There are three segre- gated music periods scheduled to meet once a week and during these periods, we com- bine vocal work with music appreciation. However, this is by no means adequate, as these students never have the opportunity to meet as a group so that they might ap- preciate the experience of either the glee club or choir music. The Band periods are scheduled twice a week after school hours. This is not a favorable condition, but we are most satisfied with the steady musical progress of this organization and especially pleased with the ease and facility of the new members who moved up from the Junior Band. We have not been able to effect much improvement in the marching and this condition will continue to exist until such a time as it is possible to schedule more time for the Band to practice. As it is, the Supervisor feels that the members should be commended for their voluntary appearances at the after school and Satur- day rehearsals scheduled so that they might continue their present standard of marching.
In closing, I wish to state that this has been a frank report of the Music conditions existing in the Ipswich Schools at the present time. As your Supervisor, I believe that the favorable aspects of the Program can be further developed and the unfavor- able conditions will be improved upon as much as possible.
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I wish to thank the School Committee and the Superintendent for their coopera- tion and understanding during the past year ; also the Principals, the Teaching Staff, the Parents and the Children of Ipswich
for their sincere efforts in behalf of the Music Department in 1956.
Respectfully submitted,
RAYMOND R. HILL Music Supervisor
VOCAL GROUP Making use of the Autoharp with Fourth Grade Vocal Music
REPORT OF THE ART SUPERVISOR
To the Superintendent of Schools, to the School Committee and the Town of Ipswich:
THESE ARE YOUR SCHOOLS
At the risk of being termed a confirmed pessimist the following facts concerning our Art Program are stated as objectively as possible.
At the Elementary school level (Grades 1-6) we are maintaining a reasonably sound program, due mainly to the whole-hearted cooperation of teachers and administrators alike. A marked change in the supervisory visitation time makes it exceedingly difficult to give proper help to the pupils and teach- ers involved. The supervisor is now reduced to a visiting time of twenty minutes per class twice each month. This arrangement
is a "hurry up" process forced by lack of time within the school day to institute a more satisfactory schedule. Proper presen- tation of lessons is an exceedingly difficult problem under such conditions.
The Junior High situation (Grades 7-8) is far worse since the compression of the school day made it impossible to schedule art superision more than once a month for twenty minutes each class, and while the teachers are doing all that one may ask to carry out the program, time limitations seriously affect the amount and quality of work done. This program is now at less than minimum requirements for Junior High Schools.
The High School (Grades 9-12) is in a better situation. We have been able to institute and build up a sound course in oil painting, illustration and design. The prog- ress being made by the majority of students is very satisfactory. It is unfortunate that although 65 are enrolled, fully as many
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who wished to elect the course were unable to do so due to the shortened school day, scheduling difficulties and a program limited to three days per week.
We must face the fact as long as half of our school system is on a shortened schedule and the other half deprived of adequate supervision, a downward trend in effective- ness is inevitable. This, in spite of the fact that teachers and supervisors alike, are doing all that may be done to resist the trend and to maintain good courses. As with trans-oceanic planes, there is a point of no return. Personnel is eager, willing and co- operative ; time and sufficient opportunity is wanting.
Knowing in advance that several of the following recommendations are impossible of fulfillment due to the limitations stated above, I make them nevertheless for the record:
(1) That an instructor of Art be ap- pointed at the High School for a full time program.
(2) That the art supervisor be assigned to full-time supervision of all grades.
(3) That there be scheduled 60 minutes of art each week in grades 1 through 3 and 80 minutes per week in all other grades.
(4) That High School students showing special aptitude and maintaining good scholastic standing in other subject areas be permitted to elect up to 5 periods per week, in double and triple periods when possible.
The curriculum study now being under- taken may solve some of the problems em- bodied in these recommendations. Other problems must await the day that it is pos- sible to return to a full school day and bet- ter facilities for academic study.
In closing I wish to express deep appre- ciation for the unselfish cooperation of the teaching staff and all administrators; this cooperation being all that is keeping our heads above water.
I wish to thank Miss Hester Mitchell and her staff at the library for according us so graciously the privilege of exhibiting stu- dent art work; and also the parents and citizens in general, whose words of en-
couragement are valuable aids in strengthen- ing our determination to do all we can for our pupils, and to the pupils themselves whose enthusiasm keeps us fully aware of our obligations toward them.
Respectfully submitted,
FRANK CHADBOURNE Art Supervisor
REPORT OF THE READING SUPERVISOR
To the Superintendent of Schools, the School Committee, and the Town of Ipswich:
THESE ARE YOUR SCHOOLS
Progress has been made in developing our reading program since the last report to you. The use of a co-basal reading series for the below-grade-level children is proving successful. The Primary Reading Commit- tee has met frequently and many difficulties and differences of opinion are being re- solved. The emphasis has changed from reading as word recognition to reading for meaning.
Following first grade registration, a meet- ing of parents of first graders was held. At this time the testing program for grade one was explained, the method of establishing learning rate was demonstrated, and an overview of the primary reading program was given. The few parents who attended participated enthusiastically in the discus- sion.
A departure from the usual procedure was the administration of the Primary Men- tal Abilities test to registered first graders in June on the two days following the close of school. The response was gratifying - 90 children being tested at that time. This pre-school testing program facilitated prep- aration for the year's work. The remainder of the children were tested in September.
After planning with the staff of the in- termediate grades, an experimental study in grouping was begun in grades 5 and 6. It
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was felt that individual differences might be better coped with where the degree of reading abilities was more nearly similar. Grade levels, as such, except for report card purposes, have been eliminated. As has been stated above, this is an experiment. At a later date we shall be able to report whether or not this plan, used successfully in other communities, is a good plan for Ipswich.
Two one-day reading workshops were held during the year for the benefit of all teachers. The first, in March, 1956, was concerned principally with the primary pro- gram and the second, in October, 1956, with the intermediate program.
During the school year 1955-56, 125 children in grades 2-12 were included at some time in the remedial reading program. Because of the concentration of children in the Winthrop School beginning in Septem- ber, 1956, it was felt advisable to concen- trate the remedial instruction in that school for the first part of the school year. Sixty pupils from Grades 3 through 6 have had remedial instruction this year. The Burley and Shatswell Schools will have remedial reading beginning in January, 1957 and consequently the work at the Winthrop School must be reduced.
The addition of a reading teacher at the Junior High School level has definitely been a forward step in providing both a remedial and a developmental reading program where it is so necessary.
No report could be complete without an expression of sincere appreciation to the teachers who have worked with me in trying to develop a better reading program for our children; to the principals, Mrs. Atherley and Mr. Bennett who have cooperated so whole-heartedly; to our former Guidance Director, Mr. McKenna and our present director, Mr. Swasey; to our former super- intendent, Dr. Savitt, and our new superin- tendent, Mr. O'Kane who work unceasingly to make our schools better for our children.
Respectfully submitted,
MARY M. EVANS, Reading Supervisor
REPORT OF THE AUDIO-VISUAL DIRECTOR
To the Superintendent of Schools, to the School Committee, and the Town of Ipswich:
THESE ARE YOUR SCHOOLS
From a seed planted some three years ago your Audio-Visual Department has germi- nated so that it has been of service to every teacher and child in the system. Today the High School and the Winthrop School have at the disposal of their respective teachers modern projection equipment for 16mm sound educational films and 35mm educa- tional filmstrips and slides. These two schools also have tape recorders which are being put to wide use by the English and Social Studies Areas. The Burley and Shats- well Schools share modern projection equip- ment and are able to borrow any other equipment from the other schools in the system. Today it is no longer a question of trying to find a substitute for these most essential aids to fine teaching as it is in many systems not too far distant from our own town; but rather, it is a question of striving to put these marvelous machines to their best use. Today we have approximately eight hundred filmstrips in our library covering every subject, not as common par- lance has it - from soup to nuts - but rather covering every subject from fairy tales to the intricacies of the science of astronomy.
The Audio-Visual Director strives to visit each classroom in the system weekly in order to supervise or encourage the use of the many valuable aids to teaching, the Depart- ment has to offer. Weekly, many letters leave the Audio-Visual Director's desk bound for multifarious industries and agencies in the quest of free educational films, charts, recordings, etc. These are used to enrich the curriculum offerings throughout the system. We are striving to train an efficient group of student projectionists. This skill the students will take with them when they leave our schools. Many field trips for the purpose of viewing science in action or historic scenes and landmarks have been arranged for the students by the Audio- Visual Department.
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Let us never make the mistake of equating Audio-Visual Aids with 'Films'. Motion pictures are only one small facet of Audio- Visual Aids. There are many Audio-Visual Aids equally as good and in some instances better of which we in Ipswich must strive to make more use in the future. Models or 'Mock-ups', dramatic participation on the part of the students, demonstrations, exhi- bits, field trips, recordings and bulletin board displays are some of other important Audio-Visual Aids to teaching. Many of our teachers utilize most of their aids to enrich their teaching. Our job in the fu- ture is to acquaint all of our teachers with each of these aids, their uses and limitations and encourage the utilization of all of them.
We must not feel complacent after read- ing the foregoing. It is true that your Audio-Visual Department has made great strides since its incipiency three years ago, but we still must keep striving so as to improve our department and its services to the children of Ipswich.
Respectfully submitted,
RICHARD H. SINE Audio-Visual Director
REPORT OF OPPORTUNITY CLASS DIRECTOR
To the Superintendent of Schools, to the School Committee and to the Town of Ipswich:
THESE ARE YOUR SCHOOLS
Following the legislation in our State of Massachusetts (Chap. 71, Sec. 46 of the General Laws) for the purpose of "Educ- ating all the children of all of the people," the Opportunity Class was organized in Ipswich in September 1955.
Upon the analysis of previous school records, diagnostic tests, (Binet) were ad- ministered to the children who showed that it was necessary for them to have a program adjusted to their special individual needs. Seventeen pupils were admitted to the class at that time.
Our class permits maximum help for each child and opportunities are given equal to his abilities and capacities. A highly indivi- dualized program has been provided. This consists of definite help in reading, arith- metic and other tool subjects. Time is also provided for art and music. In physical education, the children join others of their age groups and additional training is given them to develop muscular control and co- ordination.
Neatness has been encouraged as well as a sense of responsibility both in the home and in the school. Training in the powers of concentration, perserverance and the ability to follow directions has been empha- sized. Work habits have improved. Social growth has developed, as shown in the poise and adaptability of our class when they par- ticipated in the recent Christmas assembly with regular grade children. They have made progress in cooperation and participa- tion.
Of the original Opportunity Class, five of the older pupils entered Junior High School last September, where a specially adjusted program has been provided for them of further enrichment in the funda- mentals and in manual arts. Two children progressed satisfactorily to the extent that in September, 1956 they were admitted to regular elementary classes. It is anticipated that with continued help and guidance, others may be transferred in June, 1957.
Children are happy in the Opportunity Class when praise is given every little ac- complishment and they have the joy of achievement. The spacious and beautiful new Winthrop School has added greatly to the accomplishments of each individual pu- pil.
To the parents who have cooperated, to our principal, Mrs. Atherley, and the staff, to all supervisors, to the guidance director, to the School Committee and to you, Mr. O'Kane, for your interest and assistance, I wish to express my sincere appreciation.
Respectfuly submitted,
MARY L. WILLIAMS, Teacher Opportunity Class
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REPORT OF THE GUIDANCE DIRECTOR
To the Superintendent, to the School Committee, and to the Town of Ipswich:
THESE ARE YOUR SCHOOLS
Since I became Director of Guidance in the public schools of Ipswich last August, I have been continuing a good basic program of guidance as set up by my predecessor. Guidance is essentially a means of helping people to gain a fuller understanding of themselves and to aid them in their present and future planning.
Toward this end, I have been primarily concerned in getting acquainted with indi- vidual students through the counseling in- terview. With the assistance of Miss Cogs- well as a teacher-counselor, individual inter- views have already been had with each senior, junior, and sophomore student. By the end of the school year, a personal ac- quaintance will have been made with all high school students through the individual interview. Many parents have been inter- viewed especially the parents of senior boys and girls. I have been greatly pleased in my personal contacts with parents which is evidence in itself of the widespread interest in the public schools.
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