Ipswich High School - Tiger Yearbook (Ipswich, MA)

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house, he gave to the Grammar School. Under the able guidance of the new teacher the Ipswich Grammar School prospered and became famous. Pupils from outside came to Ipswich to receive their college preparation which con ' sisted almost entirely of a thorough knowledge of Latin and Greek. We may be sure that this school was successful from the success of its pupils. Many of them were among the first graduates of Harvard College. John Rogers, one of the first graduates of the Ipswich Grammar School, was appointed the third presi ' dent of Harvard College and was the first to be chosen for this honor from among its graduates. Other Ipswich graduates became ministers, doctors, and teachers, all helping in laying the foundations of our country. Much later after a long line of illustrious teachers, none of which, however, were as great as Ezekiel Cheever, the Ipswich Grammar School, which had in the meantime been moved from the Robert Paine school to the lower story of the Town House and then back near its original location to the building which is today used by the Lathrop Brothers as a barn, fell into a decadent condition. We see that the townspeople were dissatisfied with their school and no longer took pride in it from the fact that they sent the most brilliant and most promising of their sons out of town to be educated in preparation for college. Meanwhile those children of the town who were younger than the grammar school pupils and who were not preparing to go to college began to seek a way in which they might gain general knowledge and simple in ' struction in the three “r” s. As a result of this new demand for education, a system of district schools sprang up. These schools were established and maintained by the various districts of the town. It is interesting for us to note the difficulties with which our people once had to contend while in pursuit of education for their youth and the courageous manner in which they strove to surmount them. The attendance was irregular, and at times the school would be so crowded that there was hardly standing room for all present. At such times it was with great difficulty that the teacher maintained order, to say nothing of teaching lessons. Then it was sometimes impossible to secure efficient teachers. The teachers of the winter term were usually young men, recently graduated from college, who many times were younger than some of their pupils, and who never stayed for any great length of time at one school. These teachers had much trouble with discipline. The first day of the winter term, a very trying ordeal, decided whether the teacher would rule the school or whether the pupils would put him out. The summer term was taught by girls of the neighborhood, who were glad to earn their “pin” money. In spite of all disadvantages these schools played an important part in the education and culture of the common people of the time. With the exception of the Linebrook School these schools, which laid the foundation for our grammar schools of today, have been discontinued in favor of more modern schools in the center of the town. At the same time as the district schools there were “dame schools,” which were probably somewhat comparable to the private kindergarten of today. To these schools went the children who were too young to attend the district schools. The only one of these schools of which there is much record is the one kept by Dame Jewett, an energetic and ambitious woman, who 26

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point in our favor. Russia needs us to provide her with machines and other products so that she may develop her vast resources along the lines we have followed. Thus her attitude is a curious combination of respect and mistrust and yet a great need for us. Belgium will always be grateful to the United States even if the other nations feel only jealous of us and are suspicious of our wealth. Other coum tries grumble because they have a feeling that the United States has a desire to run things and be mistress over all. Now in consideration of these various opinions, how may we determine what we are really like and get a true conception of our country? We must remember that many of the European countries are so well versed in diplo macy that their opinions are very skilfully given and conceal to some extent many of our glaring faults. If we analyze many of these faults, we shall recognize at the same time that although our country is still young, it has attained a high place in the world. Perhaps as time passes we shall have learned that money and power are not so important in the advancement of a country as the United States seems to believe. Let us hope that the nation with its vast possibilities for leadership may profit by its mistakes and that it may be a power for truth and righteousness in the world. Education In Ipswich By Evelyn Dodge I PSWICH was among the first towns of our country to set up a school Since the establishment of the first school, education in Ipswich has been at various heights, and through all it has maintained a place comparable to that of other towns. Although today it may not be so outstanding as formerly, it is because now there are many other cities much greater in wealth, popu lation, and capability of supporting educational institutions, while in the early days Ipswich was a leading town of New England and of much more import ance than it is today. Even now we may glory in our past history and still consider our schools successful, for pupils of our schools are still going out of Ipswich and proving themselves of worth to our country. Although the first school in Ipswich, established in 1636, was not success ful, the townspeople did not allow themselves to be daunted by failure in their attempt to gain education for their youth. Seven years after the first attempt, a lasting school was set up with Lionel Chute as schoolmaster. The people of Ipswich took great pride in their Grammar School and manifested this pride in many ways. That they wanted only the best for their sons was shown in 1650 by the calling of Ezekiel Cheever to the position of school master. Ezekiel Cheever was one of the most illustrious teachers of the time and second to no other in New England. The calling of Mr. Cheever aroused interest in the welfare of the school, for in the following year Robert Paine erected a school building the use of which, together with that of a master’s 25

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received the tuition for her pupils sometimes in the form of a day’s labor and sometimes as a certain amount of butter and cheese. The greatest educational institution that our town has ever had is the Ipswich Female Seminary. When the Grammar School began to decline, the people, who always desired their youth to have the best advantages possible, felt the need of something to take its place. At first the Ipswich Academy, opened to both young men and young women, was established, but it soon gave way to the Female Seminary in 1828. During its first period of greatness the seminary was guided by Miss Zilpah Grant and Miss Mary Lyon, who later founded Mount Holyoke Seminary in South Hadley. Under their leadership the seminary became famous and attracted many pupils from out ' side. Later after the retirement of both these leaders, the school fell into a period of decline from which it was retrieved by the admirable skill of Rev. John Cowles and Mrs. Cowles. Together these two worked not so much to instruct their girls in their studies as to instill into their hearts the principles of truth and right. After this second era of greatness a second and final decline became evident. The growth of other seminaries and the establishment of the high school made the closing of the seminary inevitable. Although the school was forced to discontinue its sessions, it had not failed. Instead it had been highly successful in putting forth so many competent women, many of whom later became noted. Shortly after the fou nding of the Ipswich Female Seminary, the seeking for instruction in English and other everyday subjects, as well as the classical languages taught by the Grammar School, resulted in the establishment of what is now called the “high school. ” Through the generosity of Mr. Thomas Manning, who left money for the building of a new high school, it was possible for the youth of the town of both sexes to enjoy the benefits of a free high school education. This Manning High School, established in 1874, has played and is still playing a valuable part in the education of the youth of Ipswich. Insomuch as our past has been notable and successful, let us hope that likewise our future in education will be as successful and that Ipswich pupils, following the example of their forebears, will always be a credit to their town. CLASS DAY PARTS Class History By Parker Hall I n the fall of 1928, one of the largest and most illustrious classes ever to graduate from the Junior High School entered Manning High. We were a little timid at first, but soon got over our timidity as the faculty will testify. We went through the usual process of getting acclimated, adjusting and readjusting our programs, and being “initiated.” In the latter ceremony, one of our smaller members, Clinton Spencer, had to be carried down the stairs as he was too light to be pushed. 27