USA > Massachusetts > Norfolk County > Norwood > Norwood annual report 1932-1935 > Part 75
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Present Needs of the School
I should like, in this report, to emphasize the extreme need of increased facilities and accommodations for visual education. If there is any one branch of public secondary education in which we are lacking most notice- ably, it is in this field.
It seems to me that we could do a great deal in this phase of instruction, were we to have suitable motion picture equipment. This has been re- quested by the combined department heads, and their expressed feeling is that even though some other things may be sacrificed, they would like the proper facilities for this instruction this year.
There should be placed on the windows of our gymnasium suitable dark curtains for making picture showing possible there.
Another need of the school is immediate and proper attention to our tennis courts. The project was started last April and through the spring, summer and fall months very little tennis could be played on the area, all but two courts having been dug up and are now in the process of renovation. Some action should be taken immediately to bring about a completion of this job.
We are in our second year in the operation of our Civic Curriculum which was introduced a year ago this past September in the interest of caring for that large portion of our students who are destined to go out and become "job-holders," and who cannot continue beyond High School. This Civic Curriculum emphasizes three core subjects, English, Social Studies, and Science, in each of the High School years, acquainting our boys and girls with what is ahead of them in the workaday world beyond High School. The Science and the Social Studies, along with the English, are revamped and are extremely practical for the needs of this group of students. For the most part, these three core subjects are supplemented with Practical Arts for boys and either one commercial study or Home Economics for girls.
We feel that the growth of the curriculum is bound to increase as its value is appreciated. It represents a comparatively new field in education and a very much needed renovation of what constituted our general course.
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Social Program
The established program of social events for the High School as approved by the School Board is submitted herewith for the school year 1935-1936:
Arguenot Social Friday, November 15
Sophomore Party (Sophomores Only) Friday, November 22
Junior Prom. Friday, December 13
Senior Prom. .Friday, February 14
Debate (Dancing following) Friday, April 17
Senior Play Thursday, May 6 and Friday, May 7
Class Day . Wednesday, June 10
Senior Banquet (Seniors Only) Thursday, June 11
It will be noted that the annual custom of presenting an operetta has been abandoned for this school year owing to the late start which was occasioned by our late opening on October 1, because of an epidemic of infantile paralysis. The operetta last year entitled "Lantern Land," a Japanese performance, was most successfully and creditably given. It represented a great deal of painstaking and careful supervision on the part of those in charge. Contributions were made by the following departments: Music, Art, Home Economics, Physical Education, Manual Arts and English.
Other events and the general work of the several special departments covering the year 1935 are given elsewhere in supervisors' reports.
In my report of 1931 there is a recommendation relative to the establish- ment of trade courses. I feel that serious consideration of the develop- ment of many who cannot go beyond High School for training, should affect the development of our Civic Curriculum. The industrial world is calling for some sort of skilled labor from our secondary schools, and those who show distinct ability in manual arts should have some opportunity, at least in some degree, to get this training before leaving the secondary public school.
In conclusion, I should like to say that the faculty of the Senior High School appreciates very much the steady and unfaltering support it has received from you and from the School Committee to the end that progress in our regular work has not been hampered. Your co-operation has made it possible to retain the valuable subjects included in our various curricula. Indeed we have added some very important bits of instruction even during these troublesome times. I appreciate also the very great interest taken by the members of our faculty in our boys and girls and their splendid work with them. They are holding up the high standards of achievement so long enjoyed by the school and will spare no effort in carrying on through the coming ycar.
HERBERT H. ARCHIBALD
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REPORT OF THE PRINCIPAL OF THE JUNIOR HIGH SCHOOL
Last year's report has indicated a thoroughgoing revision of much of the major activity of our school program. Such reorganization and re- vision, in its earlier development, was set up with a view to the establish- ment of standardization of methods and materials of instruction in course offerings at the Junior High School.
During this past year and at present, teachers are meeting regularly in several departments to the end that subject matter materials will be integrated and articulated. According to agreement upon aims and ob- jectives, each pupil will have what is, according to consensus of group opinion, the best course which the materials of any subject make possible.
The following illustration will indicate the manner in which we plan to work out an ideal situation. In our Social Science department, the seventh, eighth, and ninth grade teachers meet every week and lay plans for work to be covered the following week, and determine in these meetings what may best be omitted, scanned hurriedly, stressed, or supplemented. We are thus able to work out differentiated assignments so that each group may work to its fullest capacity. Occasionally, and as conditions require it, Miss Marion E. Smart, in whose capable hands I have placed the or- ganization of this work, calls departmental meetings wherein an overview of the work of all the grades, consolidates the group of Social Science teachers into a single unit.
We had an opportunity this past June to measure the effectiveness of the teaching of this excellent group of teachers, when we administered the Kelty-Moore Tests of Concepts in the Social Studies, published by the American Historical Association's Commission on the Investigation of the Social Studies in the schools.
Because of the expense involved, we tested only the ninth grade. The standard score performance, for the seventh grade should be 23.4, for the eighth grade should be 26.0, for the ninth should be 26.2. Our ninth grade (260 pupils) made a score of 27.54.
The foregoing description of the method of organization in the Social Science department will indicate the manner in which we are organizing the work in English, Mathematics, and Natural Science. For reasons which need not be stated here (principally the tardiness in opening school in the fall), the work in these other departments is progressing more slowly, but just as certainly. Before the advent of another year, I am certain that these other departments will be able to show us progressive instruc- tion units.
The recent appointment of Miss Helen P. Gale, as Dean of Girls, has filled a long felt want and her office now serves as a clearing house for girls' problems. Parents who are pressed for time and who wish to secure information about a girl's general standing in the school, or, who wish to have teachers understand a problem in connection with a girl who is one of our pupils, need now only to communicate with Miss Gale instead of
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interviewing all her teachers. (This is only one of the many advantages which come with the appointment of this most capable teacher to this office.)
This year, through the establishment of a Visual Education Department, we have had in two months (October and November) fifty-one showings of educational films to individual classes. Following are the titles of a few typical films: Splendors of the Sky, Lead, Carbon Monoxide, Sculp- tures All, Corn. This is but the beginning of what promises to be a truly , progressive step in the development of our instruction program.
Teachers are enthusiastic about its possibilities and Mr. William J. Wynaught, whom I have placed in charge of the program, has done an excellent piece of work in arrangement of schedules and teaching student operators of the motion picture and stereopticon machines.
Mr. Thomas R. Bowler and Mr. Francis McAuliffe are now working out a plan for the extension and improvement of our Practical Arts offerings in the Junior High School. With Mr. Wheeler's approval and coopera- tion, they will introduce to our shop work such units as Leathercraft, Home Machines, Wood Carving, Scoutcraft and such other units as may seem practical and educationally beneficial. These will be offered in addition to Printing, Woodwork, Metal Work and Mechanical Drawing.
Our newly formed Community Club, which is a service club and under the direction of Miss Gale, draws its enrollment from the whole school. Through its efforts more than 600 articles were presented to needy chil- dren at Christmas time. Its first venture was most successful and it is gratifying to note the good which comes to those who make the sacrifice of giving and it appears to be a pleasure to them to render a service to others.
To promote more worthwhile social contacts and more worthy use of leisure, we have twenty-nine club activities supervised by teacher guides and meeting every week on Friday afternoon. This is our second successive year in the club program and it promises much for the general welfare of pupils.
I have discussed at some length what we are doing and hope to do with what we now have in our school program. Nothing has been said of the introduction of new course offerings. However, I submit for your ap- proval, the recommendation that our school have organized courses in Guidance (offered in one form or other by most of the progressive school- systems of the country).
A word of explanation may help the casual reader of this report in an understanding of the term "Guidance." Philosophically, Guidance is based upon the principle that there is nothing which requires so much scholarship and thought as living. Knowledge has great power but is only a means to an end-right living, and should be made to impinge upon and modify the many activities out of which life is constructed.
For the individual, the aim of education is to learn to extend, improve, and organize his activities for the betterment of his living. The fact that
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children respond is not significant (a teacher who has a strong personality may interest children in the meaningless or wrong). That they respond to the best is important.
Psychologically, guidance is based upon the assumption that an indi- vidual will develop best when he sets up for himself a worthwhile task, works it out according to well laid plans and is given freedom to do it.
By the process of Guidance we place the responsibility for one's decisions where it belongs, as fast as it can be done without leaving the individual to crass ignorance or to inisguidance of bad influence.
To illustrate the type of problem which would be discussed in such a course-"What shall be my attitude toward and my treatment of my negro neighbor?". Easy enough to add $1.24 and $2.25, but-"Why should I pay the sum if it represents a debt which I owe?"
When we contemplate the large numbers of boys and girls who have good school records and even while in attendance at school are responsible for criminal activities, some of us begin to wonder if, after all, the school is failing to do that which it might attempt with some measure of success.
This report would be inadequate if I were to neglect some mention of the generous cooperation and aid rendered me by a most capable staff of co-workers, without whose help my plans for the school would surely fail. I thank you, Mr. Grant, and through you, the members of the School Committee who have been so generous in their support of our school and its policies.
LINCOLN D. LYNCH
· REPORT OF THE SUPERVISOR OF HOME ECONOMICS EDUCATION
I herewith submit a report on Home Economics Education for the year ending December 31, 1935.
The Present Status of Home Economics Education
Many people actively engaged in or associated with the teaching of Home Economics do not yet realize the far reaching effects and values of Home Economics Education. However, those who have a real conception of its possibilities are able to sense the great economical and cultural service which this branch of education performs. There is no doubt that Home Economics today is combatting an appalling ignorance regarding those elements and essentials which make for happiness, economic stability and better and fuller living. It is reaching many who are ignorant of wholesome, nutritious, hygienic and substantial living. In fact it is blazing a trail to fuller living and higher ideals for home life.
The Forward Look
Although we have been more concerned with educating half the home- making "team," viz., the girls, it is plain that certain phases of Home
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Economics Education should not be sex limited, viz., home management, family and social relationships, etc. Boys must choose food, clothing and recreation. They must share in family and community activities. Their social relationships must be developed and they should participate in the cultural experiences offered by their environment. It is evident that Home Economics education, dealing as it does with these everyday activi- ties which boys must share, is of mutual interest to boys and girls. Home Economics Education will be more completely effective when all members of the family regardless of sex, are given an appreciation and understanding of the meaning of home and family life in its various aspects, sociological, economic, psychological, etc. In training half the team for family life, we are leaving the other half unfamiliar with the ideals which lead to happiness, richer living and success.
Specifically, I recommend that a course parallel to the course in Personal Regimen and Home Problems now required of all Senior High School girls be formulated for Senior High School boys.
Milestones of 1935
1. The Mothers' Club Home Economics Award. Outstanding, from the viewpoint of progress in education, was the decision of the Norwood Mothers' Club to grant a $5.00 award at Senior High School graduation for "General Excellence in Home Economics." Coming to us unsought, this step was epoch-making in the growth of Home Economics education in Norwood, for it represented an understanding and appreciation, on the part of the mothers of this community, of the value and importance of this phase of education. Miss Marion Fleming was unanimously selected to receive the Home Economics award at graduation in June.
2. The High School Operetta. This department contributed materially to the success of the High School operetta, "Lantern Land," by assuming the responsibility of remodelling all borrowed costumes. Also, a special set of "Rainbow" costumes was executed by members of this department for use of a special dance group. The costumes were very colorful and contributed much to the pleasing effect of the operetta.
3. Thanksgiving Cheer. The usual custom of contributing to those in need was carried out at Thanksgiving time by Junior High School Home Economics classes. Pupils contributed supplies which filled three large baskets and turkeys were supplied through private donation. These Thanksgiving dinners were distributed through the kind cooperation of the Public Health nurses, Mrs. Gunnarson and Miss Curran.
4. Afternoon Teas. Pupils were given an opportunity to enjoy socia- bility and practice social etiquette through our afternoon teas which continue to be enjoyed. Our invited guests included members of the School Committee, mothers, interested homemakers from this community, Junior and Senior High School faculties, Home Economics teachers from surrounding towns, pupils and members of the faculty from Framingham State Teachers' College. Excellent practice in social poise and hostess
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duties and graces is available to our pupils through this activity. Pupils also enjoyed the contact with high school pupils from Arlington, Mass. These pupils remained for tea in our department following a meeting of the debating society.
5. Outside Contacts. Through the courtesy of several organizations, including the Boston Dispensary, New England Food and Dairy Council, General Baking Company, Lever Brothers Company, some very helpful demonstrations and stereopticon talks have been made available to our girls and boys. The very complete illustrative material presented by these agencies is a distinct aid to teaching and much appreciated and enjoyed by pupils.
6. Department Routine. We are indebted to Framingham State Teachers' College for providing us with pupil-teachers for our sixth grade Home Economics classes. Several Norwood girls have been assigned to practice work in our schools and the associations have proved most pleasant and satisfactory.
The management of the Senior High School Cafeteria has made an effort to provide varied, attractive and nutritious menus and is very grate- ful to those who have shown their appreciation of our efforts through continued patronage. We have passed through another successful year and wish to thank our workers for their constant cooperation.
All phases of our usual work have continued with the usual interest on the part of pupils. Our enrollment continues high and there is evidence that this branch of education is meeting a real need.
May I take this opportunity to express my appreciation of the excellent spirit of loyalty and cooperation shown by all members of the Home Economics department, and to all who have contributed to the develop- ment of this department.
AGNES M. BRIDGES
REPORT OF THE SUPERVISOR OF PRACTICAL ARTS
Submitted herewith is my annual report of the Practical Arts Depart- ment for the year ending December 31, 1935.
The work in the department covered a balanced and efficient program of instruction. Every effort was made to give the students from the sixth grade through Junior and Senior High Schools definite courses, that were characterized by opportunities for experience in a variety of fundamental activities. These activities were characteristic of different trades, such as Woodwork, Printing, Drafting, Sheet Metal, Machine Shop Practice, Pattern Making and Moulding.
Probably the greatest value of instruction in these different courses was the contribution they made through exploratory and developmental forms
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of experience, to discover interests and aptitudes. Especially was this true in the Junior High School.
Our program (woodwork) throughout all the schools was based on pupils' interests, in which we taught them the skill required in hand tool manipula- tion. Some of the projects constructed showed exceptional workmanship by the boys on such articles as: model airplanes, model boats, cowboy book ends, sewing cabinets, and kitchen memo pads.
Closely following the standards of accomplishment set in the sixth grade, the pupils in the seventh grade continued with the opportunities that gave them advanced instruction with the hand tools and also an introduction to woodfinishing.
Projects constructed were well done and bore evidence of the fine in- struction given. These articles consisted of broom holders, magazine racks, hanging shelves, and clothes dryers.
The woodwork course consumed half the school year, while the remainder gave the student new experiences in the General Shop. Here a variety of new activities with new construction materials were offered, mostly in metals. Four distinct units of work were required and the student selected his projects with care, so that they were suitable for a general knowledge of these units. Many projects, such as scoops, wall and table lamps, magazine stands, book ends and jardiniere stands were constructed, and the workmanship displayed on these finished articles was conclusive proof of the value of the course.
Our eighth grade try-out in Printing and Mechanical Drawing provided a ten weeks' course in each. Mechanical Drawing sought to develop in the student a drawing technique as well as good style, but did not attempt to develop originality. All work consisted of plates completed in pencil, an effort being made to develop power of visualization and also to strengthen constructive imagination.
The Printing Course covered the fundamentals of job composition and presswork.
Our ninth grade Printing course allowed ample opportunity for each student to do a production job. All school forms, of which there are eighty, were turned out by this group. Every productional job had its instructional content, and the shop was constantly busy turning out the school department's requirements.
The woodwork unit of the ninth grade provided added experience and interest, as the student was allowed to operate the woodworking machines, under closc supervision of the instructor. This set the student to work on larger and difficult projects, as the list signifies: cnd tables, drop leaf tables, skis, desks, bridge lamps, and single beds.
Apparently the Senior High School, with its General Shop, appeals to the desires of the students, as evidenced by the full class enrollment. This fall we eliminated the electrical unit, and in its place installed a moulding unit. This gave the boys a brief course in moulding and general foundry work, and now seems to be one of the most desirable units for general shop
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activities. The students enjoy moulding things from molten metal, be- cause it has a peculiar fascination. With the installation of a new furnace and a blower we are now able to melt and pour soft metals, such as alumi- num, brass, copper and bronze. At present a group of boys are busily en- gaged on patterns to be moulded.
Advanced mechanical drawing offered the students a selection of two major courses, to be elected after their first year's work, mechanical en- gineering and architectural drawing. Those who did not wish to specialize, followed the regular course.
Several students participated in the "Town Square Development" con- test held this fall and one of them won the first prize on his submitted drawings. Other boys have entered two drawing contests, sponsored by advertisers of drawing materials, and are displaying very exceptional talent.
May I extend my sincere gratitude and thanks for your splendid help and cooperation, and to all others who so willingly cooperated with the department during the year.
CLIFFORD H. WHEELER
REPORT OF THE HEALTH DIRECTOR
I submit herewith the annual report of the Health Department.
"Were a young man to write down a list of his duties, health would be among the first items in the catalog. There is no exaggeration of its value, for health is indispensable to almost every form of human enjoyment."
Physical Examinations
The physical examinations of all the children have not yet been made, but we do anticipate completing this work in the near future. Notices of defects found from examinations already completed have been sent to the parents. In many cases remedial work has been done.
It is still difficult to have all remedial defects corrected. This is par- ticularly true in regard to defective tonsils and adenoids. The parents are willing to have this work done but because of straightened family circumstances find themselves able to provide only the bare necessities of life. A tonsil operation at such times seems a luxury, so is put off until the happy day when prosperity might be overtaken while turning the corner. It is to be hoped that the day will come when such work can be done when needed and not postponed until the general health of the child is impaired and the eardrums affected and defective hearing results.
Dental Examinations
The teeth of all the children in the first six grades have been examined by the school dentist. About eighty-nine percent of these children needed dental attention. The amount of work to be done varied, some needing
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cleaning only. Notices of the defects were sent to the parents and treat- ment by the family dentist advised if the child was not eligible for dental clinic care.
The dental corrective work continues to show progress. The dental clinic can effectively care for the group of children in the first three grades. There is a definite need for a more extensive service which would care for the children in the older groups (particularly in the Junior and Senior High Schools), who find themselves unable to afford the services of a family dentist.
Mental Examinations
Dr. Anne L. Clark has examined forty children having difficulty with their school work. She has made recommendations which should enable them to derive greater benefits from their school work.
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