USA > Massachusetts > Norfolk County > Norwood > Norwood annual report 1936-1938 > Part 20
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Mathematics .
Miss Wilda L. Vose, Principal of the Callahan School, is heading up a committee which proposes to make a study of our needs in the course in Mathematics. Already, steps have been taken in the matter of course reorganization. There is yet much to be learned as to the best methods of developing in children a comprehensive understanding of the functions and purposes which number serves, time and space relationships, and the uses to which we put mathematics in our everyday lives.
We are aiming for a better pupil understanding of the purposes of mathe- matics and a more efficient application of its principles.
Social Studies
This past year has seen a complete reorganization of our Elementary Social Science program under the leadership of Miss Agnes H. Hedberg,
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Principal of the Winslow School, with the most capable assistance of Miss Marion E. Smart, Head of the Guidance and Social Science Departments of the Junior High School.
This is a completely integrated program and offers a thorough intro- duction to the study of "Man and His Changing Society" as presented in the highly successful Rugg Social Science Course for Junior High Schools.
We believe firmly that young Americans can be given an appreciation of the significant contemporary problems of living together. Current conditions in our country serve as never before to throw into sharp relief the need of teaching our youth to understand life in America and in other countries. Our schools are confronted with the difficult task of educating pupils to become informed, thinking citizens who will participate in solving the problems of their contemporary life. It is of the utmost importance, therefore, that schools bend every effort to introduce our young people to the chief conditions and problems which will confront them as citizens of the world. Such is the essential purpose of this new unified course in the social studies.
In the accomplishment of the aim of this course, materials have been assembled from many sources and brought to bear upon a series of signifi- cant topics. Thus units of understanding are created, each governed by the purpose to understand and each unified by the purpose in view.
The course therefore illustrates the modern trend toward curriculum integration. All necessary geographic facts and principles are woven around their indispensable historical themes. History serves in a similar manner to support geographical themes. The geographic facts, historical facts, economic, social, anthropological and aesthetic facts, which are needed together for understanding, are put together in close relationship. Hence, from the first to the last volume the course has been constructed in "understanding" units. Pictures, tables, stories, generalizing text-all have been included or excluded on the one principle, "Do the children really need these in order to understand this or that way of living?"
The Workbooks of this course bring together a succession of thought- provoking pupil activities. Young people grow in understanding only by participating actively in the study of society around them. Hence they must meet together and discuss their problems; they must experiment and con- struct; they must answer their own questions through first hand experience and research.
Integrated Health Study
Plans are now being made for the promotion of a health study in our schools. Many of us feel that health, adequately conceived, is mental health as it is affected by the physical, mental, emotional, social and edu- cational adjustments which the child is constantly being called upon to make.
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Consider the following. Many of our children are handicapped by ill-health or defects of some sort, speech, hearing, teeth, tonsils, adenoids, malnourishment, eye defects or other physical infirmity.
Such a situation is obviously very serious and it is in many ways im- portant to the school. In the first place, the school should take as one of its major responsibilities, the conservation of child health. In the second place, this situation seriously handicaps the school in its conventional purpose of helping children to learn, the child who suffers from physical defects cannot carry on his school work effectively. Further, many of these conditions involve. disciplinary problems, often of a serious nature, for the ill child is likely to be an irritable child. Finally, ill health or physical handicaps have very important but often neglected, long-time effects upon the development of personality-effects which are frequently determining influences upon a child's whole future career. Illness always affects emotional tone, nervous energy and temperament; and the cir- cumstance of illness or defect also usually limits the opportunity for normal emotional adjustment and social experience.
I am hoping that our plan will work out in such a way as to provide us a method of approach in teaching "the whole child" so that we have in mind his physical, social, emotional and educational needs when we are dealing with him as a pupil in our schools.
Reports to Parents
Such a program as that mentioned in the few foregoing paragraphs will make it possible for us to report progress or failure to a parent and in a more intelligent manner. Unfortunately, this program will be some years in development. It is, however, something to aim for as we progress.
Something to Think About
Many of our children come to the first grade inadequately prepared for the work which many others are able to do. The principal business of the first grade is that of providing the child with readiness and eagerness for reading.
By common agreement among educators, a child should have a mental maturity of the average six year old child before he begins to rcad. Ob- viously, many of our children are in the first grade for more than a year before they are ready for that which we expect them to do. For many children there is nothing but failure and discouragement, and often these handicaps haunt them throughout their school careers and until they finally give up school pursuits in despair and seek happiness and com- pensation in other lines of interest. '
Some relief in the situation might be rendered, I believe, in provision for a pre-primary or kindergarten class, whercin pupils would be taught for reading readiness and elementary social skills. Promotion from this group would be dependent upon the fulfillment of the demands of the
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grade. The child would then be ready for reading when he enters what would be the first grade.
In my opinion, a child admitted at the age of five years and in attendance for two years, attending school only during the morning would be much better off than he is under our present program.
At first glance this might appear to be an expensive gesture, but the two teachers who had these classes during the morning hours would be avail- able for remedial instruction for backward pupils in the other grades. With the probability of individualized instruction being more effective than group instruction, especially in the case of backward children or re- tarded children in rapidly moving groups, there would be a consequent drop in pupil failure and retardation, which IS EXPENSIVE.
It is worthy of consideration.
Conclusion
In conclusion may I express to you, members of the Norwood School Committee, my feelings of deep gratitude for the kind and considerate manner in which you have helped me in my new position.
I would like at this time, also, to extend to all other employees of the School Department my sincere thanks for a willing and united support in such things as I have attempted in the interests of our schools.
Finally, Judge Halloran, Mr. Pendergast and Mr. Kendrick have, each in his turn and as called upon, rendered to me a generous and helping hand in such affairs as we were mutually interested in, particularly those relating to school matters.
LINCOLN D. LYNCH
REPORT OF THE PRINCIPAL OF THE SENIOR HIGH SCHOOL
In presenting my first annual report as principal of the Norwood High School, it ought to be said at the beginning that no person can come into an organization dealing with approximately 700 pupils and thirty-eight teachers and make a really comprehensive report or offer much of anything which is constructive in character, after an acquaintance of only four months. I shall, therefore, present a few tables of statistics and close by touching upon some phases of the school which, on the basis of my brief contact, would seem to require some attention.
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Table I Enrollment October 1, 1936
Boys
Girls
Totals
Sophomore
134
127
261
Junior
120
128
248
Senior
87
93
180
Post Graduates
4
8
12
Totals
345
356
701
Table II P. G. Pupils Not Included Enrollment by Curricula (Percentages)
College Classical
College
Technical
Business
Civic
General
Sophomore .
13.5
12.7
34.2
12.4
27.2
Junior
13.0
16.3
35.5
13.5
21.7
Senior
5.6
19.4
35.0
19.4
20.6
Average
10.7
16.1
34.9
15.1
23.1
26.8
38.2
Table III High School Enrollment Over a Ten Year Period
Year
Total Enrollment
No. of Graduates
1927
497
114
1928
508
121
1929
560
133
1930.
584
141
1931
689
157
1932
709
194
1933
745
172
1934.
668
233
1935
707
175
1936
701
236
Observations on the Above Tables
The problem of the Post Graduate pupil is not now as acute as it was a few years ago. With the increased opportunities which we hope the High School graduate will have during the next few years, more than ten per cent of a graduating class ought not to appear the following September as Post Graduate pupils. Table number 4 reveals the fact that the peak of High School enrollment was reached in 1933.
127.
The following facts may be used as a prediction of the expected enroll- ment for September, 1937: During the school year, 1935-1936, a total of 31 pupils disappeared from the two lower classes. There were on the rolls of the school in June, 1936 (two lower classes) 454 pupils. In Sep- tember, 1936, this number had become 425. Assuming that a similar situa- tion will obtain next September, the 489 pupils now on the class lists (December, 1936) will lose approximately 30 pupils between now and June, while approximately 25 more will not appear in September, 1937. Just what the employment situation will be between now and next Septem- ber, no one can predict, but in the light of the above facts, it seems likely that the two upper classes in September will number approximately 435 pupils. If we add to this total, the usual number of entering pupils, the total enrollment will be approximately 690 pupils. This number seems to follow the trend indicated by the ten year statistics shown by table 4.
If we combine the first two columns under table 3 and the last two so that three totals are made instead of five, we then have the following facts:
College Preparatory 26.8
Business 34.9 38.2
General or Civic
This ratio of the three major groups of pupils in the High School is quite comparable to the figures in the State at large.
The Arguenot
For twelve or fifteen years preceding the school year of 1936-1937, a school magazine was published by the pupils of the school. It was issued four times a year, and contained a resume of the happenings of the year. For any pupil, the paper was a history of his High School career in fairly complete form. There were concerned with this paper approximately thirty pupils who, without doubt, received a great deal of administrative and business training which they could not have obtained from any other activity within the school. It seems unfortunate that this training should be denied to this group of pupils, and it is hoped that it may be possible to start this activity again in September, 1937.
Changes in the High School Teaching Staff
At the close of the school year in June, 1936 the following teachers resigned to be married: Miss Dorothy Guptill and Miss Ardra Briggs, in the Commercial Department, and Miss Sarah Blake, in the Mathematics Department. These teachers served the community for reasonably long periods of time, and the writer of this report regrets the fact that he did not know these teachers personally so that some recognition of their work might be made.
The following teachers were elected to fill the vacancies noted above:
Mr. John Kelley, graduate of the Bentley School and Northeastern, and Miss Margaret Kenefick, graduate of the College of Practical Arts and of the College of Business Administration of Boston University, in the
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Commercial Department; Mr. Henry Fairbanks, a graduate of Boston College, in the department of Mathematics.
Mr. Kelley has had three years of teaching experience in the Dedham High School; Miss Kenefick, three years in the Plymouth High School; Mr. Fairbanks, ten years in the High School at Rochester, New York. These people have entered into the work of our High School in splendid fashion.
The Financial Situation Regarding High School Athletics
The records show that a post-season football game was played with the Medford High School in 1924 and that approximately $3600.00 came to our athletic association from this contest. Since that time, lean years have eaten into this reserve, so that at present we have just about enough money to complete a somewhat curtailed program for the rest of this school year. During the past few years it has been evident that the success or failure of the Dedham game (financially) has had to carry the athletic program for the remainder of that year. The records show that the receipts from the Dedham game last year were the smallest in several years, and it ought to be evident that this means of athletic support is very uncertain.
The Basketball season for 1937 has already been arranged with a portion of the games to be played in the afternoon, from which almost no financial returns may be expected. While the object of an athletic program is not financial returns, nevertheless such programs cannot be carried on without money; and it would seem wise for the Committee to give some con- sideration to the problem of putting all basketball games back to an evening schedule.
Any athletic program carried out in a school is carried out primarily for the pupils concerned, and toward the support of which, the pupils ought to be willing to contribute. As this report is being printed, a plan for a High School Athletic Association is being worked out at the High School which may be in operation with the beginning of school in Sep- tember, 1937.
High School Assemblies
During the present school year an attempt has been made to have an assembly of the whole school once a week, usually on Friday mornings. Up to January 1, 1937 twelve such assemblies have been held. The speakers have been both local and from the outside, and an attempt has been made to bring to these assemblies something of an interesting and educational character to vary the work of the classroom. This program is curtailed a great deal by the lack of picture projection facilities in our gymnasium.
Statistics of Last Year's Graduating Class
A brief analysis of the activities of the graduating class of last year is presented because it is of interest to know what use our High School boys
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and girls make of their High School education. It is very gratifying to report that thirty-seven per cent of last year's class appear to be con- tinuing their education.
Continuing
in School Work At Home Unaccounted For Total
89
102
30
15 236
In closing this report, I wish to record the assistance which has been given to me, a newcomer, by the School Board, the Superintendent of Schools, and the entire staff of the High School.
LEIGHTON S. THOMPSON
Graduation Exercises of Norwood High School Class of 1936 Tuesday Evening, June 9, 1936 Norwood Junior High School Gymnasium
Program
Processional-Grand March
Charles Roberts
Invocation
Rev. William F. Reilly
"The Fishermen"
J. V. Dethier
Chorus and Orchestra
Hurrah! the sea-ward breezes sweep down the bay a-main;
Heave up, my lads, the anchor! Run up the sail again.
Leave to the lubber landsmen, the railcar and the steed;
The stars of Heav'n shall guide us, the breath of Heav'n shall speed. From the hill top looks the steeple, and the lighthouse from the sand; And the scatter'd pines are waving, their farewell from the land. One glance, my lads, behind us, for the homes we leave one sigh, Ere we take the change, and chances of the ocean and the sky. Hurrah! Hurrah! the west wind comes fresh'ning down the bay,
The rising sails are filling; give way, my lads, give way! Leave the coward landsman clinging, to the dull earth like a weed. The stars of Heaven shall guide us, the breath of Heaven shall speed.
Essay-"Our Modern Education" Lewis Aronin
Solo-"The Swan"
Saint Saens
Margaret Rathbun
Essay-"Attitudes and Ambitions"
Sophie Lutz
Duet-"With the Stream"
Berthold Tours
Mary Daunt Winifred Welch
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Graduation Address
Dr. Vivian Pomeroy
"Land of Our Hearts"
George Chadwick
Chorus and Orchestra "Land of our hearts, upon whose bounteous breast Earth's weary sons from many lands find rest, Bind us in love that we may ever be One blood, one nation, everlastingly."
Gift of the Class of 1936
William Doyle
Acceptance of the Gift for the School
Bernard Chubet
Year's Honor Roll of the Class of 1936 Mr. L. D. Lynch, Superintendent of Schools
Award of Medals and Prizes:
Lane Medals
Washington and Franklin History Medal
John F. Murray Athletic Cup
Plimpton Art Prize
Teachers' Club Scholarship
Berwick English Prize
Norwood Woman's Club Scholarship
Norwood Mothers' Club Home Economics Award Mr. Lynch, Superintendent of Schools
Presentation of Diplomas Mr. John J. Conley, Chairman of School Committee
"Norwood"
Wheelock, '13
Arranged by Walsh, '13
Chorus and Orchestra (The audience is invited to join)
"America" (first and last stanzas)
Smith
Recessional-March.
H. Wadsworth
The audience will kindly remain seated during the entire recessional.
Orchestra
1st Violin
Walter Lunsman
1st Clarinet Angelo Simoni Helen Glancy
Mary Mucinskas
Margaret Rathbun
Michael McDonagh
2nd Clarinet
Roger Flaherty
James Donovan
Edmund Dalton
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Edward Banks Lillian Karki Jeanette Geroso Miriam Louko
2nd Violin Lucile Riemer
Veronica Riley
Thomas DiCicco
Sylvia Gleichauf
Helen Cleary
Dennis Murphy
Michael Triventi Clifford McLatchey
Oboe (Saxophone) Virginia Steele
Arthur Davis
Alphonse V. Abromoski Sally Gertrude Acton John E. Alex
Stephen A. Alukas
Sophie J. Antonitis
John F. Arbarchuk
Priscilla Bales Archibald
Lewis Richard Aronin Helen Ann Aukstolis
Knight Abbott Badger
Gilbert Warren Balduf
Mary Margaret Balduf
John Edward Bamber Edward Joseph Banks Elizabeth Ann Barry
Peter Joseph Bartkewicz Arthur Francis Blasenak
Ellen Mary E. Byrne
Mary Theresa Cabral Albert John Campbell Rosemary Freda Campbell Anthony Francis Carducci Marjorie Evans Caswell Alice Barbara Chubet
Baritone Saxophone Norman Berezin
1st Cornet Carlton Race Lawrence Hayes
Alto Horn Joseph Riley
Alto Saxophone Duncan Cushing
Piano Elizabeth Glancy Martha Taylor
Drums Catherine McLean
Graduates
Dante Ciancarelli
John Stephen Cleary
Philip Oldham Coakley
Shirley Elizabeth Coleman
Helen Genevieve Connolly
James Francis Connolly James Paul Connolly
Kathryn Claire Connolly
Frederick Joseph Conroy Mary Cecilia Conroy
Angelo A. Conti Virginia Lane Cook
Helen Marie Cormier
Catherine Elizabeth Costello
Edward S. Costello Kathleen Joan Costello
Joseph Francis Coughlin Marjorie Louise Crouse Claire Mary Curran T. Joseph Curran Bernice Louise Dalton
Edmund Gregory Dalton, Jr.
Mary B. Daunt Arthur Edward Davis
132
Negmi Deeb Thomas DiCicco Ann Josephine Dillon Joseph Mario DiMarzo Irving John Dobson, Jr. Helen Loretta Dolaher
Dorothy Frances Donnelly
Mary Joan Donovan
Agnes Joan Jankowski
William Francis Doyle
Michael Peter Jasko
Helen Burnadette Javasaitis
Nellie E. Jecius
Beatrice Evelyn Johnson
Agnes Ellis
Doris Evelyn Johnson
Arthur Willis Elwell, Jr.
Ruth Virginia Johnson
Emily M. Firth
Agnes Marie Kallstrom
Helen Ann Flaherty
Adolph C. Kapinos
Louise Agnes Flaherty
Stephen Patrick Flaherty
Esther T. Kaski
David Hamilton Fleming
Martin Joseph Keady
Helen Teresa Flood
Charlotte Nancy Kelley
James Elery Flynn
Charles Kelly
Marion Roslind Flynn John Joseph Folan
Olive Marie Kelly
Katherine Evelyn Folan
Henry William King
John Mathew Foley
Herbert Clinton Klein
Barbara Mae Foss
Rose Kozak
George Albert Franklin
Rena Louise Frueh
Marie Magdeline Gotovich
Jean Graham
Elvie Granlund
Michael Joseph Lorusso
Martin Walter Green
Kenneth Everett Griffiths
Michael P. Lukawecki
Andrew William Grigun
Walter Ellsworth Lunsman
Sophie Elanore Lutz
Daniel John Lydon
Arvi Nestor Gronroos
Chester J. Grusheski
Robert Edward Gustafson
James Eugene Mahar
Mary Claire Halloran
Agnes Marie Mahoney
Katharine Marie Malacaria
John Thomas Maloney
Francis Daniel Hart
Carleton H. Hearn Catherine Mary Hennessey David V. Heylin Chrysella Hill
Roy A. Hill
Frank Hurst Irene Ikkela
Francis Jerome Drummey Christine Catherine Duffy Anthony Dundulis Louis Isaac Elias
Bertil J. Johnson
Joseph Burnham Fenton
Esther Rae Jones
Christine Elizabeth Karshis
Hazis Michael Kelly
Eleanora Martha Kuusela
Edith Elva Letteney
Edward Henry Letts Mary Loretta Lopez
Miriam Lily Louko
Arthur John Groh Paul Raymond Grokest
Lillian Grace MacRae Ruth C. Maguire
Mary Louise Hallowell George Edson Harris
Celia M. Maloof
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Myrtle Odessa Margeson Elmer J. Marsh H. Lynwood Martin Florence Marie Masino George F. Masteka Elmer Edward Matola
Annie Mary Cleponitis Mazgalis Michael Jeremiah McDonagh Catherine M. McDonough
Charles McKnight Helen B. McLean Dorothy Ann McTernan Dorothy Merrill
John Andrew Millin, Jr.
Stella Janet Mills
Michael Edward Minkevitch
Patrick Joseph Mogan Frank Molinari
John H. Moloney, Jr.
Mary Frances Mucinskas
Mary Agnes Murphy
Margaret T. Murray
Marion Mackenzie Mutch
John Francis Nash
Kenwood J. Nelson
Rita Celine Nichols
Mary Catherine Nicholson Marie P. Norton Donata Mary Notarangelo
Joseph Timothy O'Brien Catherine Elinor O'Donnell Charles R. O'Leary Mary Agnes O'Loughlin Marion M. O'Rourke
Anna Barbara Palm Agnes Teresa Parsons
Albina Joan Paza Irene Marie Pendergast Andrew Perednia
Frances Amelia A. Perekslis John Eric Peterson
Anthony Walter Piston, Jr.
Dorothy S. Probert
Edward David Quann, Jr. Pearl G. Rabinovitz
Harry Carlton Race Marion Rafuse Vera Ransow Charles Edgar Rathbun
Margaret Inez Rathbun
Robert Cady Rathbun
Richard Eugene Ready
Helen Catherine Rempichel
Elizabeth Reynolds Gretchen Riemer Paul Arnold Robertson
Mary A. Rombola
Ruth J. Romines
George Shea Rose Marion E. Ross
Mable Russell H. Helen Saari Irja Salonen Joseph Martin Selukas
Marion E. Shannon
Walter S. Siderwicz
Mary Anna Sienkiewicz
Roland Conrad Silvestri Alphonse A. Simaski Angelo Ernest Simoni
Bette Marie Slavin Robert G. Spencer Frank W. Stadnikiewicz
Vincent P. Stanavitch
Virginia Marston Steele Marion Frances Stone Solveig H. Storm Annie Agnes E. Stupak
Frank J. Sustavige
Mary Elinor Tareila Anna Judy Taylor
Gerishome G. Thomas Stasia Ann Thompson Martin Francis Thornton, Jr.
George Warren Towne Albina Pauline Urbanovitch Adele Florence Vaikasas Valerie Mary Vaikasas
Bette Christine Walsh Eleanor Therese Walsh
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Arthur Campbell Webber Sylvia Lorraine Weinfield William P. Welch Winifred Loretta Welch
John Winslow Priscilla Wise Hazel Martha Wood Eleanore Woods
REPORT OF THE PRINCIPAL OF THE JUNIOR HIGH SCHOOL
I herewith submit my annual report as Principal of the Norwood Junior High School.
The efficiency with which this school functioned when school opened in September reflects well upon my predecessor and the faculty of the Nor- wood Junior High School. It was indeed a pleasure to come into a school which was in fine order to find teachers and pupils very willing to cooperate to continue the fine traditions which have been established so well.
Assemblies
The school has enjoyed many worthwhile activities through our regular assembly periods. Miss Dorothy George of the Vesper George School of Art gave a very interesting talk on "Art Mindedness" emphasizing the need for more creative work in this all important subject. Lieutenant Commander Walter K. Queen, Chief Engineer of the Second Byrd Ant- arctic Expedition to the South Pole, gave us a detailed account of his trip. Through the courtesy of the United States Coast Guard, Lieutenant Walter Capron presented a sound picture showing the work of coast- guardsmen on land and sea. The Dramatic Club, under the direction of Miss Kathryn R. Byrne assisted by Miss Eleanor C. Drew, Miss Mary L. Kent, Miss Esther A. Griffin, Mrs. Marie S. Brown, Mr. Thomas R. Bowler, and Mr. Alfred M. Disnard, staged two excellent assemblies: one, "The Muses" based on Greek Mythology; the other, "The Bethlehem Road", on the observance of Christmas.
The Student Activities Association
The response to an organization which financially supports inter- scholastic athletics, special assemblies and the school paper has been splendid. The success of "The Junior Narrator", our newly organized school paper, can be attributed to the support given to it by the S. A. A. and the tireless efforts of the faculty and student body.
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