USA > Massachusetts > Norfolk County > Norwood > Norwood annual report 1936-1938 > Part 21
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Noon Luncheon
A group of approximately forty pupils stay each noon for lunch. At present hot soup is served to these pupils at cost. This procedure has been received most enthusiastically. During the winter months these pupils remain inside for the entire noon hour. Many of the pupils do their home
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study during this time. Others engage in games which are provided for them.
The Community Club
The work of the Community Club under the direction of Miss Helen P. Gale has been very effective. The club conducted a successful drive for jams, jellies, and groceries for the Norwood Hospital. A large number of playthings, scrapbooks, and library books were presented to the hospital at Christmas time.
Worthy Use of Leisure Time
In view of the fact that ten billion dollars were spent in this country last year on leisure, we must recognize the need for direction in the use of leisure time. In recent years, the working hours of man have been greatly reduced. This presents a problem for the adult but a more immediate problem to the school in teaching pupils what to do with their time outside of school.
Through our system of clubs, we present the opportunity for pupils to participate in activities of their specific interests. The intra-mural leagues keep pupils actively engaged in recreational activities which emphasize good sportsmanship and clean wholesome play. When pupils of all grades gather in the clubs, on the playing field, or in the gymnasium, they learn to get along with each other while taking an active part in the extra curricular activities which are so vital to the success of any school.
Guidance
During recent years many progressive schools have introduced a course in guidance in some form which has been adapted to the needs of the par- ticular group at hand. Miss Marion E. Smart, Head of the Guidance Department, assisted by Miss Mildred I. O'Donnell, and Miss Florence M. Hayes, have successfully initiated guidance into our school. At present the pupils spend two periods out of their school week under the direction of these teachers in classes of group guidance.
It is planned to have each pupil meet the guidance counsellor twice dur- ing the year for individual conference. The purpose of this department is to develop the pupil to his maximum possibilities within the school and in after life. Through carefully planned discussions this work will help the pupil to develop proper habits and attitudes, to recognize, understand, and solve his problems, to make his choices and adjustments, and so, to live his life more fully.
Thus far the work has been centered around three main themes: Our School, Our work, and Ourselves. Considerable time has been spent in adjusting pupils to their school, explaining the purpose of the Junior High School in a plan of education, and discussing ways of building better work habits through study directions. The school routine has been interpreted to them through their experiences. Several case conferences have been presented which tend to show examples of respect for property and better personal conduct in real social situations.
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While I realize that it is extremely difficult to measure results in the field of human behavior, it is safe to assume that the work of the Guidance Department has encouraged pupils to take a more personal interest in school, to become a more integral part of the school. They seem vitally interested in the solution of their problems and derive satisfaction from the results. Their responsibilities seem to be taken more seriously be- cause they, themselves, work them out. Their failures are less dishearten- ing because they challenge discovery of causes and application of remedies.
It is a source of great satisfaction to know that a large number of pupils have voluntarily sought the counsel of the guidance teachers on many occasions after the regular school day was over.
Providing for Individual Differences
The decline of child labor has encouraged a number of older pupils of mediocre ability to stay in school. It is safe to assume that there is very little opportunity for gainful employment of boys and girls under the age of eighteen. Recognizing this condition, it is our opportunity to provide for pupils of limited ability, school work which they can do with some measure of success. This presents a tremendous problem to teachers who have been accustomed to teaching pupils on the traditional level of the Junior High School grades. It is extremely difficult to find suitable ma- terial written in the reading vocabulary of these over age pupils. Many of the books which they can read are written in the language and on the interest levels of pupils much younger than they.
The English Department under the direction of Miss Abby L. Smith has been studying the situation as it applies to reading. Realizing that most failures in school are caused by the inability of pupils to interpret the printed page, our teachers are interested in the possibilities of remedial reading. To meet the needs of these pupils of limited ability we must eventually revise our curriculum to a level where they can, with some degree of success, do the work prescribed.
I wish to take this opportunity to express my appreciation to the faculty for their cooperation, to you for your stimulating leadership and the school committee for its continued support.
ROBERT J. NEWBURY
REPORT OF SUPERVISOR OF HOME ECONOMICS EDUCATION
I herewith submit a report on Home Economics Education for the year ending December 31, 1936.
Progress in Home Economics Education
In reviewing the general progress of Home Economics as an educational subject one is first impressed by the radical changes in the interpretation
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of the subject, the awakening of the consciousness of its real influences and the type of adjustments that have been made. Home Economics is keeping apace with social, economic and scientific changes and is shifting its emphasis as outside influences have brought their influence to bear upon the home. A true conception of its broadening scope can be at- tained by:
1. Considering Homemaking, as a Field of education-not a subject.
2. Viewing Homemaking not as a job or profession, but as a "way of living."
3. Estimating the scope of Home Economics with its many and varied phases of instruction.
4. Noting the commercial opportunities open to students with a sub- stantial Home Economics background. Statistics show that this is the largest field open to women today and that Home Economics offers the most lucrative salaries to those properly trained. High School Home Economics courses lay an excellent foundation for many branches and fields which require no college training and where returns are immediate.
Home Economics for Boys
Today, Home Economics for boys is no longer a new departure in edu- cation. The idea is constantly spreading and Home Economics is part of their required work in some Massachusetts cities. Although women claim the home as their domain, we are obliged to recognize homemaking as a joint responsibility. Administrators are coming to realize the part that Home Economics can play in the lives of boys as individuals as well as members of the family and community. Boys recognize the wage-earning possibilities in this training as well as its great value in preparing them for more satisfying living. They particularly appreciate and desire the training it offers in social etiquette.
We are faced with the challenge of helping to educate the "other half" of the team along lines of home-management and home and family re- lationships, thus making them familiar with ideals which lead to richer living and successful home lifc.
The Contribution of Home Economics to Education
Home Economics, as an education subject, deals with a unit of society and not a body of organized knowledge and cannot be treated or taught like other curriculum subjects. The breadth of this field challenges a wide range of interests and its subject matter touches every phase of daily living. Unfortunately the relationship of Home Economics to the whole field of education is not fully appreciated or understood by those not di- rectly concerned with its teaching.
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Although Home Economics trains individuals to utilize their resources in meeting material problems, it makes its richest contribution when it leads to the forming of desirable ideals and standards in regard to personal living, home and family life. It directs its attention toward orientation of the individual into the life of which he is a part, basing its philosophy on ideals concerned with happy and successful living. No other subject on the secondary level has the vocational and general guidance value which is inherent in Home Economics.
Home Economics can be an integrating force in education and should hold an important place in basic core courses in both Junior and Senior High Schools. It is so closely tied up with everyday experiences and knowledges that it can no longer be considered a "special" subject for a small, select group. Its limits are the field of personal living, home and family life.
Home Economics in Norwood
We can justly view with satisfaction the progress made in Home Eco- nomics in Norwood over a period of years. Using new subject matter and method, we are now contacting more pupils than could have been reached through confining this training to instruction in the traditional phases of this field of education. Through our splendid physical set-up we are able to develop home-like procedures in home atinospheres, creating in our pupils initiative, pupil independence and a desire to assume responsibilities.
In keeping with the demands of a changing world our courses have been re-evaluated, reorganized and planned to bring out the greatest possible values, viz., increased personal satisfactions, more wholesome family re- lationships and improved living conditions, at the same time endeavoring to keep apace with the abilities, needs and interests of our pupils. Al- though the measure of our success cannot be determined in concrete terms the lasting influence of Home Economics teaching should bear its fruit in the form of better and happier homes in Norwood.
Department Routine
We have had the cooperation of State Teachers' College at Framingham in supplying pupil-teachers for our elementary classes in Home Economics. Demonstrators and lecturers have provided outside contact for our pupils and thus much valuable information has been made available. Both Junior and Senior High pupils benefited by and enjoyed a field trip to the Slade Company's demonstration car where they received valuable in- formation on spices and their use. Junior High School Home Economics classes and faculty contributed generously to our Thanksgiving dinner baskets which were distributed through the kind cooperation of the Public Health nurses, Mrs. Gunnarson and Miss Curran. The Home Economics award, made possible by the Norwood Mothers' Club and presented at High School graduation, was given to Miss Virginia Cook, who, we are pleased to note, plans to continue with Home Economics training.
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Recommendations
In the interest of furthering Home Economics to the point where we are making the best possible use of all facilities at hand, I recommend the following:
1. Reinstatement of a trained Home Economics teacher in grades five and six with return to regular courses in those grades.
2. Room space at Junior High School for setting-up our equipment to the best advantage and to allow a continuance of certain branches of in- struction which have been curtailed because of unsatisfactory conditions for presenting the work.
3. A required short course for all ninth grade girls.
4. Organization of a required course for boys parallel to the course now given Senior High School girls. This course to deal with social eti- quette, personal and home problems.
May I take this opportunity to express my appreciation and thanks for the excellent cooperation I have received from all members of this department and from all who have contributed to the development of this department in any way.
AGNES M. BRIDGES
REPORT OF THE SUPERVISOR OF PRACTICAL ARTS
I herewith submit my report on Practical Arts Education for the year ending December 31, 1936.
Practical Arts Education today calls for a program full of "diversity and enrichment", as occupations change so rapidly that specialized train- ing is no longer justified. Such a fact causes our program of education to differ widely from that of a generation ago. At present our program of Practical Arts strives, on one hand, to introduce industry, and on the other, to provide for a series of individual interests for all pupils.
Our objectives of "Exploration", "Avocation", and "Intelligent Con- sumption" define fairly well the principle scope of Practical Arts in our schools. There are other objectives, of course, and points of emphasis will vary, but these three should determine the organization of Practical Arts program.
Our program of the seventh and eighth grades has been rather formal, providing introductory experiences in a small range of industrial ma- terials, processes, tools, and machines. We endeavor to develop desirable habits of achievement through directed experiences in our shops and drawing room. We strive for desirable ideals of workmanship, accomplish- ment, and social behavior through carefully supervised activities in the shops. These in turn bring into play the native impulses for invention, construction and cooperative achievement.
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In our woodworking unit for Junior High School, the course provided experiences dealing with carpentry and building, including simple bench experiences; furniture and furnishings; some pattern making; finishing and upholstery; wood identification; forestry and conservation; lumber- ing, and other pursuits characterized as arts and crafts or hobbies. Of the latter, Leathercraft was introduced. Through this activity, experiences with new materials and tools were enjoyed. The addition of more units similar to Leathercraft is being planned for the future, in order that the pupils may have a more diversified series of units and tool processes.
Our general metal shop course, another unit of seventh grade Practical Arts Education, provided new and interesting projects in several kinds of metals: copper, brass, tin plate, galvanized iron and mild steel. Small projects were made which required soldering, riveting, folding and forming.
During the year, two bench machines were added to the shop's equip- ment. These helped to increase the number and improve the quality of the projects which a boy could construct during the term. Other bench machines could be added which would aid materially in this type of in- struction.
Our graphic-arts course is one of the most valuable units in Practical Arts Education. Printing ranks second in the United States among all industries, that is, in respect to the value of their products. We have, therefore, included in our course, units dealing with paper making, station- ery, cards, forms, tickets, illustrations (block cuts), posters, programs, color usage, bookmaking and some intaglio.
Wherever it was possible, without breaking the continuity of the course, printing jobs for the school authorities or for school organizations were used as instructional material. A vast amount of job printing was turned out by advanced students who showed considerable ability to do a job and do it well.
Our Practical Arts Education program in the Senior High School empha- sized the technical or scientific aspect of shop and drawing work as well as skill and workmanship. Whether the boys go to college or immediately into some industrial vocation they need and receive the technical knowledge relating to, and involved in, shop and drawing work.
The program of shop activities was much the same as it has been in past years, with the exception of the moulding unit. This unit proved suc- cessful, providing the students new experiences in the methods of working with a molten metal. Patterns were made in wood and moulded, cast in lead, aluminum, brass and bronze.
The machine unit was less effective because of the fact that, in our effort to produce a successful project we found the machine lathes badly worn. One needs replacement and better results may be achieved with a new machine suitable to do the work. Projects constructed were small, but interesting, and consisted mostly of small tools.
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Each sophomore and junior division devoted one period during the week to related shop material and shop drawing, including shop sketching. By using charts and illustrated material, these divisions were given an in- structive series of lectures upon the subject, "Safety in the Shop."
Wherever practical, all students in the drafting classes were given experiences and problems dealing with layout, lettering, shape descrip- tion, pictorial drawing, descriptive drawing, color, design, working draw- ings or plans, including furniture and architectural drawing, charts and graphs, commercial art, etching, chalk talking and cartooning. With these new and varied experiences we can place before our pupils a field rich in natural correlation with other school subjects.
Our future outlook should include some consideration of:
1. An extension of the shop facilities at the Senior High, as our present conditions are inadequate to meet the demands placed upon them. We should like to provide all students desiring shop activities, the opportunity of obtaining them.
2. A longer shop period during the day at Senior High, with the possi- bility of inserting double periods.
3. The reinstatement of a regular Practical Arts teacher in grades five and six, so that the work may be uniform throughout the schools, and, too, that we may earlier provide experience in the fields of Practical Arts interests which appeal to these younger boys.
I wish to extend to you my sincere gratitude and thanks for your help and cooperation, and to all others who so willingly cooperated with the department.
CLIFFORD H. WHEELER
REPORT OF HEALTH SUPERVISOR
The annual report of the Health Department is herewith submitted.
Physical Examinations
The school physicians, Dr. Edward Brennan and Dr. Alfred Fenton, have given a stripped-to-the-waist physical examination to each pupil in the school system. Notices of defects have been sent to the parents; follow-up visits have been made, and in many cases remedial work has been completed.
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Defects Noted
School
Number
Examined
Tonsils and
Adenoids
Cardiac
Posture
Anemia
Enlarged
Thyroid
Skin
Malnutrition
Nervous
Grandulated
Lids
Enlarged
Glands
Senior High
674
34
11
3
2
2
6
Junior High
678
55
9
6
1
Balch
431
38
2
Callahan
269
53
4
2
1
Shattuck
262
38
1
2
1
Winslow-West
265
11
1
1
-
-
Total
2579
229
26
10
2
2 8
3
2
2
1 2
Dental Examinations
Since the opening of school in September, all children in grades 1 to 6 inclusive have had a dental examination by the school dentist, Dr. Timothy J. Curtin. Approximately eighty-five per cent of this group needed dental attention, some requiring only a cleaning and others, more extensive re- pair. The parents were notified of the defects and urged to consult their family dentist. It is only possible to care for the children in the first three grades. It would be definitely helpful if the service could be extended so that the older groups, that is, the Junior and Senior High School students, might benefit. Many of the students find it very difficult to consult the family dentist, not because of any lack of interest on their part, but because of the inelasticity of the family income.
Mental Examinations
Dr. Morris Sharp examined forty-three of the children who were unable to carry on the regular school program. He has made recommendations which should enable them to derive greater benefit from their school work.
Norwood is fortunate to have within its limits a Habit Clinic. This clinic is held at the Norwood Hospital each Friday morning. The aim of the clinic "is one of Prevention-prevention of difficulties which arise from some simple traits of early childhood. The most promising means for prevention of social and economic failure are those which aim to correct the difficulties in their beginning." Many parents have availed themselves of the services of the clinic. We feel, too, that many of the problems we find here in school may be overcome after a better general understanding of what the child needs for the development of the healthy mind and physique.
Communicable Disease Control
The problem of the controlling of communicable diseases has not been quite as great this year as it has been in the past. There have been
wo Lungs
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sporadic cases of scarlet fever all year; measles was most prevalent during January, February, and March; and Chicken-pox has been with us since the opening of school in September.
Daily inspections of contacts, examinations of all children returning to school after illness, and follow-up visits in the homes helps to control these diseases to a certain degree.
It would be most helpful if parents kept children at home when they are below par physically or when they show signs of communicable disease infection. Such precautions taken early not only protect their children from added infection, but would also prevent their schoolmates from unneccessary exposure to infection.
Diptheria Immunization Clinics
Two hundred and six children received the toxin antitoxin inoculation for the purpose of immunizing them against diptheria. Two hundred and fifty-four, previously inoculated, were given the Schick test and all but one was found to be immune. This lone child was given a second series of toxin antitoxin inoculations and, no doubt, will have the desired im- munity when given a second test.
Chadwick and School Clinics
The purpose of these clinics is to promote the health of the school child and prevent tuberculosis by discovering any early signs of the disease, and treating it before serious illness occurs. The Chadwick Clinic work will eventually be taken over by the School Clinic which is supervised by the Norfolk County Hospital at Braintree. The report of these two clinics is as follows:
School Clinic Held in May, 1936
Number of children tested . 448
Number of children re-acting positively . 50
Number of children x-rayed. 50
Number of children referred for examination and follow up. 6
Chadwick Clinic Held in October, 1936
Number of children x-rayed . 66
Number of children re-examined 66
Number of children improved . 65
Number of children unimproved 1
Number of children recommended for summer camp. 1
Number of children recommended for sanatorium treatment 1
Number of children discharged from clinic . 3
School Eye Clinic
One hundred forty-six children were seen at the school eye clinic by Dr. Hugo B. C. Riemer. Of these, sixty two had vision corrected with
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glasses; eight required no change from glasses then being worn; seven had diseased conditions of the eyes requiring medical treatment; two no longer required correction with glasses; and fifty-six needed no treatment whatever. Nine patients are to return for further examination.
Audiometer Testing
The audiometer test, a test for accuracy in hearing, was given to thirty- six hundred and two children. Two hundred and twenty-four were re- tested, and of these, one hundred and six were found to have defective hearing in one or both ears. The parents were notified and urged to consult the family physician. Five students in this group are having lip-reading instructions at the Horace Mann School.
Weighing and Measuring
The interest a child has in his growth is stimulated by the monthly weighing and measuring. No longer do we hold each child up to the "average" weight table. He is compared with no other child. A steady gain in weight each month is encouraged, as this is the best indication of growth.
Mid-Morning Lunch
Each building has this activity, though it must be said that the ele- mentary pupils are far more enthusiastic than the pupils in the Junior or Senior High School. Possibly this is due to their inability to appreciate the value of such an activity. The Senior High students are, perhaps, justified, since their noon lunch period comes soon after mid-morning lunch is served. The Norwood Woman's Club, through the Community Fund, makes it possible for some one hundred and twenty-five children to have milk each day.
Health Day
The elementary grades observed Health Day on June 4th. This cele- bration completes the health program for the school year. As stated in the Outline on Health Education used in the grades, "the ultimate ob- jective of health education is to insure for the future, healthier, happy, and more efficient citizens."
The correction of remedial physical defects is encouraged and urged. The correction of dental defects continues to show progress. In 1929 only 52% of the children in the first six grades had dental defects corrected, while in 1936 ninety-two per cent had the work completed. The Shattuck School for the seventh consecutive year had 100% dental correction.
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