USA > Massachusetts > Norfolk County > Norwood > Norwood annual report 1936-1938 > Part 68
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4. The Library has profited greatly by the money which we were able to spend this year for reference material. Miss Hubbard's records show that increasingly large numbers of pupils are making use of the facilities offered by this department of our school.
5. Last August, upon the request of a group of citizens, Italian was introduced into our High School. At the time of writing this report, there are twenty-seven pupils enrolled in this class, distributed as follows:
Seniors 5
Juniors.
6
Sophomores.
16
Total 27
Since inany of the twenty-two pupils in the two lower classes who are now enrolled in Italian are in the Commercial curriculum, where the de-
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mands of this curriculum are going to be quite exacting during the next year or two, it is doubtful if more than ten of these pupils will be able to go on with the second year of this language if it is offered during the school year 1939-1940. If this is so, then we will be in much the same situation which existed in regard to the instruction in Spanish a year ago. It be- came necessary to drop this latter subject from our curriculum because relatively few pupils elected it, and it may be that the Italian will have to suffer the same fate.
6. Our Guidance Program, which in many respects is a very important part of our work with boys and girls, is improving every year under the very able direction of Mr. Hayden and Miss Gow.
Some Suggestions for the Future
1. There should be a shop course for the girls, to enable them to under- stand many of the small repairs which have to be made around the home from time to time.
2. Additional courses in Dressmaking and Millinery should be offered to enable our girls to make certain parts of their wardrobes in later years.
3. Certain preliminary material for those pupils who are about to take examinations for automobile driver's licenses have been given in the school from time to time; and last September the school was prepared to institute a course in Safety which, among other things, was to aim toward the pre- vention of the appalling number of accidents which take place every year on the highways of the country. Because of curriculum demands, there did not seem to be a sufficient number of pupils who could find the time to take such a course, and the idea was abandoned. It still seems, however, that there is a genuine need for such instruction, and probably the best time to give it is at the sixteen-year level, when these young people are about to take these examinations.
Outdoor Graduation
For the purposes of record, the fact should be noted in this report that the graduation exercises of the Class of 1938 were held out of doors on the High School grounds. It is estimated that approximately 2,500 people attended our first out-door graduation exercises. Whether the practice will be continued or not will, of course, depend upon the wishes of the School Board.
The following pupils were awarded Lane Medals in June, 1938:
Stephanie Aukstolis
Philip Ekholm
Bernard Bergman
Marion Gallagher
George Butler
Salme Kuusela
Margaret Byrne
Marion Mackenzie
Gora Ciancarelli
Grace Magnuson
Beatrice Coleman
Jean Martin
Irene Costello
Gertrude Mason
Martha Curran
Barbara Nichols
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Ruth Oen
Barbara Pascoe
Natalie Smith Stasia Smith
Irene Palonen
Alma Spearwater
Helen Pazniokas
Martha Taylor
Lucille Riemer
Phyllis Wallis
Veronica Riley
Dorothy Whedon
Activities of the Graduates of June, 1938
The first classification below includes all those pupils who are in any type of school.
1. Continuing education 83
2. At Work 89
3. At Home 43
4. Married. 2
5. Unaccounted for 4
221
During the past few years the High Schools in many of the larger towns have been making a study of the activities of their graduates. Such a procedure makes it possible for school authorities to appraise certain phases of the school program with a view to revision of course offerings so as to meet more adequately the needs of pupils who are entering the fields of work and study. It would without doubt be a worthwhile project if time could be found in the schedule of some teacher so that an investi- gation of this sort might be carried out for the graduates of the Norwood High School.
A complete program of the Graduation Exercises of the Class of 1938 completes this report, and it is a pleasure to record again the very fine spirit of cooperation which has existed at all times among the School Board, Superintendent of Schools, and the faculty of the school. Without this cooperation no school may be carried on effectively.
LEIGHTON S. THOMPSON
Graduation Exercises of Norwood High School Class of 1938 Tuesday Evening, June 7, 1938 High School Grounds
Program
Processional-March from "Athalia" F. Mendelssohn High School Orchestra
Invocation
Rev. William F. Reilly
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"Song of the Vikings"
Eaton Faning
Chorus and Orchestra
Graduation Address
Edwin P. Booth
"Nightfall in Granada" Chorus and Orchestra
L. Bueno
Gift of the Class of 1938 Carroll H. Woods, Jr.
Acceptance of the Gift for the School Joseph Bonica
Award of Medals and Prizes
Mr. Lincoln D. Lynch, Superintendent of Schools John F. Murray Athletic Cup Plimpton Art Prize Washington and Franklin History Medal
Teachers' Club Scholarship
Norwood Woman's Club Scholarship
Norwood Mothers' Club Home Economics Award Lane Medals Berwick English Prize High School Scholarships
Presentation of Diplomas
Mrs. Harold R. Probert, Chairman of School Committee "Norwood" Wheelock, '13 Arranged by Walsh, '13
Chorus and Orchestra (The audience is invited to join)
Smith
"America" (First and last stanzas) Recessional-"Hail America"
The audience will please remain seated during the entire recessional. Senior High School Orchestra directed by Professor Dethier.
Graduates
Donald Drake Alden
Chester Ambruskevich Stephanie S. Aukstolis Josephine Mary Babel Julia Bernadette Babel Naimi Bader George A. Bailey Eloise Elizabeth Baker
Helen Mary Banks Terence L. Barrett Charles Anthony Bartkewicz Helen Esther Bartulevich
Leo Bazzy Marjorie C. Bemis Angela M. Benedetti J. Bernard Clinton Bergman Irving Theodore Berkland Alexander Edward Blazis Edwina Rachel Bochanowicz Joseph Stephen Bonica Robert Francis Bothwell David Arnold Boyden John Paul Breen Mary Constance Breen
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Robert D. Breen Edith Marie Brierley George Francis Butler Margaret Anne Byrne Margaret Agnes Campbell Fred Victor Carlson Leone Christine Eleanor Carlson Elinor Marguerite Chubet Gora Ciancarelli Helen Louise Cleary Beatrice Monroe Coleman James E. Connolly Joseph Anthony Conroy Thomas Stephen Conroy
Laura Mary Cormier
Irene Elizabeth Costello
Margaret Claire Costello
Margaret Josephine Costello
William Joseph Coughlin, Jr.
Heimo Robert Hyora
David John Curran John E. Curran
Theodore Hyora David Hyyti, II
Martha Louise Curran
Avard Sarre Johnson
Berger Edmund Johnson
Robert S. Johnson
Russell William Johnson
Stella Ann Juskiewicz
Bertha M. Kalliel
Sally R. Deeb
Margaret Helen Keady
Margaret Elizabeth Keeler
John Francis Kelly
Lillian C. King
Marjorie Caroline Koch
Karin A. Korhonen
Vincent Anthony Kudirka
Salme A. Kuusela
Augustus Joseph Lanier
John J. Lanzoni
Mildred Lindblom
Martin J. Lydon
Margaret Joan Lyons
Samera Eysie
Lucille Fenton
Patrick Leo Flaherty
Thomas J. Flood
John Paul Foley Arthur Channing Foss, Jr. Hilda Rosemary Frank Marion Luella Gallagher Petres Theodora Georgeu Helen Regis Glancy Sylvia Eleen Gleichauf Marie Elizabeth Gray Brownie D. Green
Uuno Hallman Frances Mary Hanley Roy H. Hansen
Alice Edna Hartshorn
Lawrence Travis Hayes
Marion Claire Henry Richard Emmet Hollister
Priscilla Rachel Holman
Howard M. Horton
Mary Josephine Curran
Clara M. Dalton
Margaret F. Daunt
Millicent C. De Costa
Dorothy Matilda Deeb
James P. Keady
John W. D'Espinosa
Helen Frances DiMarzio
Edward H. Doherty
Rita Elayne Donahue
James Richard Donovan John P. Donovan John Thomas Dower
Helen Teresa Drummey
Constance Ann Duffey
Julia Gertrude Dundulis
Philip Bernard Ekholm
Ingrid Margaret Eklof George Elias
Francis Vincent Macaulay
Marion Ellis Mackenzie
Mary C. Magnani
Grace Christine Magnuson
Adele Nellie Mainones
Mary Elizabeth Curran
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Mary Helen Maroney Jean Martin Arline Judith Masino
Gertrude Ann Mason Harold Walfred Mattson Margaret Mary McDonagh
Mary Agnes McDonald
Anastasia M. McDonough
Raymond Martin McKale Clifford Joseph McLatchey Michael Philip Mike
Mary Mills Rocco Michael Molinari
Edmund Whelan Mulvehill
Dennis Joseph Murphy
E. Leo Murphy James M. Murphy
Elizabeth Schroeder
Priscilla Beatrice Nelson
Adam Scott, Jr.
Barbara Gould Nichols
Margaret Mary Shechan
Joseph Louis Silvestri
Nella J. L. Smelstor
Helen Margaret Smith
Natalie Singleton Smith
Mary Ann O'Brien
Rose Elizabeth Smith
Mary Frances O'Brien
Stasia E. Smith
Meeri Ester Sorjancn
Russell Lewis Spachman
Alma Louise Spearwater
John Klemence Spierdowis
Anthony R. Stanavich
Frances Ellen O'Leary
Joseph Anthony O'Loughlin
John Edward O'Malley
Andrew August Sundgren
Toivo William Suomi
Walter J. Surette
Veronica A. Tareila
Rita Marie Tarpey
Edward Adrian Paolucci
Martha Louise Taylor
Eugenia Flora Paolucci
Albina Martha Thompson
Madeline Estelle Paolucci Barbara Jane Pascoe Helen Therese Pazniokas Anne Marie Peckham
Helen Ann Pendergast
Philip Dominic Pendergast Elmer Loren Pike
Benjamin A. Polovitch Lena M. Purpura Francis William Quann Billy Rasimovich Barbara Rathbun Dorothy Eldora Readel
Lucile Warner Riemer
Joseph Edward Riley Veronica Anne Riley Elmer W. Rintala
Avard Milton Robblee
Kathleen Scott Robertson
Edna Mary Rombola Margaret Josephine Ryan
Seelem Saarinen Josephine Anne Sawkiewich
Gladys Mae Nordstrom
Mary Patricia Norton
Caroline Ann Notarangelo
R. Harvey Nutter
Michial John O'Brien
Raymond Frederick O'Brien
Frederick Vincent O'Dea
James E. O'Donnell
Ruth Mildred Oen
John Paul Stupak Oiva O. Sulonen
Regina J. Osipovich Thomas S. O'Toole Joseph B. Palleiko Irene Rauha Palonen
Francis E. Tohosky Michael Francis Triventi
Bronius Macadon Uzdawinis Nellie Helen Venskus William James Walker
John Wall
Thomas P. Wallace
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Phyllis E. Wallis Virginia M. Waselunas Fredrick Richard Wenstrom Dorothy Patten Whedon Ernest Julius Wiesmann Stasia S. Wilkes John W. Williamson
Robert Thorn Winslow George Arthur Wood Carroll H. Woods, Jr. Anthony A. Wozniak Helen I. Wytones John Ziergiebel
REPORT OF THE PRINCIPAL OF THE JUNIOR HIGH SCHOOL
I herewith submit my annual report as Principal of the Norwood Junior High School.
The Band
During the past three years a number of pupils have been reporting every Friday afternoon for band rehearsal. In a short period of time a small group of able musicians has developed into a well balanced band of fifty-five pieces.
Last Spring uniforms were purchased from funds raised by teachers and pupils in the Junior High School. These uniforms have been used jointly by members of the Band and the Drum and Bugle Corps. Two instru- ments have been purchased from our school fund. The musical organiza- tions of our school which have paraded on numerous occasions were en- couraged and supported by an enthusiastic faculty and student body. I feel confident that people who have heard and watched the Band, regard the program a worthwhile activity for our youth. The success of this enterprise depends on the training of young people in the fundamentals of instrumental music. The Band needs the services of a bandmaster for at least two days each week.
The Orchestra
As an outgrowth of our club program an orchestra of forty pieces was organized under the direction of Mr. J. V. Dethier. In the course of the year the orchestra gave concerts at the Needham Junior High School and the Plimpton School in Walpole. The work of the pupils was much ap- preciated by our hosts.
The Junior Narrator
Since the resignation of Miss Eleanor Drew, publication of our school paper has been directed by Miss Kathryn R. Byrne, and Miss Ann M. Switzer. Considerable time is spent by the sponsors of this activity in training pupils in journalism and the elements of business as applied to a school publication.
We are grateful to the local merchants for their support in helping to finance our paper through advertisements.
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Student Activities Association
A loyal student body under the able direction of Mr. Frank J. Corliss, assisted by a cooperative faculty, has established an excellent institution in our school. This organization known as the S. A. A. supports tenniquoit, basketball, baseball, and the Junior Narrator.
Complete accounts of financial activities are kept on file for public in- spection. Periodic reports to students are made through the home rooms.
Standard Test Results
Algebra
All pupils electing the College Classical and the College Technical Course took the Columbia Research Bureau Algebra Test at the end of the school year in Junc. This test was administered to 4542 public school pupils when they completed the ninth grade. A comparison of the scores of these pupils and the pupils in our school is listed in Table I.
Table I-Comparison of Median Scores Attained by Pupils on Columbia Research Bureau Algebra Test: Test 2-Form A
Part I Part II Total Score
4542 Public School Pupils. 11 6
16
Norwood Junior High School.
18.5
20.5
37.5
In analyzing the results of this test it is interesting to note that one of our pupils equalled the highest score attained by any other public school pupil on Part I. The highest score made by a public school student on Part II was 38. Two of our pupils received a like score and two others exceeded the highest score when they received 41. The highest total score made by a public school pupil was 62. One of our pupils received this scorc.
Latin
All pupils who studied Latin were given the New York Latin Achieve- ment Test. The standards for this test are based on the scores of 6643 pupils who had just completed the first year's work in Latin.
Table II-Comparison of Median Scores Attained by Pupils on New York
Latin Achievement Test: Test 2-Form B
6643 Pupils. 126
Norwood Junior High School 164
The test was divided into thirteen parts. A comparison of the median scores of our pupils with the other pupils is given in Table III.
146
Table III-Showing Median Score in Each Part of Test 2-Form B
Part
Median
6643 Pupils
Norwood Junior High School
I
13
15
II
10.2
16
III
10.5
11.5
IV
6.2
8.5
V
11.1
11
VI
11.9
14
VII
7.8
11.5
VIII
5.8
8
IX
6.3
9
X
7.7
10
XI
16.3
14
XII
18.4
21
XIII
10.2
13
Guidance
The Junior High School of today has accepted the challenge of our time in the field of education. Parents look upon our school as a place where boys and girls can profitably spend their time in a period when they, due to economic conditions, are not acceptable to industry.
The complexity of life in our modern eivilization has brought about the need for scientific planning-which is, in reality, guidanee. Our school is fundamentally interested in the health, attitudes, ideals, and interests of its pupils.
Mental hygienists tell us that facing realities is necessary to good mental health. Analyzing one's self in a true light requires courage. Youth must judge itself in the light of present environment and future possibilitics.
The pupils in our school are fortunate in the opportunities they receive through a well organized program of educational, health, recreational, social, civic, and vocational guidance. We do not look upon guidance as prescription. We are interested in fact-finding and self-guidance. The pupil is responsible for his choices. Intelligent choosing must be preceded by a careful analysis of abilities and opportunities. It is obvious the pupil cannot do this alone. He must be guided by well trained counsellors.
Community Service
Through the generous response of both pupils and faculty the Home Economics Department under the direction of Miss Grace Russell supplied six needy families with large baskets of food for Thanksgiving.
The cooperation of a number of students under the direction of Miss Helen Arnold, Mr. Thomas R. Bowler, and Mr. Francis McAuliffc, helped to produce appropriate Christmas decorations for the common in the center
147
of the town. Their excellent work has received the praise of many people throughout the State.
The Community Club under the direction of Miss Helen P. Gale, and Miss Esther A. Griffin has performed needed and worthwhile services. Practically all of our students are members of this organization which does many kind things at Christmas time. Members of the club provide toys for the Children's Ward at the Norwood Hospital. Dolls, toys, cloth- ing, and groceries are distributed through the cooperation of the school nurses. It is an inspiration to see our young people so busily engaged long after school hours in such a worthy enterprise.
I wish to express my appreciation to the pupils, parents, and faculty for their cooperation-to the School Committee for its support, and to you for your guidance and interest in the activities of our school.
ROBERT J. NEWBURY
REPORT OF THE SUPERVISOR OF HOME ECONOMICS EDUCATION
I herewith submit a report on Home Economics Education for the year ending December 31, 1938.
The New Era in Education
The general needs of youth today, their conception of the purpose of life, together with problems resulting from prolonged dependence upon the family and social-civic-political, economic relationships which vary according to age are causing genuine concern on the part of educators at large. They particularly stress the need for guidance in personal living and the establishment of health, self-assurance and a philosophy of life.
Findings of the Progressive Education Association from their extensive research into the needs of youth today have brought out basic points of view to the effect that:
1. Preparation in the varied areas of education should be such that it will meet the problems in life.
2. Subject matter presented must be suited for use today.
3. Adequate preparation for college or future occupation must be provided but there is no assurance that it should be of the traditional nature.
The American Youth Commission declares that society must be re- sponsible for "the education, welfare and development" of all young people until they reach earning capacity. They see the need for planning a new type of education for the "common life". They continue: "We must provide rich and meaningful experiences in the basic aspects of living, so directed as to promote the fullest possible realization of personal poten- tialities and the most effective participation in a democratic society."
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Cornell University recognizes the three most important functions of education to be (1) to train a person to get a living, (2) to live a life and (3) to mold a world.
Specifically, modern education demands that the experiences which pupils have under the guidance of the school shall mean something to them in connection with the issues they meet in daily living. These demands call for a new educational pattern, viz; coordinated courses and core curricula designed to help the individual integrate learnings from various sources. The challenge is before us. What are we doing about the situation as it relates to Home Economics Education?
Home Economics and General Education
At no time has the field of Home Economics remained fixed since its natural integrating center, the home, has been in a constant state of change from the impact of outside forces. Always have we held the ideal that Home Economics teachings should be relevant to the life of the individual pupil. Therefore, Home Economics has been giving increasingly the kind of instruction that helps the individual build a satisfying life under con- ditions which affect him. We had conceived the essence of an integrated program when we began to generalize Home Economics instruction. Theoretically, therefore, Home Economics has fewer adjustments to make than many of the older fields of knowledge.
Home Economics has dynamic potential power to bring about improve- ment in the lives of people. Consequently Home Economics can be a unifying force for dealing with home-life problems. Home Economics has a unique contribution to offer in making instruction specific, individual and personal. Since its interests are in the field of personal living and in home and family life, this phase of education cannot function fully when limited to vocational uscs. Its contribution to Guidance, Consumer and Safety Education together with the many phases of Education for Family Life are obvious. Because of the vast area of human experiences involved in the field of Home Economics this field should be an integral part of the whole educational program and could easily be made a medium for realizing the goals set up for education as a whole.
Home Economics and the Individual Development of the Pupil
Home Economics is a field of education which lends itself particularly well to life-like in-school experiences. The Home Economics teacher has numerous opportunities to learn the needs and capacities and aspirations of her pupils and to give at the psychological moment the word of en- couragement, approval or sympathy. She can give information or sug- gestions that make possible a wiser choice or a better response to a situation. The Home Economics teacher influences her pupils consciously or un- consciously. Her problem is to be the best possible influence in their lives.
In planning our courses of instruction for Norwood and establishing our philosophy for future work we are confronted with varying abilities, en-
149
vironmental situations, future spheres of work, a heritage of home and social ideals, as well as the ethical standards accepted by society and the consciousness of the interdependence of man. We recognize the fact that experience is the basis of learning and that our contribution to education must relate to the total experiences of the child. In all our teaching, therefore, we are striving for an inter-relation between living and learning in order that our pupil may correlate our teachings with what he sces and does when not with us. In short, we are trying to live with our pupils, to take each pupil at the level of his appreciation and raise him individually to a higher plane of appreciation. Along with a degree of manual dexterity we hope to develop patience, punctuality, stability and the many other desirable personality traits, believing these factors to be as important for many as a high degree of intelligence or academic learning. We think that we are reaching and helping the least able as well as the most gifted. Once shown the way, both boys and girls enjoy forming ideals for personal living and making home a place where people "like to be."
The handicaps to attaining these goals are the concern of every Home Economist. We are conscious of the bonds of tradition, the erroneous conceptions of the "sewing" and "cooking" epoch, the "special subject" influence which tends to confine the subject to limited groups, the narrow conception of the area of Home Economics with failure to sec in this sub- ject the significant understandings that would operate as basic controls in a world of change, the failure to realize the value of this subject to pupils of all levels, the traditional attitudes and lack of perspective and awareness of current trends on the part of many within the educational systems in many so-called progressive communities. In Norwood we have been particularly fortunate for many of our goals have been realized through sympathy and understanding. Our High School equipment lends itself particularly to the development of family-life units and it is to be hoped that equal opportunities can be provided for the younger pupils. Insofar as handicaps can be overcome and understanding developed in given communities, this field of education may develop its potentialities and function to its fullest capacity.
Department Routine
This year Home Economics teaching was discontinued in the elementary grades in favor of an art-craft program. However, it is to be hoped that the various branches of home-training, including sewing (previously taught through this department) may be resumed and enlarged to extend through the early grades. To function properly any home-life program should begin in early childhood and extend to adulthood.
Enrollment in our Senior courses for both boys and girls has increased in High School and we feel that we have shown that there is a desire for help in matters of personal and home living. Our problem is to reach more pupils with the type of work they desire along Home Economics branches.
-
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There is need for an opportunity for Seniors to specialize in Dressmaking and Catering courses.
We are indebted to the Massachusetts State Department of Health for their continued cooperation in sending us speakers from time to time and also to the several business organizations who have sent us demonstrators.
We are gratified to report the continued interest in our work on behalf of the Norwood Mothers' Club who have so kindly shown their interest and cooperation by offering an award for general excellence in Home Economics at graduation. This year Angela Benedetti was the very deserving re- cipient.
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