USA > Massachusetts > Norfolk County > Norwood > Norwood annual report 1936-1938 > Part 69
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The practise of supplying several bountiful Thanksgiving dinner baskets to deserving families was observed again this year. We are especially grateful for the financial assistance given us by the Junior High School faculty who have shown their interest in this project from year to year, also to Miss Curran and Mrs. Gunnarson for their assistance in delivering and placing the baskets in homes where they would be enjoyed.
Recommendations for 1939
1. Elementary Schools
I recommend that Home Economics teaching be resumed in the ele- mentary schools and that the feasability of organizing an integrated program in Home Economics for the early grades be considered.
2. Junior High School
In order that the various phases of homemaking instruction may be carried on more effectively and under more home-like conditions I recommend that a diversified activity room be provided for this depart- ment. This need is urgent.
3. Senior High School
(a) Senior girls have requested an opportunity to specialize in Dress- making and Catering. I recommend that two courses of this nature be organized for Senior girls. This would complete our set-up which now offers specialization to Senior girls in "Home Problems" only.
(b) Since our Required course for Junior girls places the offerings of the Home Economics field before all girls I believe that a similar course should be open to all boys. Such a course might supplant the major course in "Personal Living Problems" now offered as an elective to Senior Boys. All boys need the information included in this course and it should not be limited to the few who elect it as a major subject. In the event that this course (a survey of the major course) is organized, I recommend that the point of view of a man teacher be made available to supplement the teaching from the Home Economics department.
May I take this opportunity to thank members of this department for their cooperation and loyalty and all within the school organization with
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whom our work brings us in contact for their generous support. Also may I express my grateful appreciation to our Superintendent of Schools for his interest, helpful suggestions and vision in respect to our problems.
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, 1938.
Practical Arts as a Factor in General Education
Practical Arts as a subject in our public schools today has assumed a philosophy in providing for a general education. The rapid changes in our social, economic and industrial life require greater responsibilities and obligations than in the past. Our program of practical arts, an essential part of training for our youth, has been obliged to adapt itself to rapid educational changes, variations and developments, to meet the aims of general education.
It has been said by personnel managers of our business concerns that qualifications of young persons who might be prospects for employment should include: first, a general education-that given by the high school, if it is broad, is quite satisfactory; second, ability to follow instructions; and third, a willingness to work hard and faithfully.
This being true, it seems appropriate that practical arts work in our Junior and Senior High Schools is meeting the aims and objectives of their courses, should have equal consideration with that of the academic courses. To a great extent our work has met these aims, and in addition, developed manipulative skill and training of a general nature in providing for a fair degree of craftsmanship.
Related material, and technical information were given more prominence in our courses in order to be in harmony with the aims and objectives of the program itself. This related material provides our pupils with some enlightenment about industrial work in general, and in some cases motivates pupils to specialization in some particular industrial interest. Merely making things in the shop and acquiring a little skill without a background of related knowledge may handicap and produce routine workers who, because of interest in skill alone, would never be eligible for promotion.
Trends in Practical Arts Education
By incorporating practical arts courses into the general education pro- gram, our various courses organized and taught have proved of inestimable value in assisting our pupils to acquire a knowledge of, and an acquaint- ance with, modern civilization. Our program has been based on extensive rather than intensive training.
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At present, progressive industrial arts leaders are thinking in terms of a program from the kindergarten through college-a program which varies from simple projects and activities for children to those of the adult for recreational and avocational purposes.
Part of our program has met this trend; our activities in the elementary grades have been concerned not only with manipulative work, but with vitalizing experiences which aid the child in the interpretation of industry's part in our civilization.
At the Junior High School level values acquired were those of general education. Subject matter content was exploratory in character. Pro- vision for an acquaintance with occupational fields, some guidance, avoca- tional opportunities, development of hobbies, and the development of a reasonable degree of manipulative skill with tools, machines and processes of construction were strongly stressed. There has been a recent trend to change the emphasis in the Junior High School program where provision is now made for a broader insight and experience in major fields of human endeavor. The Junior High School pupil was supposed to "adjust" himself in the seventh grade, "explore" in the eighth, "select" and "find" himself in the ninth, and assuming he did "select" and "find" himself, then only two types of curriculum were necessary in Senior High School-college preparatory and prevocational-because pupils leaving high school either went to college or entered employment. Now even graduates cannot find employment, consequently a change of emphasis of a broader nature.
The trend in Senior High School has been more specific and explicit, and in some cases bordered upon specialization, depending upon the ability and interests of the pupil. To be of basic general educational value the work was strong in related material, drawing and design; natural science and social problems. The rise of the compulsory school age has estab- lished a group who cannot work with abstract materials successfully. Consequently, a program, largely manipulative in character, "learning by doing", was formulated in order to meet the needs.
Anticipated Curriculum Developments
In addition to shop work and related information, mechanical drawing will be required as a part of our practical arts program. This procedure seems justifiable due to the inability of many pupils to interpret clearly a working drawing, a vital necessity in any shop activity.
The extension of shop credit as a major, will undoubtedly increase our shop enrollment, and if so, additional shop space, materials, and equipment will be required to fill the needs of these pupils
If, in our program of general education, practical arts has made a con- tribution to the boys, then it is equally true something of value can be offered to the girls. An anticipated course for girls would embody oppor- tunities for specific values in construction, operation, care and maintenance of mechanical and electrical appliances found in all homes today, as well
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as information concerning varieties of wood used in furniture construction, floors, interior trim and various kinds of finishes.
Girls interested in knowing something about modern domestic archi- tecture, home furnishing and equipment, will have the opportunity to elect the course in mechanical drawing, "Home Planning". This course would teach them how to make sketches and simple working drawings, development of simple house plans, elevations and problems related to home designing and planning.
Department Activity
Outstanding in the department's achievement during the year, was its participation in supplying the Town Square with its unique Christmas decorations. In cooperation with the Norwood Retail Board, who spon- sored the project, the students of both our Junior and Senior High Schools planned and constructed the entire layout. Splendid cooperation was received from local business concerns, the Electric Light Department and the schools' Art Department.
Recommendations
1. For both Junior and Senior High Schools-a course of instruction for girls in Practical Home Mechanics, to include activities in woodwork, woodfinishing, art metal craft, electricity, planning (mechanical drawing) and printing.
2. Make some provision for adequate extension of printing courses.
3. More room space for expansion of our limited shop facilities at the Senior High School so that an electrical course can be included.
4. Placement of our fifth and sixth grade work on a directed activity basis, one that will be widely diversified in nature and closely correlated to activities of the school.
In conclusion I wish to express my appreciation to members of the depart- ment for their cooperative spirit and to all those in the school system with whom the department deals.
CLIFFORD H. WHEELER
REPORT OF THE SUPERVISOR OF ART
The annual report of the Art Department for the year ending December 31, 1938, is herewith submitted.
As in last year's report, we can state that progress has been made toward reaching our goal of a well-rounded, progressive art program. As our aims have been suggested at some length in our last two annual reports, this year's report will consist mainly in the listing of a few definite examples of how our program is working.
In the lower grades, it is doubtless true that technical skill and accuracy of representation are not as evident, with the newer free expressions of the
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child's ideas and interests, as they used to be when art lessons were more uniform and more help and suggestions were given through direction by the teachers.
At the first sight of children's expressions of creative art, adults are often conscious of a lack of adequately drawn figures or of incorrect perspective or proportion of objects, but the imaginative idea in the child's mind is there, often with details and interesting combinations of color and arrange- ment or a touch of humor that no adult would have thought of suggesting to him.
As a result of class discussion of many drawings and trips to the window to see how objects near and far really look, the children soon recognize the fundamentals of proportion and perspective. As children realize that the people in their pictures are "funny-looking", as one child expressed it recently, the time arrives for more definite study of figure drawing, es- pecially in action.
More attention has been paid to creative handwork this year, not only in the regular art lessons, but in various elective clubs, in all elementary schools. As a result, many, many Christmas gifts of all descriptions were made by eager, clumsy fingers. Although these clubs are not conducted under the direction of the Art Supervisor, many suggestions have been given and questions answered along the line of Arts and Crafts.
"Kindness to Animals" posters were made in Grade 6 for the first time last spring and proved very interesting and successful. About thirty of the best posters were sent to the annual state contest, conducted by the Massachusetts Society for the Prevention of Cruelty to Animals, with those from the Junior High School, and more than half of these received medals or honorable mention.
In at least two schools, large pastel or chalk drawings were made and framed to be hung on classroom or teachers' room walls. In all elementary schools, many blackboard decorations or large project illustrations, either in connection with other school subjects or suggestive of special holidays were drawn by groups or committees of children.
Integration with Social Studies and Science has been more fully developed and has proved increasingly interesting.
Finger Painting was introduced as a new method of developing freedom and imagination in the work of the program.
Doubtless the outstanding achievements of Grade 6 Art Students in several schools were the painting of scenery and the making of many properties which were used in the presentation of operettas in the spring. Much enthusiasm, eagerness to work after school hours, constructive criticism as the work progressed and pride in the finished outcome were noticeable results of these projects.
In Junior High School art classes, besides the regular art work, covers and headings for the school paper and many posters, signs, charts, etc., to be used in various ways in the school were made. Several new media
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and new methods of using regular materials were introduced in Grade 9 art classes. These included Finger Painting, Spatter-work, Tempola-craft, Frescol, Payons, etc. Many pupils bought these new materials for use at home in leisure time, with a consequent new interest in hobbies.
We have a Sketch Club of twenty-five enthusiastic eighth and ninth graders, also a Craftshop Club of twenty-one girls, who have made articles of crepe paper. Much has been done in bead-work and reed basketry. The dues of this club are unusual, each girl bringing each week a button or bottle of interesting or odd shape or design. Thus a constantly growing collection is the immediate effect, while an interest in various hobbies may be a later result of membership in the club.
More pupils than usual elected art in Senior High School this year, many taking it three times a week instead of twice, as formerly. Art as a major subject, in its second year, is proving very stimulating, with fifty-six pupils enrolled. Very attractive notebooks, the result of much research and creative effort, have been made by these pupils. As in Junior High School, several new processes such as Finger Painting, reproducing posters and program covers by the silk screen process, use of the air-brush and other methods have been taught. Each year many posters for school and town activities are constantly asked for, usually at short notice, as well as decorations and properties for many school affairs. An exhibition of typical High School Art was entered in the Hobby Show last February and received a special award.
In both Junior and Senior High School, the culmination of the year's work was the planning and painting of the Town Square Christmas decora- tions. Many art pupils, in addition to those in Manual Arts classes, sub- mitted original plans and ideas, some executed in plasticine. From com- binations of these plans the finished scene was produced. Grade 9 Art classes painted the figures of Joseph, Mary and the Christ Child, while the life-size camels, Wise Men, shepherds and sheep were painted by Senior High School students.
We, of the Art Department, wish once more to express our appreciation of the helpful interest and spirit of cooperation shown by the Superin- tendent, principals and teachers.
HELEN L. ARNOLD
REPORT OF THE DIRECTOR OF MUSIC
I herewith submit the Annual Report of the Music Department.
Aside from a few slight changes in the outline made to meet some special requirements, the course in music is the same as last year.
The enrollment in the Elementary Instrumental Classes shows an in- crease of 18% over the preceding year. This enrollment is divided between the schools as follows:
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Balch School 105
Callahan School 84
Shattuck School 87
Winslow-West Schools
90
The philosophy back of these classes aims to provide the children with interests which will develop a means of self-expression through musical activities.
The Elementary Instrumental Groups performed at several Parent- Teacher Association meetings in their respective buildings with great success. Several operettas and plays were given by the various Glee Clubs. The interest shown in these activities by all justifies the extra work in- volved in preparing them.
In the Junior High School, great progress has been made in instrumental music. A band of fifty-one players, besides playing at the football games, has taken part in several parades in and out of town. The Junior Or- chestra, besides their regular school work, gave two concerts, one in Need- ham and one in Walpole.
While instrumental music is carried to and through the Junior High School, the vocal work suffers a serious setback due to the fact that the classes meet only once a week. To offset that condition, I would recom- mend the forming of an eighth grade chorus and of a ninth grade chorus. These choruses would be elective-selective and meet twice a week. This does not seem excessive considering the fact that music is one of the few subjects that is enjoyed and used long after the lessons learned from the more traditional subjects have been forgotten.
Some pupils have talent worth extra cultivation. They have the making of musical amateurs or even professionals. I believe that we should seek out these pupils when their tastes are formative and provide for them a musical experience which will challenge their finest capabilities and satisfy their highest interests. If ability is found, every possible opportunity should be afforded for its development.
In the Senior High School, the number of students in the music classes is practically the same as last year.
Following a concert given by the Senior Orchestra and the Voice Train- ing Class to all the ninth grades in Norwood, the following fact was brought to my attention-that many students would like to elect music but were unable to do so owing to the limited number of periods.
It might be of interest to know that while we were one of the first schools in the state to offer a Music Major course composed of one period of Harmony, two of Voice Training and two of Music Appreciation for the benefit of those students interested in the subject, other school systems are now offering four and five periods a week in each subject. This, however, might be rather difficult to arrange in schools having only six periods a day.
For the past two years I have been requested by students to have the following changes made to the course:
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a. To make the Appreciation Course a three year course instead of two.
b. To have Harmony at least twice a week with a third year to include composition and, or, orchestration.
c. To allow the student who wishes to make music his or her life work to elect a course having music as the basic subject.
It is interesting to know that while some of our graduates are keeping music for their leisure time, others are making a success of it as professional supervisors, music teachers or orchestra players.
In closing I wish to express my sincere appreciation of the cooperation of all in the school system with whom this department comes in contact.
JOHN V. DETHIER
REPORT OF THE SUPERVISOR OF PHYSICAL EDUCATION
I herewith submit the report of the Physical Education Department for the year ending December 31, 1938.
The natural physical education activities all arise out of children's in- stinctive tendencies and emotions in play; the forms of the activities are determined largely by tradition. The several groups of natural activities arise :
1. Out of children's interest in self-testing, or in stunts.
2. Out of interest in big-muscle activities.
3. Out of the enjoyment of rhythmical movements to music.
4. Out of chasing, fleeing and tag or hunting games.
5. Out of the competitive urge in athletics.
Physical Activities Must Carry Over
The physical activities selected within school hours must tend to carry over by their own dynamic drive into the out-of-school play period. During childhood and youth the only activities which will be carried on with in- tensity for any length of time are the play activities-these activities to be continued because of the pleasure they give.
Formalized and artificial activities are fatiguing and particularly un- interesting after the novelty has worn off. Drills never impel children to spontaneous action. Children do not rush together spontaneously at recess or after school hours and start a gymnastic drill. Activities taught in school hours (if physical education is to help produce good citizens) must possess potential carry-over qualities.
Work Based on Prevention, Development and Correction
Physical education should be based on prevention, development, and correction. In the terms of the curriculum, physical education should consist of:
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1. Physical understanding through examination and instruction.
2. Corrective and remedial work for specific individuals and specific results.
3. Formal work for thoroughness, discipline, mental and physical alert- ness and correct bodily growth.
4. Play, games and athletics for the physical control, physical confidence, initiative and social training which we need today.
5. Health education, perhaps the most important, if we consider the obligation and place of the individual in our social scheme.
Physical Education Becoming More Important with Each Generation
The competition of modern life is so keen that few can bear the stress with perfect ease of adjustment. Thousands break down under the high pressure to which they are subjected. If this pressure continues to increase, as it seems likely to do, it will try severely even the soundest constitutions. Hence, it is becoming of especial importance that the training of children should be carried on, as not only to fit them mentally for the struggle before them, but also to make them physically fit to bear its excessive wear and tear.
With these thoughts in mind, we have tried to increase our mass partici- pation in different physical activities both during school hours and after school hours.
During the coming year we intend to strive for even more mass partici- pation in our work and to go forward in new activities.
May I take this opportunity to express my appreciation and gratitude to all members of the School Department for their fine cooperation with this department.
H. BENNETT MURRAY
REPORT OF HEALTH SUPERVISOR
The annual report of the Health Department is herewith submitted.
Dr. Edward F. Brennan was our School Physician from 1917 until his death on September 9, 1938. His passing gave us great sorrow, for we have lost a true friend and a staunch supporter.
Dr. Alfred A. Fenton has been appointed to act as Senior School Physi- cian. We are pleased to welcome Dr. George R. Allen, who was appointed to fill the position of the junior physician.
A statistical report of work completed in a fiscal year is somewhat mis- leading in that there is a certain amount of it being carried over from year to year which tends to make even figures seem unreliable. A true measure of progress made could be best demonstrated by reporting on that period of months which begins in September and ends in June.
Dr. Frederick G. Bonscr once said, "The purposes of life, health and cducation are one, the end and aim of all are growth and enrichment of
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human experience." Educators of today are concerned with the best possible development of the whole child through its many and varied experiences. Thus, though we in this department might be expected to think only of the physical well-being of the child, we must, in reality, give due consideration to the social, mental and emotional problems which do effect the general physical health of the child to a great extent.
Physical Examinations
All children in the school system have been given a stripped-to-the-waist examination by the school physicians, Dr. Alfred A. Fenton and Dr. George R. Allen. The parents have been notified of physical defects found at the time of the examination and advised to consult the family physician for remedial work.
The following table will show to some extent the defects found which need correction.
Defects Noted
School
Number
Examined
Cardiac
Conditions
Tonsils and
Adenoids
Ears
Enlarged
Glands
Skin
Poor
Posture
Poor
Nutrition
Nervous
System
Senior High
670
12
70
1
1
3
9
1
Junior High
660
3
92
1
13
Balch
393
1
27
1
Callahan
232
68
1
1
1
Shattuck
203
61
Winslow-West
244
11
1
Dental Examinations
In September the children in grades one to three inclusive were examined by Dr. Timothy J. Curtin, School Dentist. In November the children in grades four, five and six had their examinations. About eighty-five percent of the group were found to be in need of dental corrections of more or less serious nature. Parents were notified and urged to consult the family dentists.
The children in grades one to three inclusive are cared for at the dental clinic. Since these children are getting their second teeth which in many cases erupt with defects in the enamel, it is essential that necessary dentistry be completed before the decay becomes inore extensive. Good dental hygiene habits can be learned and established in these formative years which will carry over to later life.
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