USA > Massachusetts > Norfolk County > Norwood > Norwood annual report 1939-1941 > Part 42
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381
REPORT OF THE SCHOOL COMMITTEE
To the Citizens of Norwood:
The reports of the Superintendent, Principals and Supervisors present vital facts related to Norwood schools. Such statements concerning school activity as the School Committee regards worthy of consideration and not elsewhere included in the reports afore- mentioned are submitted herewith.
Changes in Personnel - 1940
Resignations
Felix A. Babel, Senior High School, to teach elsewhere.
Shirley K. Bemis, Junior High School, to be married.
Katharine L. Carbee, Principal Balch School, retired. Loretta M. Coakley, Winslow School, to be married. Margaret E. Curran, Director of Americanization, to be married. M. Agnes McCarthy, Junior High School, retired.
Robert J. Newbury, Principal Junior High School, accepted a principalship elsewhere.
Mary H. Nichols, Junior High School, retired.
Grace G. Russell, Junior High School, to be married.
Effie M. Tuttle, Balch School, retired.
Frank Laidlaw, Head Janitor, Senior High School, retired.
Positions Eliminated
One Senior High School Home Economics (by transfer of Miss Goddard).
One Junior High School (by retirement of Miss Nichols).
One Elementary School (by retirement of Miss Tuttle).
Promotions and Transfers
Grace M. Beverly, Acting-Principal to Principal of Balch School. Julia E. Connolly, Unassigned teacher at Winslow to Director of Elementary Handicrafts and Visual Education.
Ruth T. Goddard, Senior High School Home Economics Department to Junior High School Home Economics Department. Martha J. Kenefick, Balch School to Winslow School.
L. Betsey Wilmarth, Balch School to Winslow School.
Edward J. Campbell, Head Janitor, Balch School to Head Janitor, Winslow School.
George F. Fitzgerald, Head Janitor, Winslow School to Head Jani- tor, Senior High School.
John F. Reynolds, Janitor, West School to Assistant Janitor, Senior High School.
Philip C. Small, Assistant Janitor, Senior High School, to Head Janitor, Balch School.
382
Appointments
John J. Corcoran, Principal of Junior High School.
Walter E. Lunsman, Temporary teacher, Junior High School.
Marjorie E. McCready, Commercial Department, Senior High School.
M. Eileen McDonough, Director of Adult Education.
M. Edward Nee, Junior High School.
Helen M. Robertson, Balch School.
Resolutions
Katharine L. Carbee
The retirement of Miss Katharine L. Carbee from the employ of the School Department forces upon us the realization of the long term of invaluable service which she has rendered our schools and our community.
Ever an inspiring leader in all things related to her chosen field of work, she has been identified with all that is good in civil and professional circles.
The people of Norwood regret her passing from active duty. They may, however, reflect upon the constructively good works with the accomplishment of which she has had a most active par- ticipation.
We, members of the Norwood School Committee, desire to make known to her the high measure of esteem and friendship in which she is held by us and by all members of our Town.
We resolve that she be so informed and that a copy of this resolution be spread upon the records of our meeting.
Mary Agnes McCarthy
We, members of the Norwood School Committee, in apprecia- tion of the excellent service rendered our schools and our Town by Miss Mary Agnes McCarthy over a period of thirty years, extend our best wishes for continued good health and fortune.
Mindful of the hundreds of children whom it was always her pleasure to teach and in their behalf, we convey to her the message of gratitude for her devotion to her work and their best interests.
We trust that there are ahead for Miss McCarthy many years, during which she may look back upon and derive much satisfac- faction from her excellent record as a servant of our Town and its people.
Frank Laidlaw
For many years, Mr. Frank Laidlaw has been identified with our schools as custodian and caretaker of our school properties.
He is known among us as one who has always had at heart the interests of our Town, and his exemplary conduct in the per- formance of his duties must be a source of great pride to him, as well as of complete satisfaction to the people of the Town who know him and his work.
.
383
We are always sorry to see such a person leave the service of our schools, but we realize that the time must come when this must be. We hope and trust that many years of pleasure and happiness await his freedom from the requirements of labor and that he will look back upon his work with us with the satisfaction which comes to one who has always done his work so well.
JOSEPHINE A. CHANDLER, Chairman HAROLD A. FLOOD, THOMAS A. KERR, CHRISTINE L. PROBERT,
DENNIS P. O'LEARY, EDWARD H. THOMPSON.
Table I. ANTICIPATED RECEIPTS, 1941
Anticipated Received Anticipated
1940
1940
1941
Tuition :
State Wards
$ 1,600
$ 2,099.32
$ 2,200
City of Boston Wards
1,400
1,677.83
1,700
Day School-Non-resident
156.76
115
Adult Education-non-resident
30
89.95
80
Vocational School
1,100
1,066.74
1,200
State Reimbursements:
Regular Teachers' Salaries
25,000
23,961.63
23,000
Adult Education Teachers' Salaries
1,400
1,425.90
1,450
Manual Arts
175
222.93
200
Use of School Halls
400
639.00
600
Telephone Toll Calls
30
26.02
25
Sale of Discarded Desks and Chairs
402.00
Lunch Counter Operation
8,000
7,712.76
8,000
Miscellaneous (Repairs, Sale and
Breakage of Supplies, Pad-
locks, Textbooks, etc.)
75
106.87
100
$39,210
$39,587.71
$38,670
Table II. TEACHERS EMPLOYED
Sept.
Sept
Sept.
Sept.
Sept.
Sept.
Sept.
Sept.
Sept.
Sept.
School
1932
1933
1934
193 5
1936
1937
1938
1939*
1940*
1941*
Senior High
31
31
31
31
31
30
29
38 1/3
36
35
Junior High
31
28
28
28
27
27
27
32
31
30
Elementary
57
53
53
53
53
53
53
54
51
50
Specials
23
20
20
20
20
20
20
1
1
1
-
Totals
142
132
132
132
131
130
129
12513
119
116
*Note: It will be observed that all special teachers are reported in the units wherein their teaching is done. The one teacher reported as a Special teacher is the Director of Adult Education. There is not included in this tabulation, one part-time teacher of instrumental music.
384
385
TABLE II. ENROLLMENT FOR TEN YEAR PERIOD
Year
Elementary
Junior High
Senior High
Total
1930-31
1,604
1,006
596
3,206
1931-32
1,502
937
709
3,148
1932-33
1,473
907
747
3,127
1933-34
1,384
836
765
2,985
1934-35
1,374
781
687
2,842
1935-36
1,322
719
743
2,784
1936-37
1,238
689
691
2,618
1937-38
1,244
673
714
2,631
1938-39
1,187
697
673
2,557
1939-40
1,123
684
702
2,509
17.78
% increase, 10 year period
% decrease, 10 year period 29.99
32.00
21.74
TABLE IV. SCHOOL POPULATION TRENDS
Year
Balch
Callahan Shattuck
West
Total Winslow Beacon Elementary High
Senior
Junior
Total High All Schools
1931-32.
570
263
217
63
253
112
1,478
686
931
3,095
1932-33.
562
283
254
72
265
1,436
724
900
3,060
1933-34.
527
275
250
64
250
1,366
757
785
2,908
1934-35.
502
270
261
61
247
1,341
689
781
2,811
1935-36.
474
289
254
63
219
1,299
721
718
2,738
1936-37.
438
260
255
56
222
1,231
693
686
2,610
1937-38.
446
234
246
49
253
1,228
700
669
2,597
1938. 39.
422
222
239
40
249
1,172
680
693
2,545
1939-40.
396
201
230
47
234
1,108
702
674
2,484
1940-41
370
208
222
45
235
1,080
708
658
2,446
% increase
2.30
3.20
% decrease
35.08
20.91
28.57
7.11
26.92
29.32
20.96
Note: Figures presented herewith are taken from September enrollments.
Those presented in Table II are taken from June enrollments.
386
387
REPORT OF THE SUPERINTENDENT OF SCHOOLS
Herewith, I submit my fifth annual report as Superintendent of Schools.
In other years, I have attempted to set forth a personal phil- osophy with respect to the work which the schools are trying to do. Review of this material reveals a necessity for consideration of the child as the center of a complex and ever-changing constellation of forces which are brought to bear upon the object of our attention -the child himself.
He is subject to all kinds of stresses and strains which so im- pinge upon his development as to make it absolutely necessary that they be taken into account in any system of education which is calculated to do that which we expect of it.
This, it seems, leads to a question or two. What are we trying to do in our schools? What is good education? My first impulse is to answer that the well-educated child is he who makes the most of his assets and compensates to the best of his ability to his de- ficiencies, having in mind, of course, the opportunities which his particular social and economic status afford.
Clearly such a definition as is here proposed indicates regard for individual differences as they may be translated into methods as well as ideas of procedure in providing opportunities for individual growth and development. There is here contained the inference that, because of the purposive character of behavior involving many relationships, the school must proceed from bases which are psychologically sound. Last, but by no means least, it is to be understood that the school must administer to the needs of a "total child in a total situation."
The nub of the whole democratic idea is the individual, who, in an ideal society is guided in his growth and development to his highest potential stature.
Right here, it seems to me, the school enters the scene as an agent of the society which would perpetuate its ideal and the crux of this situation is the school itself - nothing more or less, if you please than the teacher and the pupil.
The school then, is charged with the responsibility of seeing to it that the child develops understanding which, on the personal side, is education and which, on the social side, is government.
To be sure this is the problem in perspective. It is the thing in the large. But, it is well so to see it before concern with detail arises to develop confusion.
Such a point of view challenges implementation, a method by which objectives are attained. To what extent do we see in this bare outline guideposts and direction signs which point the way ?
It is the business of the school to socialize the child. Of what value is the high I. Q. if a child is unhappy, if he develops deep in-
388
feriority feelings, if he cannot adequately and happily handle his instinctive drives-if he becomes a misfit in society. There must be taken into account the values which society places upon ethics, conduct-in short, upon the qualities with which religion is so deeply concerned.
It is a foregone conclusion that a child must be equipped with something more than the tools by which he may compete in his endeavors to earn a living. He needs and is entitled to a character and temperament which will promise him a certain amount of ap- probation by his fellows, an ability to get along with them and a capacity to make some contribution to the society of which he is a part.
It is the business of the school to appraise the child's assets and deficiencies-social, mental, moral, emotional and physical. Delv- ing into the complex ramifications involved in a study of the im- plications of the foregoing statement would require more time and space than it is the purpose of this report to cover.
To what end then, these statements of a point of view? Simply to say that it is the business of our schools to learn all we can about each individual child with whom we work so that we may guide and direct him in such manner as will satisfy the goal which we would have him achieve.
This statement would be most incomplete without some reference to the modern ways of the school.
Let it not be said that the school does not recognize the fact that today, more than ever before, the world needs men and women who can work, who can study for hours upon end in the solution of our technical, political, social and other problems.
The modern school recognizes no easy, royal road to culture or to learning. It does, however, wish to be on record in making the assertion that its methods must conform to the requirements of the laws of growth and development.
It demands recognition of the fundamental and axiomatic prin- ciple of readiness as applied to learning and activity.
Based upon only such a foundation as is thus contemplated, can a program develop genetically the power of the individual to ex- tend, organize and improve his activities.
Henry O. Peabody School for Girls
For the most part, such activity as has characterized the work of Norwood Schools during this past year is reported in the re- ports of Principals, Supervisors and others.
However, there is about to be inaugurated, as part of our secon- dary school offerings a new program in vocational education, one which will be housed in the new building which is soon to be erect- ed for the purpose.
As this report is being submitted, building plans are well on the way to completion. With respect to the program, so much depends upon the outcome of a survey which is to be undertaken to deter-
389
mine specific types of program offerings, that little can now be written.
Notwithstanding, and since the school is to be established for the purpose of providing instruction in such trade and industrial pursuits as may be profitable for girls, it may be stated that every effort will be made to equip those who are enrolled with marketable skills.
In the older and more traditional type of secondary school, little emphasis was placed upon such training. In fact, this is an oft- repeated criticism of the comprehensive high school. The attitude of the critics is well expressed in such declarations as, "It is dif- ficult to live a life without the ability to make a living" or, "This (getting ready for employment) is the destination, and the Voca- tional Way is the road to it."
Those of us who have been close to the scene, as the picture un- folds itself, appreciate fully the value of patronage of our proposed school by residents of neighboring communities.
The larger enrollment thereby makes possible broader course offerings and a more specially trained teaching staff as well as a source of revenue through non-resident tuition payments to sup- port a better program.
Vocational Education for Boys
Long since have many of our townspeople recognized the value of Trade and Industrial courses for boys-particularly for those who had no interest in, talent, or money to pay for collegiate training.
An increasing number of our young men are in attendance at day and evening vocational schools and the Town is by law requir- ed to pay their tuition.
In all probability a sizable transfer of girl students from our comprehensive High School will make space available to house a Vocational program for Boys in the West wing of the existing structure.
Conclusion
May I express to you, members of the Norwood School Commit- tee, to all my fellow-workers in the Norwood School Department and to the other Town officials upon whom I have to call for help and advice, my feelings of deep gratitude for the kind and consid- erate manner in which you have aided and supported me in my work.
LINCOLN D. LYNCH
390
REPORT OF THE PRINCIPAL OF THE SENIOR HIGH SCHOOL
I have the honor to present my fifth annual report as Principal of the Norwood Senior High School. In writing these reports for the past twenty-two years, it has seemed that they must take much the same form year after year; because if tables of figures, dis- cussion of curricula, recommendations, etc., are to be presented, little variation of form is possible. This report, therefore, will fol- low the same general scheme as has been used in other years.
October Enrollment
The work of the year 1940-41 began September 5, 1940. Table I shows the distribution of pupils by classes as of October 1, 1940:
TABLE I
Class
Number of Pupils
Senior
185
Junior
254
Sophomore
257
TOTAL
696
Table I does not include fifteen post-graduate pupils who have been in regular attendance during the entire year so far. Under ordinary circumstances the post-graduate pupil does not constitute a very serious problem in the secondary schools so long as post graduate enrollment is not large. They usually return because they lack certain academic units which they need to carry on their individual program of education, and they almost always fit into College Preparatory courses which are usually small in the senior year. Because of the emphasis upon vocational aspects of educa- tional training, this problem has been complicated this year by the fact that these pupils, without exception, have requested addi- tional work either in the commercial field or in our shop, and the complication has arisen because of the increasingly large numbers of pupils each year who are taking commercial subjects and be- cause of the limited accommodations in our shop.
Among the 254 Juniors listed in Table I, there are included seven pupils who may earn a diploma in June, 1941 so that the total num- ber of graduates in June, 1941 will be one or two less than 200 as compared with 217 in June, 1940.
Table II. Variations in High School Enrollment During the Past
Ten Year Period
Year
Enrollment
1931
689
1932
709
1933
745
1934
668
391
1935
707
1936
695
1937
678
1938
667
1939
700
1940
696
Note: Post-graduate students not included.
Losses in the Teaching Staff Over the Last Two-Year Period
Table II is especially interesting because of the figures shown in the last three years and the relation which these figures bear to the losses in our teaching staff. Since June, 1938 four teachers have left our staff for the reasons indicated below, no one of whom has been replaced in spite of the fact that the enrollment figure for 1939 showed a substantial increase over the previous year, while the figure for 1940 is practically the same.
Teachers lost by : Marriage 1
Death 1
Transfer 1
Dropping Italian 1
(The last mentioned teacher was assigned only two periods in the day.)
When the enrollment of a school increases while the members of the teaching staff decrease in numbers, some effects of this re- arrangement are bound to be reflected in the school program. Among these effects may be noted the following:
1. The size of the classes has been increased.
2. The number of classes per teacher has been increased.
3. Some extra curricula activities have been curtailed.
4. Less individual instruction is possible.
With the close of school last June, Mr. Felix Babel severed his connections with our system to accept a position as head of the commercial department in the High School at Wethersfield, Con- necticut. Mr. Babel came to us in January, 1938, was a very suc- cessful teacher, and exerted a fine influence on his classes, es- pecially the boys. Miss Marjorie McCready was elected to replace Mr. Babel. She has come to Norwood with an exceptional back- ground of experience and has already made a place for herself in cur school organization.
Mr. Frank Laidlaw retired from active duty at the close of the year in June after long, faithful service to the Town of Norwood. His place was taken by Mr. George Fitzgerald.
The Senior Year Book
During the past four years each of the graduating classes has published a very successful Year Book showing, in pictures and prose, the events which have taken place during the period of time
392
in which that class has been in High School. The variations of work in connection with this project offer many opportunities to serve on committees, and in addition the book itself serves to mould the class into a unit as perhaps few other projects would. The pupils who serve on these several committees undoubtedly re- ceive as much training and probably the same kind of training as if they were working on a school paper. While it may be regretted that the school does not have a paper during the year, it is true that our pupils are not denied the experience of working on such a project. This opportunity simply does not come until the Senior Year.
Table III. Enrollment by Sex
Class
Boys
Girls
Total
Sophomore
129
128
257
Junior
120
134
254
Senior
82
103
185
Totals ยท
331
365
696
The girls still outnumber the boys, but not by as much of a mar- gin as was the case a year ago; and, strangely enough, the ratio in the Sophomore class is just 50-50. It is of course true that girls as a group persist in school longer than boys because of actual or imaginary economic pressure which the boys seem to feel; and for this reason the boys are usually outnumbered in the upper years.
Table IV. Percentage Distribution of Pupils by Curricula
Year
College Commercial General
Total
Sophomore
25
53
22
100
Junior
26
46
28
100
Senior
23
39
38
100
Average
24
46
29
99
In the School Report of 1939 a comparison of the figures in Table IV was given over a three year period, and these figures showed a persistent increase in our Commercial Department. The figures for 1940 show a further increase in this field.
Table V. Estimated Enrollment for September, 1941
Seniors
247
Juniors
257
Sophomores (Junior High)
220
St. Catherine's School
70
Total
794
If the usual 5-7% loss is applied to this figure, then between fifty and sixty of these pupils will not appear at the Senior High School in September, 1941, which will bring the expected number
393
of pupils down to 735 or 740, or approximately one additional home room over the number which we now have. It would seem, there- fore, that the Committee ought to give serious thought to the problem of adding at least one teacher to the staff at the Senior High School. It would seem that this teacher should be selected with a view toward teaching some classes in Commercial English and Commercial Geography to relieve the pressure in these two fields.
The Place of Clubs in a School Program
Some years ago when the school day was being lengthened in many places, time was set aside within the school day when groups of pupils might get together to pursue some special interest under guidance, and thus many clubs were started. In some cases the school went so far as to require the membership of every pupil within the school in some one of these organizations irrespective of his own interest or aptitude. The Norwood High School has not carried this matter to extremes, but we do have rather large numbers of pupils engaged in various activities; and it seems de- sirable to make some mention of these activities; showing the number of pupils who participate.
Table VI. Clubs
Name of Club
No. of Pupils Participating
Adviser
Camera Club
25
Mr. Fisher
Debating Club
20
Mr. Butler
(Usually engages in 15 to
18 debates during the year)
Miss Gow
Quest Club
650
Miss Dougherty
Dancing Club
70
Mr. Kelley
Rifle Club
30
Miss Peabody
Dramatic Club
64
Mr. Hayden
Sportsman's Club
25
Various Class
Senior Year Book
40
Advisers
Three of these groups require the following notations:
It has long been evident to the administration of the school that many pupils come to our social affairs who show evidence of hav- ing had no training in dancing. Permission was given this year for the organization of a class in our gymnasium one afternoon each week. Miss Evelyn Dougherty, a graduate of the Norwood High School, was asked to become the instructor. At the time of writing this report, four lessons have been given to an average number of pupils of approximately sixty-five at very nominal cost to them.
The Rifle Club has been in existence in this school since 1931, having been organized by Mr. Wheeler. The club is subsidized by the United States Government and offers desirable competition in this field with similar clubs in other schools. With the close of
394
school in June, 1940, Mr. Wheeler felt that he could no longer carry on this activity because of his other duties in connection with track and asked to be relieved of this work. Fortunately, Mr. John Kelley was willing to assume the sponsorship of this group, and we are thus able to continue its program.
Soon after the beginning of school this year a group of boys came to the office and asked if a Sportsman's Club could be or- ganized. These boys were immediately encouraged, and already one outside speaker has been arranged for this group. When clubs are formed because of spontaneous demand on the part of the pupils, these groups will usually succeed; and this is the method which we are trying to use in our High School.
College Entrance Examinations
Most of the graduates of our school who continue their educa- tion enter schools which require certification work from our school (average grades of 85% or better) or else they will earn admission by passing examinations which are set and administered by the college of their choice. Some few pupils each year do, however, have to prepare for the examinations which are set by the College Entrance Examination Board which may now be taken in April, June, or September. There are in this latter group those girls who are planning to enter such schools as Mt. Holyoke, Smith, etc., and boys who wish to enter Harvard. These schools require all their pupils to take entrance examinations unless they come from some remote section of the country where such examinations would not be feasible. With the beginning of school after each Christ- mas vacation, special work is done by teachers of academic sub- jects with both of these groups to prepare them for these examina- tions.
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