USA > Massachusetts > Norfolk County > Norwood > Norwood annual report 1939-1941 > Part 43
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Our records will show that from twenty to twenty-five percent of our graduates continue their education year after year, and the following table will be of interest to show the relatively small num- bers of these pupils who are actually concerned with the examina- tions of the College Board.
Table VII
Class
Number of Graduates
Number Taking College Board Examinations
1937
172
1
1938
221
4
1939
199
4
1940
217
6
Some of these pupils actually take only one of these examina- tions, namely, the Scholastic Aptitude Test. After considerable experience with this type of examination, it seems that parents who are concerned with girls who may look forward to schools of
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the type mentioned above, or boys who may be intending to enter Harvard, Yale, etc., ought to be advised that these pupils ought to elect Latin throughout their school course. These examinations are mainly linguistic in character, and without doubt the pupils who have a background of four years of High School Latin have an advantage over those pupils who do not have this type of preparation.
Curriculum Changes
There have been no major changes in the Curriculum during the past school year, but rather a change of interest on the part of the pupils as has been indicated in a previous section of this report. In accordance with the spirit of the times, two classes in Red Cross work have been organized for girls in the Senior class under the direction of Miss Canning; and before the end of the year it is possible that some instruction may be given to a group of Senior boys in First Aid.
Activities of the Graduates of Last Year
In these reports each year, some attempt is made to make a check-up of the graduates of the previous year in order that we may see how many of our pupils are taking their places in society year after year. These figures for the Class of 1940 are pre- sented below:
Table VIII
Number of
Graduates
In School At Work
At Home
Married
Died
217
86
94
35
1
1
Percentages
39
42
15
-
A comparison of the above figures with those presented in this report of one year ago will show that: (a) a larger percentage of our pupils are continuing their education; (b) a larger percentage are at work; and (c) correspondingly fewer are at home than was the case with the Class of 1939. Many factors without doubt con- tribute to this situation, but we at the school like to feel that our work in Vocations has had something to do with it.
Vocations
This problem was brought up and discussed at some length in: the report of one year ago. At the close of the school year last. June certain questions were asked of the Seniors who were en- rolled in our class in Vocations and who were about to receive their diplomas. Since these opinions were expressed anonymously and by pupils who were about to graduate, it was felt that the opinions were frank and honest. Practically every one of these pupils expressed satisfaction with what the school had tried to do for them in this respect and hoped that the work might con- tinue. These classes are being continued this year, and many
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pupils have requested the opportunity to join in this work even at some inconvenience to themselves.
Conclusion
It would be quite ungrateful to conclude this report without re- cording the assistance which has been forthcoming at all times from the Superintendent of Schools and from the School Board in helping with the solutions of our common problems. Without this assistance, much of what has been done would not have been pos- sible.
This report concludes with the presentation of the Graduation Program of the Class of 1940.
Graduation Exercises of Norwood High School Class of 1940 Tuesday Evening, June 4, 1940 Junior High School Gymnasium
Program
Processional-March from "Athalia" . Mendelssohn High School Orchestra
Invocation Rt. Rev. Msgr. Joseph C. Walsh
"Light"
Stuart B. Hoppin Chorus and Orchestra
Opportunities for Norwood Girls Mary E. Carroll
"Capriccio Brilliante". .. Ch. Ruegger George Lorusso, Joseph Grugnale, Levi Salonen Eileen Nugent, Accompanist
A History of Graduation Awards in the Norwood High School
David J. Maitland
"Pioneers"
Stuart B. Hoppin
Chorus and Orchestra
Gift of the Class of 1940 Arthur P. Allen, Jr.
Acceptance of the Gift for the School William F. Butters
Award of Medals and Prizes Mr. Lincoln D. Lynch, Superintendent of Schools Plimpton Art Prize Berwick English Prize Teachers' Club Scholarship John F. Murray Athletic Cup
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Norwood Mothers' Club Home Economics Award High School Scholarships Lane Medals Norwood Woman's Club Scholarship
Presentation of Diplomas
Mrs. Edward T. Chandler, Chairman of School Committee "Norwood"
Wheelock, '13
Arranged by Walsh, '13
Chorus and Orchestra (The audience is invited to join)
"The Star Spangled Banner" (First stanza)
Recessional-"Festival March"
. Batiste
High School Orchestra
The audience will please remain seated during the entire reces- sional.
Senior High School Orchestra directed by Professor J. V. Dethier.
Graduates
*Arthur P. Allen, Jr.
Marshall Kelley
*Thelma Beatrice Aronin
Louise Bertha Kern
*Jean Bacon
Nora Alice King
Shirley Badger
Helen Marie Koch
Jennie Baranoska
L. Miriam Kollanus
Alfred J. Bartkewicz
Leona Frances Bateman
Mary Kozak Edmund Krasauskas
*Emil Bazzy Sylvia Bergman
*Dorothy Irene Berkland
Marie Loretta LaSalvia
* Agnes Mary Bernier Bernard Blasenak William J. Blood Alice Ruby Bowles Genevieve B. Boyd E. Russell Bragg, Jr. Jennie Voris Budrewich
Edward J. Leary Anastasia Virginia Lewis
George Lorusso
Eleanor Frances Lydon
Dorothy Marion Maduskuie
Linda Grace Magnani
David J. Maitland
Eldridge Harley Matthews
Henry C. Mattson Elizabeth Helen McCall
Dorothy C. McDonough
Frances Jean McDonough Joseph Patrick McDonough Mary Louise McDonough Edward T. McKelvey
*Rose B. Buonpane
*Mary Lois Butler Josephine Calderone Jean Marie Callahan
*Barbara Ann Carchedi Frank E. Carchedi Mary C. Carchedi Thomas Peter Carchedi
Gladys Kwiatkowski
Roy Bertel Larson
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Elvey J. Carlson
*Mary Elizabeth Carroll Mary Josephine Caruso Edward Richard Chubet *Maggio Ciancarelli Cornelius James Cleary Eva M. Cola Helen Concannon Margaret M. Connelly Doris Connolly Nicholas James Connolly John Edward Conroy John Joseph Cook Marjorie Anne Corbett Marion Jane Costello
Mary Agnes Costello
Louise Anne Coughlin Mary Ellen Coyne Pauline L. Crouse James F. Curran
Margaret Ann Curran
Blanche M. Dallalis Agnes Damico
*Marjorie Gertrude Davis Shirley Margaret Dawson Catherine Valerian Dennehy Marguerite D'Espinosa Margaret Devine Stephen Patrick Devine Margaret Mary Dillon Barbara Frances Disnard Margaret Domet Elizabeth Arline Donahue
Joan Rita Dower
Winifred Ann Dwane
Regina V. Dziubaniuk
Michael Elias Patricia Elliott
Shirley Wenonah Engel
Caroline Barbara Eysie
Ruth Lillian Farnham Joseph G. Ferrara James Edward Flaherty Mary Agnes Flaherty Mary Teresa Flaherty Raymond Franklin Fleck Beverley Jane Fleming John James Folan
Eugene McLean Marion Louise Hartshorn Elizabeth Doris McLennan Joseph F. McManus Marion Jean McTernan Trent S. Milliken Fred R. Millin
Chester Miloszewski
John W. Minkevitch Anthony J. Mogan John Patrick Mogan
Andrew Michael Monahan
Phyllis Martha Monbouquette
Frank V. Mucinskas Francis X. Murphy Mary E. Murray John William Nevickas Lillian Florence Nordblom Mary Margaret Notarangelo
*Eileen E. Nugent James Nugent Anne Marie O'Brien Teresa Nora O'Brien
Marion L. O'Donnell Margaret B. O'Loughlin
Mary E. O'Malley Malcolm Irwin Orent Rena A. Palazzi Josephine A. Palmerini William H. Patterson Edward B. Pendergast
Raymond G. Pendergast John A. Piedzewick Edwin J. Pothier
Madeline Patricia Praino Vito Puopolo Joseph Francis Purpura Mario Ranalli Frederick David Ransow
*Elizabeth Mary Raymond Richard Fleming Readel Arthur Joseph Richards, Jr. Mary Elizabeth Riemer Marie Eileen Riordan Robert Milton Ritcey Jean Campbell Robertson John Leo Rowen Frances Bernice Russell
399
Alice Foley Thomas Joseph Foley Peter Gaigal, Jr. *Ruth Paula Gallagher Edward Vernon Garner James H. Garner Marie Frances Geroso Frederick Edward Glaser Irene Gleichauf Leslie Earle Greene Priscilla Ann Griffin
Harry Frederick Grosso Joseph A. Grugnale Walter Francis Grusheski Jayne Emily Gurney Frances Alice Halstead Alice Dunsmoor Hanscom
* Apolonia Carole Harukewicz James J. Hawley Phoebe Ann Hayes Henry A. Heikkila Edward F. Heyn Edward Francis Holman, Jr. Richard Henry Holman Annie Elizabeth Horton
Rose Evelyn James Blanche Frances Javasaitis
Helen M. Johnson Jennie Anne Kalczynski Nader Kalliel
Annie Karshis Albert Kascavitch
*Charlotte Kauffman Algirdas C. Kazulis Peter John Keady Barbara Ilene Keeler
Rose Salloom Levi Salonen Angelina L. Sansone Angeline Grace Sansone
George Francis Scanlon Pauline B. Seekins Barbara Esther Shannon
*Margaret Lenore Shaw Jaynne I. Shimsky Thomas Alfred Smith Lillian May Soderlund Michael Thomas Solomon William Joseph Spierdowis Peter Stanchuk
*Elizabeth Wheeler Steele Nita L. Stewart Walter Rockwood Owen Francis Sullivan, Jr. Winnifred Viola Tamulinas William Thomas Elizabeth Barbara Tohosky
*Richard Barr Tucker Anna H. Walker William Perry Walker
*James Christopher Wallace Jean Frances Wallis Ann Patricia Walsh Robert O. Weger Thomas J. Wenzel Robert Wiesmann Barbara Jane Wittrup Dominic Yelapi
*Olive Nathalie Young Warren Earl Young Richard Zinkowsky
*Lane Medals
400
REPORT OF THE PRINCIPAL OF THE JUNIOR HIGH SCHOOL
I herewith submit my first report as Principal of the Norwood Junior High School.
Primary interest in any school is in the scholastic progress of its pupils, and we have every reason to believe that the efforts of our teaching force are well rewarded. As usual we find that in the standard tests we give annually in Latin and Algebra to our ninth grade pupils, the results are far above the average. Standardized tests which we have in other subjects show results usually better than average.
In the modern school, however, scholastic excellence is not the sole criterion. Many of our extra-curricular activities produce such excellent results that at least a few are worthy of special mention. Our band rehearses twice a week with Mr. Farnum outside of school hours and considerable progress is being made. Much new equipment has been added, thereby presenting oppor- tunity to a larger number of pupils. Our Community Club, which functions throughout the year, does special work at Thanksgiving and Christmas, rendering assistance to the under-privileged and to the sick of our Town.
The Junior Narrator, our student publication, was entered in the nation-wide contest sponsored by the Columbia Scholastic Press Association at Columbia University. In the contest which drew more than seven thousand entries, our magazine received the following three awards: first in editorial writing, first in feature writing and second for the magazine as a whole, for which our school received a silver medal.
As a mark of recognition for having received the first award in poetry in 1939, the editor-in-chief, Mary Lynch, addressed the Junior High School division of the Conference on the subject, "Poetry Writing for the Junior High School Publication." Re- cently the staff of the Junior Narrator was further honored by a request from the Columbia Press Association to contribute a page on "Editorial Writing" for the School Press Review.
Our Guidance Department continues to do its exceptionally fine work. One of the many activities of this department is to help pupils choose the high school course best adapted to the indi- vidual. Aptitude tests were given last year to determine whether the pupils would be successful in senior high school geometry, and advice concerning the advisability of electing this subject was based on the tests. We have been informed that the pupils are actually achieving the approximate results which we expected.
401
It is gratifying to the teachers of Guidance to know that in their work the results which can be measured are so successful.
It is a pleasure for me to work with the excellent group of teachers in the Junior High School. May I also express my appreciation for the help and consideration given me at all times by our Superintendent of Schools.
JOHN J. CORCORAN
REPORT OF THE SUPERVISOR OF HOME ECONOMICS EDUCATION
I herewith submit a report on Home Economics Education for the year ending December 31, 1940.
Implications of General Education for Home Economics
An outstanding factor in the extensive curricula reorganiza- tion that has been going on in general education appears to be a sincere desire to make education functional. Accepting as a premise the fact that experience is the basis of all learning. educators are striving for an interrelation between living and learning in order that the pupil may be able to correlate his experiences in and out of school. They are seeking real and con- crete experiences in the area of relationships to which every individual has to orient himself.
A very importnat and significant outcome of this curricula de- velopment has been a more general concern for the schools' responsibility for educating boys and girls for effective par- ticipation in home and family life. Practically every report on goals in education points to the acceptance of education for family life as a basic area of human experience for which all young people should be prepared. Problems of home and family life attain a new perspective with the thought of organizing curricula around the needs of youth in a democratic society. The opportun- ity for differentiation in the choice of material and for integra- tion of all subject matter around such an objective can be appre- ciated. The specific part that Home Economics can and should play in the general education of youth is shown by the following facts:
1. Home Economics is by and large the most functional sub- ject in the secondary schools today and is ready to fall in line in a unified plan of instruction with few adjustments.
2. Home Economics is and always has been concerned with the most vital factor in the growth and well-being of a nation- the American home.
402
3. Home Economics occupies a key position in integrating the various contributions from other fields in keeping home and family life to the fore.
4. Home Economics has been increasingly making instruction specific, individual and personal by dealing realistically with social, economic and relationship problems of personal and family living.
With general education pointing toward the acceptance of education for family life as a major objective, the chief concern of Home Economists is that their field of education be given the opportunity to make its very best contributions to a broadened and enriched school program.
Home Economics and Education for Family Living
Family life is an integral part of our total social experience. It influences and is influenced by the "concept of life" which con- trols the development of any given social order. The American set of values regards the home and family as the environment in which wholesome individuals can best function and flourish. The family is recognized as the foundation of democracy, as a way of life-the core of personal stability. The growth of stand- ards for the home and ideas of character and personality and the desire and ability to participate in family life cannot be accomplished in a short time nor left entirely to parents. The contribution of the schools to education for family life should become a part of the whole program of education. From its past, Home Economics has more to contribute to such education than any other field. Home Economics holds as an objective for family living the development of people who live life fully, finding in it satisfactions for themselves and service for others. Home Economics sees family living as a way of living-a way which at its best makes life rich and full of meaning.
The Role of Homemaking Education in the Educational Program for Youth
Home Economics in these United States is concerned with the All-American home and with the health, happiness, comfort and well-being of the millions of American families who live in these homes. Statistics show that 28,000,000 women are engaged in making homes, almost three times the number gainfully em- ployed in other occupations. Homemaking thus becomes a voca- tion-the only one in which people in every economic and social group participate. This indicates the need for preparation for this vocation and how vital it is that education adapt its program to varied and changing social conditions.
To review the progress of Home Economics education is to chronicle a succession of progressive steps that have been marked
403
by the rebuilding of the homemaking curriculum to embrace wider service. The new emphases in Home Economics include the development of orientation courses for both boys and girls, the broadening of the scope of social relationships and greater attention to consumer buying. Such courses are planned to reach a maximum number of pupils who will not elect Homemaking subjects for vocational objectives. These courses are variously called "Social Arts," "Social Living," "Human Relationships," "Personal Living." Home Economics as interpreted today is reaching its largest group at secondary level and reaches more people and functions best with its contributions to the general education of all youth. Those who are responsible for curriculum building should view Home Economics in terms of its broadest and inherent values for all as well as its specialized values for some. Since Home Economics deals with the essentials of every- day living, this field becomes an essential in the general education of our youth.
Home Economics and The Common Defense
"There is no subject in the school curricula which gives so great an opportunity for democratic expression as Home Econom- ics."-Dr. Cole, Superintendent of Schools, Seattle, Washington. It is true that Home Econmists are giving all they have and are to the high task of strengthening, improving, dignifying and mak- ing happier the American home, thus making a fundamental contribution to the preservation of free government and the lib- eral way of life. The challenge before us, however, in this chaotic world, is to teach more forcefully than ever the advan- tages of strong bodies, the necessity of good citizenship and a deep and lasting love and admiration for our country. We must stress the economical use of materials needed for comfortable living and direct our defense activities to the building of good homes, strong people and ideals worth living and striving for. Home Economics must set the highest type of living standards, mental, physical, moral and spiritual, since the welfare of the American home is the most vital factor in the growth and well- being of our nation. We will have done our task well if, through our leadership, we help to prepare for gainful employment, for the duties of citizenship, for the responsibilities of homemaking and if the individual receives or has strengthened a valuable philosophy of life which emphasizes self-respect and carries with it a sense of obligation to the community, the state and the nation.
Home Economics in Norwood
Home Economics courses in the Norwood schools are continu- ally being re-evaluated and re-organized in our attempt to con- tribute to the building of fine principles for home and group
404
living. We look upon Home Economics as contributing to edu- cation in all areas of living although contributing most to personal and family life and having values for social and civic under- standing, vocational orientation and vocational education. Al- though, at a secondary level, our schools are not operating on the unified plan, we have lost no opportunity in our established Homemaking courses to incorporate functional material and ex- periences related to enriched, complete and satisfactory living. The appreciative response from pupils is most gratifying, prov- ing that we are helping them with their everyday problems. There are many directions in which this work could and should be ef- fectively expanded and it is hoped that teacher time can be in- creased at Senior High School to allow for further constructive work in the future.
It seems that something should be done to re-establish Home Economics work in the elementary grades in Norwood. Children should be given the benefits of family life teaching during their younger years when it will exert the greatest influence upon them.
A "Social Arts" course at Senior High School for all boys might well replace the elective course in "Everyday Problems for Boys" now being conducted. More boys should be reached with this type of material and the course should be conducted by a man teacher with contributions from the various departments which are prepared to offer helpful orientation units.
The usual activities have been carried on with excellent response from those participating in them. The bountiful Thanksgiving baskets contributed by Junior High School faculty and pupils as well as the toys made by Home Economics clubs for charitable organizations reflect a splendid spirit of service for others as well as credit upon all who assisted with these activities.
Conclusion
We wish to acknowledge with heartfelt apprecaition the co- operation from the following groups, viz; (1) The Norwood Mothers' Club, for their annual award in Home Economics; (2) The Norwood Public Health Nurses, for their assistance in distributing our gifts; (3) The Norwood Community Committee for loaning their nutritionist, Miss Grace Bixby, to so ably help with our nutrition program; and (4) the organizations which co-operated and contributed so generously to the Home Economics Department program at the Norfolk County Teachers Association Convention held in Norwood last fall, viz, The State Departments of Health and Education, The Boston Dispensary and the School Departments of neighboring towns who sent speakers.
May I take this opportunity to extend to my teaching associ- ates and all workers in this department my heartiest appreciation of their continued co-operation. We are grateful for the gen-
405
erous support of principals. We also wish to thank our Superin- tendent of Schools for his advice and assistance in developing our Home Economics program.
AGNES M. BRIDGES
REPORT OF THE SUPERVISOR OF INDUSTRIAL ARTS EDUCATION
I herewith submit my annual report on Industrial Arts Educa- tion for the year ending December 31, 1940.
Obviously, the study of Industrial Arts is a preparation for the future. In order to establish a firm foundation upon which to build Industrial Arts, we must note that it is a valuable part of our general education. Mechanical training must now be con- sidered an essential in the education of most boys. The defense program has come along, with a tremendous demand for skilled mechanical labor. It is the boy of today, who tries for some kind of mechanical skill, who can at least be sure of work for some years, and probably permanently. The average youth's best chances appear today in the overalls job, facing a bench, and doing skillful work with hand tools. This situation places the industrial arts in a vital position in our school program and presents a training problem wherein we, in the industrial arts, recognize an opportunity for service which we can render for national de- fense.
To meet this responsibility and the rapid increase in the en- rollment for shop work, some adjustments relating to subject matter and equipment must be made for the benefit of that group of boys who will go on with their industrial training.
Education is a preparation for living in the sense that it de- velops certain abilities which help the student to make adjust- ments to meet conditions of his environment. Living involves an enjoyment of living made possible through an ability to earn a living and to be of service to others. To attain this goal, our course of study must add much that is new to meet changing conditions, but must retain some of the traditional curriculum which meets our present day needs.
All people today find themselves in an industrial world with its many problems. More ways of earning a living, greater di- vision of work in the industries; demanding specializations, and a greater interdependence of industries ;- these are only a few of the problems which face our students. To respond to these needs we must provide courses which will guide pupils toward solution of these problems. A better understanding of the proc- esses, relationships and problems of industry can accomplish much in the development of the industrial arts phase of educa-
406
tion. The necessity to provide opportunities for the best educa- tional experiences possible with least possible expense is the re- sponsibility faced by our administrators today.
Modern Industrial Arts Program
Many schools in all parts of the country are introducing more units of industrial arts. The fact that the trend is toward a wider variety of work is important. Our general shop was so planned, but it is not equipped to provide for the increased en- rollment of today.
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