Norwood annual report 1939-1941, Part 83

Author: Norwood (Mass.)
Publication date: 1939
Publisher: The Town
Number of Pages: 1396

USA > Massachusetts > Norfolk County > Norwood > Norwood annual report 1939-1941 > Part 83

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Theresa Marie Langlois

Annie Lanzoni

Walter James Phalen

John C. Leahy

Elizabeth Claire Praino

Frank Peter Procopio

Clyde James Rafuse

Bronsie Ann Rasimovich

Barbara Ann Raymond

Florence Helen Rehnstrom

Russell William Richall

Gerald B. Matthews

Barbara Marilyn Richards

Celia Max

Henry Richards

Francis Edward McAuliffe

Dorothy Mary Richardson

Marie Ann McDonough

Margaret Virginia Ross

Pauline McKelvey

Walter Bennett Russell

Anne Loretta Mckeown

Bernice J. McLatchey

Robert Bruce Meagher

Helen Elizabeth Sears

Kathleen M. Meissner

Anne Marie Seery

Mary Frances Mickenzie

Blanche Teresa Sicnkiewicz

Rocco Joseph Silvestri

Frances Ellenora Sironka

W. George Mike Helen B. Miloszewski

Adam Paul Sirvinsky Leona Skolfield

James Lawrence Monahan

Louise Anne Mondor

Gordon Philip Small

Harold Leonard Small

Barbara Jane Smith

Edward Philip Murphy

Evelyn Marguerite Sternberg

Katherine Mary Murphy Phyllis A. Norling

Harold F. Stewart Edwin J. Stone

Martin Edward Norton

Francis J. Surette

Joan Elizabeth Notarangelo

Mary Theresa Nuttall

Elizabeth Margaret O'Connor

Nora Helen O'Donnell Mary Elizabeth O'Leary Teresa Agnes O'Malley Robert Emmet O'Neil, Jr. Mary Agnes O'Toole Ernest Orlando Paolucci

Francis Thomas Paquette Robert Francis Paquette Albert Lucien Pelletier

Dorothy Elisabeth Pendergast John Bernard Petraitis Edith Priscilla Pfeffer George E. Phalen

Nancy Witton Leavis

Charles David Logue

Helen Joyce Machum

Mary Elizabeth Maguire

James F. Maroney

Barbara Ann Martin

John Samm Alfred Sarapas

Mary Adele Mickunas

Mary Elizabeth Mullane

Leo Francis Mulvehill

Julia Ann Suriano

Annie H. Thomas

George J. Thomas

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Michael Joseph Thornton Patrick Tierney James Jack Tomm Francis Alfred Triventi Clifford E. Waite Helen Marie Wall Elizabeth Margaret Walsh Emma Virginia Walter

Edith Osborn Ward

Vito John Wasilunas

Frances Pauline Wetta

Alice S. Whedon Louise Katherine Wozniak

Ahti John Wuori

Marion Elizabeth Zepfler Victor Zilaitis

Helen Zuke

REPORT OF THE PRINCIPAL OF THE JUNIOR HIGH SCHOOL

I herewith submit my second annual report as Principal of the Junior High School.

Our testing program shows that in most studies our school does at least as well as the average, while in Latin and Algebra, our classes far exceed the standard median.

At the close of the last school year, when our present ninth grade pupils were choosing their courses of study, only a few elected General Mathe- matics and, as a consequence, this subject was withdrawn. Those who normally would be interested in Mathematics preferred Algebra. General Science was also elected by an increasing number. The desire for Algebra and Science is the most noticeable trend which has come from the influence of our national defense program.

One period each week is devoted in seventh and eighth grades to Current Events. This has always been a worthwhile part of our Social Science program, and in the present world condition, the constant reading and dis- cussion of major events enables the pupils to keep abreast of events, and to realize that Geography today cannot be separated from History any more than it could be done successfully in the past.

Our Guidance Department continues its excellent work, and the training in citizenship and character development is reflected throughout the school. Realizing that we have a social obligation in the community, the Guidance teachers' sponsored four dancing parties for ninth grade pupils, and the results were decidedly worthwhile. Before each party our Physical Educa- tion teachers had given dancing instruction outside of class time to all who needed it, and this included many who had never before attempted to dance. Training in etiquette was also given to the various groups in Guidance classes, and the parties were supervised so that each pupil might, by active participation, learn under wholesome conditions the social graces which are so necessary in the development of youth.

The new Art program has been in operation for a full school year, and the type of work provided has fulfilled our high expectations. Everyone has an opportunity to enjoy Art, since the course is designed for all, rather than

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the few who can skilfully copy nature. The pupils do the Art work for our magazine, and it is interesting to follow even a single design from its be- ginning stage to the successful conclusion to observe the skills necessary for worthwhile work.

Thirty varied club activities provide training which develop interests and enable pupils to make more worthy use of leisure time. Many of these clubs furnish finished products to our Community Club, which is a service club operating throughout the year. This club furnished last year large quantities of useful products both for the Red Cross and the Norwood Hospital. Such clubs are also showing by example that service to others is necessary for youths as well as for adults.

Much is accomplished in music, for, in addition to the regular music classes, where basic training is provided, there are three clubs devoted to instrumental music. Mr. Farnham devotes considerable time to the band which practices twice a week as a unit and four mornings before school in sections. A free lesson may also be had after school on Fridays by any band member who wishes it. The band has played at each elementary school, at evening school, and at local and outside parades. We need new uniforms for the band, and some money was raised for this purpose by a magazine sales campaign.

Last March our 7R Division under the direction of Miss Kathryn R. Byrne, presented a play, "The Knave of Hearts." With the money raised from this source, our Junior Red Cross presented a check for one hundred dollars to the British Workshop Division of the Junior Red Cross. We stipulated that the money was to be used to purchase sleeping-bags for the use of children in air-raid shelters.

Our student magazine, the Junior Narrator again won high honors. We were awarded a silver cup, the award for first prize in the literary magazine class at Boston University in a contest sponsored by the New England Interscholastic Press Association. At Columbia University, our Junior Narrator was awarded a silver medal as the second award in its national contest. In essay writing, we received the All-Columbian Award, since our essays were judged the best in any publication. Two of our pupils were invited to deliver addresses at Columbia University. Thomas Rogers spoke on, "Editorials in the Student Magazines," and Charles Mitchell discussed, "Stories and Essays in Student Magazines."

I take this opportunity to express my appreciation of the excellent work done by the Junior High School teachers, and also for the co-operation and helpful advice which have always been given by our Superintendent of Schools.

JOHN J. CORCORAN

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REPORT OF SUPERVISOR OF HOME ECONOMICS EDUCATION

I herewith submit a report on Home Economics Education for the year ending December 31, 1941.

The Present Need of Education for Home and Family Living

Education today finds itself in the interesting predicament of having to reappraise the past to determine what elements of culture are worthy of passing on and of making the newer knowledge useful to citizens of today and tomorrow. Education for Home and Family Life shares in this ad- venture and the greatest need of education today is that this type of educa- tion become a part of or a basis for the whole program of education. Never has the need been greater for building strong and happy home life, for today we see the family as the primary social group in a society striving des- perately to achieve and hold democratic ideals.

In the light of the challenge of today we need new courage and faith that life has value and meaning if we are to bring to it capacities for living and hoping and an appreciation of rewards to be gained through happy human relationships within the family. In every level of education must be found clarification of what democracy means in every aspect of living, especially in the family.

Home Economics Education means Education for Home and Family living. This branch of education offers the opportunity to make life rich, meaningful and satisfying. Home Economics can directly sustain morale if its program directs the thinking of our young people to a goal where the home and family is paramount. We Home Economists in the Norwood Public Schools dedicate our teaching to this goal. We need, to be thoroughly successful in our efforts, the cooperation, sympathy, understanding and agreement as to the worthwhileness of our objectives from all responsible for the education of Norwood youth. We do not need a fixed program for the future, but a clearly defined sense of direction. We go into the new year with our convictions clear as to the needs of our pupils and with faith that many in education are aware of the needs of bewildered youth for guid- ance in wholesome personal living. The avowed purpose of the Home Economics teacher is education for good living. Hers is the privilege to lead and guide in this great world crisis.

National Defense-A Challenge to Home Economics Education

Today our ability to successfully complete the tremendous program of national defense will be largely determined in the American home, for on the strength and well-being of the families of America, rest the true defenses of the nation. America's biggest battle is at home and in the saving of the democratic spirit. Its preservation presents a challenge to those studying, teaching and practising Home Economics or homemaking. The responsi- bility of leading youth in this emergency must be placed upon the shoulders of those who themselves appreciate American life and what it means.

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The field of Home Economics has many opportunities for service in the present national emergency. Foremost in importance is the problem of reorganizing our teaching plans to, more forcefully than ever, help strengthen home life and family living. Secondary in importance is our co- operation with the defense projects in our community. We in Home Economics are grateful for the privilege which is ours daily in helping to carry out the democratic way of doing things. We will ever be watchful that the spirit of freedom of expression and harmonious cooperation pre- vails in the groups under our care and direction and will so teach that our future homemakers may be prepared to be of immediate help in their homes and to carry over knowledge and a spirit which will help them to establish the ideal American homes of the future. The most important basis of American unity is the American home. Home Economics is prepared to make valuable contributions to American home life and to national de- fense-physical, spiritual and moral-and will direct its teaching to those ends and purposes.

The Training of Future Homemakers-A First Line of Defense

The possibilities for "home-line" service to national defense are as endless as the daily living needs of our families and localities. The task is as great and just as essential as the production of military materials, armaments and supplies for defense. We are now in the planning stage of this home-line defense-organizing, refreshing interests and information and sharpening our activities. The jobs for home-line defense extend into many areas of family activity, areas in which the homemaker is accustomed to performing a major role.

Our future homemakers will be the purchasing agents for their families, guardians of the children, guardians of the health, physical fitness, educa- tion, and happiness of their families and builders of family ideals. Through Home Economics instruction our future homemakers will be shown that it is the woman who gives her time and talent to conservation, makes a good home, plans good food for the family and avoids waste in all its forms who becomes an important cog in the wheel of national defense. More than ever we will stress the economical use of all materials needed for com- fortable living so that in the event of great curtailment they may know the safest ways of meeting the situation. They will need information on low-cost meals with high nutritive values, healthful, balanced diets, how to alter recipes and prepare rationed food, variety in the use of commodities, how to get more quality and quantity for money expended, conservation of all materials and how to practise thrift. We can teach resourcefulness when goods from foreign markets are unobtainable and when substitutions must be made for basic materials required for armaments. Skill in hand- craft may be acquired and knowledge of other forms of diversion which will keep people calm in time of stress. All of our efforts will be directed finally toward the building of good homes, of strong people, of ideals worth living

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or dying for, if necessary and a deep and lasting love and admiration for our country-a country which deserves our best endeavors.

The Importance of Nutrition in a Defense Program

Nutrition today is holding the spotlight as housewives of all income levels begin to realize the important part it plays in a defense program. The Bureau of Home Economics in a recent survey states that 45,000,000 (estimate) people do not have adequate diet in America. This, in spite of the fact that we are the most fortunate nation on earth in our enormous food resources and food production capacity. Low incomes are partially responsible, but lack of sufficient nutritional information is also an impor- tant cause. These shortcomings in diet exact a stupendous toll in suscepti- bility to illness, sluggishness, wcariness and physical ailments. A nation can only be as strong as the individuals who compose it.

The National Nutrition Program for Defense (April, 1941) sprang out of the realization that as a nation and as individuals we are not making the greatest use of our resources, neither have we kept pace in our living and eating habits with the findings of scientific research. For example, do people in general know or care that the new "enriched" bread is made from white flour to which important vitamins and minerals have been added? Do they know that this enrichment formula containing vitamins and minerals in the quantities naturally found in wheat but heretofore removed by milling processes became effective as of January 1, 1942 as part of the official Food and Drug Standard and that this extra nourishment will be available in every loaf of bread? Our pupils will be given such information as part of their fundamental instruction in nutrition. Emphasis will be placed on recent research and improved nutrition practises, food selection with attention to quality, economy and nutritive values, essential require- ments in minerals and vitamins, food preparation methods to conserve essential nutritive values and avoid waste, more familiarity with alternative foods containing essential ingredients and the least expensive sources of energy foods. They will be given the sources of readily available informa- · tion on food buying and preparation (United States Department of Agricul- ture et al). We hope our pupils will spread the information they receive and carry it into all homes where it can be helpful now and in the future. In the interest of keeping our families strong and well we shall intensify our efforts in the direction of improved nutrition for to insure adequate nutrition for all our people is to forge an important link in the stabilization of the American home.

In conclusion, it has secmed best, at this critical time, to outline our plans for the future rather than to review the routine of this department, much of which must be familiar through former reports. We look forward to an active year and trust that through our guidance Home Economics pupils will measure up in all the ideals and goals we have set for them herein.

May I take this opportunity to express my appreciation of the continued

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loyalty and cooperation of all associated with the work of this department and extend thanks to principals and all who have contributed to our pro- gram throughout the year. May I especially thank our Superintendent of Schools for his interest, helpful cooperation and confidence in our efforts in behalf of Home Economics Education.

AGNES M. BRIDGES

REPORT OF THE SUPERVISOR OF INDUSTRIAL ARTS EDUCATION

I herewith submit my Annual Report on Industrial Arts Education for the year ending December 31, 1941.

Industrial Arts with its mechanical training today is considered an essential in the education of our youth. The activities of this department ' are based upon definite values to be achieved in the accomplishment of standardized objectives, formulated by the Industrial Arts section of the American Vocational Association. The objectives were very effective in helping to shift the emphasis of shop teachers from the mere development of manipulative skills to other worthwhile objectives.

A most valuable objective in the training of the High School boy is his mechanical resourcefulness and his mechanical adjustability to job condi- tions, which will enable him to shift, as required. from one position to another. The individual develops through his experiences. It is necessary to provide those experiences which will contribute to that end.

Alignment with Objectives

In both theory and practice, our Industrial Arts work has been considered as an area in general education, not as a special subject having specific occu- pational values. It is assumed, however, that as our pupils progress through our schools and advance in maturity, the Industrial Arts work offered to them will become more specific in reference to (a) the individual needs of pupils; (b) the activities included in the program; and (c) the purposes the activities will serve in the adjustment of pupils to adult life.

Broadened Program of Activities

The ever-growing tendency to increase shop activities is very evident within the schools of the country. Our shop activities have been based on a variety of media that afforded enriched opportunities for manipulative work in many diversified subjects where values were inherent in self-ex- pression and exploration-one of the fundamental principles of Industrial Arts.

We provide for the development of a sense of values in selection, purchase, use, and care of industrial products and services in common use which, we felt, broadened the pupil's experiences in a wide range of desirable media,

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where reference to design, construction, workmanship and material are concerned.

Our pupils today are required to work out a "Student Plan Sheet." Each pupil plans a project, makes a sketch of it, prepares a bill of material and lists the operations to be performed before actual construction begins. By this method many desirable outcomes in Industrial Arts are attained.

Increasing Enrollments

Enrollments in Industrial Arts increased considerably, due principally to the realization that defense program jobs are offering lucrative employ- ment to ambitious young men, especially to those who have had some pre- vious Industrial Arts training. Another reason seems to be the value of Industrial Arts work in meeting general education objectives. This fact has become better and more generally understood among the boys of the High School.

General Shop Form of Organization

The outstanding trend at present, which serves as a guide to the future of Industrial Arts education, is the general shop. This type of organization seems to be especially well adapted to programs in small high schools, where neither funds, space nor pupils are ample to justify the unit shop system. We have used this type of shop for many years. Now, with the increase in enrollments, I am convinced that the unit system would be more desirable if adequate facilities were provided. The general shop of the Junior High School will satisfy the educational objectives and principles underlying the organization of our Junior High School.

Extending Pupil Experiences

Students in the seventh and eighth grades show a natural interest spread typical of adolescence; they are in an age of exploration and experimenta- tion and are eager to specialize. Consequently, crafts and hobbies make quite a center of appeal to students of this age. To maintain this interest, encouragement is given for homework shops in which not only pupils, but often parents, become interested. The organization of various clubs also compensates for the limitations set by class periods in formulation of leisure time activities after school hours to pupils not enrolled in shops during the school day.

Industrial Arts for Girls

Leaders in Industrial Arts education keenly regret the lack of provision for Industrial Arts work for girls. I feel there is a growing consciousness that Industrial Arts ought to be extended to our girls' programs, even to setting up special activities, i.e., art jewelry; home mechanics; woodfinish- ing; as such activities are profitable for some of them.

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Contests

Once again boys in the High School Drafting classes undertook a Town Planning assignment. This challenged their initiative and creative ability to plan. One member was awarded a medal of merit for his outstanding plan.

Another contest undertaken was a national one, sponsored by a drawing ink concern. Our contestant received honorable mention, and was awarded a certificate for his exceptional talent.

At present a group of boys are busily engaged designing an honor roll, to be erected for those from Norwood who are now serving their country.

Conclusion

I take this opportunity to express my appreciation for the helpful spirit of cooperation shown by the Superintendent, principals and department associates who during the year made work pleasant and enjoyable.

CLIFFORD H. WHEELER .

REPORT OF THE SUPERVISOR OF ART

I herewith submit my Annual Report of the Art Department for the year ending December 31, 1941.

"Art is Youth's Land of Enchantment. Creating it, he discovers a wonderland of beautiful forms, patterns, colors. Exploring it, he finds himself and by this self-discovery fulfills the aim of Art Education."

Therefore, although our aims and methods of procedure have, in general, been much the same as outlined in last year's report, we have provided many more opportunities for creative coloring and painting, with a conse- quent freedom and enjoyment on the part of pupils. Perhaps a slight loss of some technique and mechanical skill has been experienced, but this is more than compensated for by the increased power of originality, imagina- tion and esthetic pleasure experienced in the making of such designs and pictures.

. We were inspired in our creative work by a lecture, attended by most of our teachers, by Mrs. Ruth R. Herring on, "Creative Force within the Ch'ld". This was illustrated by many colorful and original creative paint- ings done by our pupils. She also returned later for a question and discus- sion period and loaned us more paintings, which have been seen, talked about and enjoyed by all pupils in the schools, in all grades including the Art classes in High School. Poems were written in a Grade Nine English class which were inspired by creative paintings made in some of our sixth grades. Many of these paintings were influenced by inspiration derived from playing music records while the painting was being done.

From January until the close of school in June, three Juniors from the

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Teacher Training class of the Massachusetts School of Art spent every Tuesday in our elementary schools, where they assisted many groups of children in carrying out creative art projects. Not a few of these were large original illustrations in correlation with Social Studies, much Finger Painting, very colorful murals in connection with the study of time, trans- portation, Indian life, Chinese life, the circus, and so on. Their work was of considerable help during a two month absence of the Supervisor. One of these students, a Norwood young lady, has continued this year in the Art classes at the Senior High School every Tuesday and recently substituted very successfully for several weeks in that department. These students have been invariably helpful and willing to cooperate in every way.

Elementary Grades

Continued opportunities for correlation with the Handcraft work have presented themselves and many suggestions have been given. Many of the free, creative color paintings and crayon designs made in the Art classes were used in Handcraft periods in making various Christmas gifts and tree ornaments.

Typewritten suggestions for correlating Art with Social Studies, com- bining projects already worked out in various rooms with other new ideas which might be experimented with, have been distributed to several grades, while those for the other grades are in process of preparation.

Some of the group projects integrating with Social Studies were in the form of sand-table, floor or carton reproductions of imaginary or historical scenes, or to show transportation or other life activities in various countries in varying seasons of the year. Many group murals were made in various ways, some in chalk on the blackboard or project paper, some with large objects, people, etcetera, colored, cut out and arranged by pupils on colored backgrounds.

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Norwood annual report 1939-1941, Part 83

Author: Norwood (Mass.) Publication date: 1939 Publisher: The Town Number of Pages: 1396

Author: Norwood (Mass.)
Publication date: 1939
Publisher: The Town
Number of Pages: 1396