USA > Massachusetts > Norfolk County > Norwood > Norwood annual report 1942-1944 > Part 19
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Vocational education through its contributions to the war production program has earned a most important place in the readjustment period. It has won the confidence of industry and will continue a close relationship, which will be very valuable in the training and placing of future workers.
There will be little time for training within industry in the period of reorganization and expansion which is expected to follow
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the war. The vocational schools having come through a testing experience in the present crisis and are better prepared to meet the demands of the future-new methods, streamlined courses, broadened curricula. They will be called upon to train new workers, to re-train many who have been engaged in war pro- duction and to assist in the rehabilitation program.
The urgency of the times has forced a better public appre- ciation of vocational training and demand for the expansion of this type of education is definitely on the way.
The primary function of the vocational school is to set up courses of training for employment in specific trades or voca- tions according to the needs of industry in the area which it serves. Through anticipation of employment needs it will not train more workers than can be absborbed in any one industry- thus helping to maintain a healthful balance.
Area trade schools are now under consideration by the United States Office of Education as a means of enlarging vocational and trade opportunities for rural as well as urban communities. These would include courses on a secondary school level up through technical institutes and would offer training in a wide variety of occupational outlets which already exist today and which are likely to follow the war. Norwood is a step ahead -its new vocational school for girls will help to serve such a pur- pose in this area.
It seemed wisest this year in organizing a new school to concentrate on the long term courses first, rather than enter tardily into an emergency program-perhaps to the expense of both. The regular courses are beginning to function and we will be ready soon to give assistance in emergency training as nceded.
Any girl who looks forward to gainful empoyment, who is not planning to enter college, may be a candidate for the Henry O. Peabody School. This school will serve the needs of the in- dividual and train each girl according to her aptitude and in- terest; will take the responsibility, as far as possible, for place- ment, for follow-up employment, and if desired, offer further training to allow for promotional opportunity. This specialized training prepares for employment, but it also includes education for living, since, potentially, every girl is a homemaker and must be prepared for this as well.
The girl who has been successful in pursuing a high school course may be trained in a trade or vocation if she so' desires. More intensified training on a high level will be planned to meet her needs. This girl will be ready to accept jobs requiring more skill and responsibility. For example, our business courses have
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been planned for such girls-having in mind the saving of much money often spent for specialized training after high school graduation.
However, the girl who has not been successful in the tradi- tional school faces employment sooner and should not be allowed to break her school contacts without special training and direction. By breaking down major jobs into those within her reach and scope of interest, her general work intelligence may be gradually improved. Self-confidence which comes with successful accom- plishment will help this girl to become a fine steady worker.
In selecting future candidates for admission, I should like personal interviews with pupils, parents, and guidance teachers. These teachers both in the Junior and Senior High Schools have already been very helpful.
Considering a general decline in secondary school enrollment and comparative figures of entering classes of well-established trade and vocational schools this year, all giving way to immediate employment with a minimum of training on the job. the initial enrollment of the Henry O. Peabody School for the first four months is satisfactory.
The present enrollment is seventy-five, including five members from neighboring towns-Dedham, Westwood, and Walpole. Transportation difficulties prevented the attendance of four other candidates.
Interest now being shown points to a larger enrollment within this school year.
Table of Enrollment and Placement by Grades and Courses September, 1942 - January, 1943 Enroll- Grade Grade Grade Grade
Course
ment IX X
XI
XII
P.G.
Placement Pt.T. Per.
Beauty Culture
23
17
2
4
Foods - Trade
18
8
4
3
3
1
Trade Dress.
17
6
3
5
3
2
1
Retail Sell.
10
1
9
10
Business
7
5
2
2
2
Totals
75
14
7
26
22
6
15
3
Pt. T .- Part-time placement
Per .- Permanent placement
The following courses have been organized as a result of a preliminary survey of occupational opportunities in Norwood and
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surrounding towns, and are acceptable to the State Department of Education and to the Trustees of the Henry O. Peabody Fund, Inc .- Beauty Culture; Foods Trades, including Bakery, Cafeteria, Catering, and Tea Room Management; Trade Dressmaking; Power Stitching; Retail Selling and the Business Courses.
I Beauty Culture :
Two-year course. Candidate must have completed Grade X. The Beauty Culture course must provide 1,000 hours of trade training and comprehensive studies in related science to satisfy State requirements for an operator's license. There is a great and constant need for skilled operators in this field.
II Foods Trades :
One- to three-year course. Candidates must be 14 years of age, and must have completed Grade IX.
It seems untimely to mention opportunities for employment in this trade, but according to figures compiled by the Ameri- can Restaurant Ass'n, it is still the third largest retail indus- try in the United States and offers employment to women in forty out of forty-five jobs listed-from manager to waitress, including those of special retailing and office man- agement.
This course offers much applicable to home membership.
III Trade Dressmaking:
Two- to three-year course. Candidates must be at least 14 years of age, and must have completed Grade IX.
Trade Dressmaking is at present going through some adjust- ment, but the general trend is toward a better ready-to-wear garment. This involves all the fundamentals of clothing con- struction, art-color, line, and design-and clever merchan- dising. Opportunities range in this field from power machine operators to designers of smart clothes.
IV Retail Selling:
One-year course. Candidates must have completed Grade XI. Merchandising offers a wide range of positions for girls who like store work. We need more intelligent, well informed girls in this field.
The course was started in the Henry O. Peabody School this year (wholly supported by the George Deen Fund) with the idea of helping out in the present shortage of personnel in the local stores. Beginning Sept. 23d, to date this group of ten students has earned, on a part-time co-operative plan, approximately $1200.
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V Business Courses :
1. Clerical Practice Modern business machines
2. Secretarial
Intensive training in special secretarial subjects.
The business courses are planned on the level of the best business schools and are open to graduates of high schools and students of Grade XII, who show unusual promise-those having a grade of B or better in pre-vocational subjects.
We plan to send well-trained graduates into the business world whose success will direct the attention of business and professional people to our school.
Students have already been placed in positions trained for, and negotiations are underway for placement of girls on a part-time co-operative plan.
The following concerns have accepted girls from our business course after four months' special training :
John Hancock Life Ins. Co .- Boston New Amsterdam Casualty Co .- Boston First National Bank of Boston
The following program of studies for the Foods Trades is an example of the division of time allotment and the inter-relationship of subjects.
School week-5 days-40 periods
School day-7 hours-8 periods
Trade :
Cafeteria Management-20 periods Related and Cultural Subjects-20 periods Related Science and Nutrition
Home Hygiene Physical Education
Social Science English Related Sewing Related Art Shop Mathematics
Teachers :
A school of this type requires a highly specialized staff. The teachers chosen to organize the trade and business courses have been carefully selected and we are very fortunate to have obtained them at this time. Each teacher has at least eight years of
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experience in her trade or vocation, and each has contacts for placement and special knowledge of the responsibilities which placement entails. This is absolutely essential as all trade and vocational courses must be taught with a commercial approach and an appreciation of the highest commercial standards. The academic teachers were selected for their special talent and re- sourcefulness in planning courses of study in related technical knowledge and integrated courses in cultural subjects.
All teachers meet the requirements of the State Board of Vocational Education and all attended the conference for trade and vocational teachers held at Fitchburg this summer.
A teacher in a girls' vocational school must be in complete sympathy with the program, should like girls, and be able to appreciate their problems.
Advisory Boards :
Advisory Boards have been chosen for each trade, and mem- bers will be added to each board as the school grows. The fol- lowing members have kindly consented to serve for this year:
Beauty Culture Foods-Trades
Retail Selling Business
Dr. Nichols (?) Harvard School of Business Education
Trade Dressmaking
Members act in an advisory capacity only, and those chosen are representative leaders in their trade or business. Their duties are not arduous, but their interest is invaluable. They can be very helpful to the school because of first-hand knowledge of conditions and trends, and they may suggest good contacts for placement, as well as help to introduce the school throughout the area. Willingness to serve in such busy times is greatly appre- ciated.
Requirements for Graduation :
Of the four girls' trade schools in Massachusetts, the Henry O. Peabody School is unique in that it makes provision for those pupils who wish to obtain a high school diploma. The extra hours of a longer day and a longer school year make this possible. Through the co-operation of the Principal of the High School, if a girl fulfills the State requirements in American history and physical education, she may choose any trade or vocational course of a corresponding number of years and receive in addition to the certificate granted by the Henry O. Peabody School, a Nor- wood High School diploma. No certificate will be granted from the vocational school unless the required training in any ma- jor course is completed with a grade of B. The school will not
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recommend for employment any girl whose school performance does not indicate probable success on the job.
Special Activities This Year:
A schedule of field trips has been planned for each trade group.
A. The Foods Trade
This group has visited:
S. S. Pierce's Bakery Filene's Employees' Cafeteria Copley Plaza Hotel
B. Dressmaking Trade:
This group has visited, and will continue to visit, the best specialty shops and dress manufacturers in and around Boston.
C. Beauty Culture
This group has regularly planned visits to the better salons.
D. Retail Selling
This group has visited manufacturers of shoes and hos- iery, and will be given the opportunity of directed visits through fine retail stores and merchandise shows.
E. Business Course
This group has visited New England Mutual Ins. Co. First National Bank of Boston
The object of this procedure needs no explanation, for we must keep our students familiar with the highest standards in trade and business.
On November 18, one hundred and twenty-five members of the Norwood Women's Club spent the afternoon with us. After a short explanation of the objectives of our program, the pupils proudly conducted the guests through the building.
Although we were hardly ready for visitors I was pleased to have so many interested in the new school, and perhaps catch a little of the atmosphere I hope to have prevail. A similar oppor- tunity will be afforded other interested groups.
On Wednesday, Dec. 16, the school had its first party-a Christmas luncheon and entertainment. This was the first meal prepared and served by our girls. We all had a very happy time.
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Some production has been accomplished in each department in these four short months and the articles sold have been of high commercial standard.
From the table of enrollment you may notice that some place- ment has already occurred.
CONCLUSION -
We who are new to the Norwood School Department wish to express our appreciation for the kindly help and genuine friendliness extended to us by all.
I wish to express, personally, my thanks to the School Board for its continued interest and co-operation and to the Superintend- ent of Schools, whose all-out effort in establishing this new school has left nothing to be desired in way of support; to the General Manager, who has been so helpful in obtaining for us, in these times, the various materials necessary to operate a school of this kind; and to the Principal of the Senior High School, who, as head of a much larger unit, has graciously made the necessary adjustments for the smooth operation of both schools.
I should like to have the School Board aware of the double responsibility of the new faculty of the Henry O. Peabody School -that of organizing and teaching, and I particularly wish to ex- press my appreciation to these teachers for their enthusiasm and earnest efforts in helping to establish the right beginning of a new school.
BLANCHE L. MARCIONETTE
REPORT OF THE PRINCIPAL OF THE JUNIOR HIGH SCHOOL
I herewith submit my third annual report as Principal of the Norwood Junior High School.
In addition to various tests regularly given, Standard Achieve- ment and Terman-McNeman Mental Ability Tests were adminis- tered to all pupils. These tests enable us to provide for individual differences and to guide pupils in courses which will insure more advantageous results, as well as to improve instruction.
Social Science, the core subject of our curriculum, has added for the ninth grade classes a new unit prepared by our teachers. The new unit deals with some of the social changes produced by the war, and covers such problems as new taxation and the various steps taken by our government to protect the consumer.
In other ways the war has affected our school. War stamps are sold regularly. Air raid precautions have been studied by all
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pupils so that they might realize the need for these precautions and how to safeguard themselves during an air raid. Frequent drills were held, and pupils moved quickly to their regular places of safety.
Pupils were eager to be observers, messengers, hospital aides, or to render service in other ways to the community. Teachers were generous with their time in rationing, Red Cross work, and in general anywhere that they could be useful to any service organization.
Again, our school publication, the Junior Narrator, was awarded a silver medal as second prize in the national contest sponsored by Columbia University. Our magazine received the All-Columbian award for excellence in verse. Robert Chamberlain delivered a ten-minute address at Columbia on, "Verse in the School Magazine." The editors and Miss Kathryn R. Byrne, faculty advisor, attended the Columbia Scholastic Press Association meeting in New York.
In April our school was host to the Eastern Massachusetts League of Junior High School Publications. The representatives of the various publications attended group meetings, and later were addressed by Professor Max R. Grossman of Boston Univer- sity. Our pupils presented scenes from "Hiawatha," a play which was presented to the public on the following week.
There has been some curtailment of our visual education program this year because the silent films which can be shown by our projector are not entirely satisfactory. The newer films are generally to be used with a sound-projector, which I recommend as additional equipment when it can be had.
I wish to thank the teachers for their co-operation, and our Superintendent of Schools for his advice, which has always been beneficial to the school.
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, 1942.
The Changing Attitude Toward Home Economics
Home Economics has become established as an intimate part of our American educational system. More and more its presence has been accepted and there is a steadily increasing shift in relative importance between the so-called academic subjects and Home Economics instruction.
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Because every modern girl needs and desires to attain full useful- ness in the management of her life she turns to Home Economics teaching as the field most closely connected with and responsive to her daily problems and experiences. Thus, Home Economics is strategically placed, for Home Economics teachers are firmly established in living contact with more American girls, at the most impressionable period of their lives, than any other educators. They are teaching a subject which, by the very nature of its content, is of more interest to girls in general than any other subject in our curriculum.
Home Economics has unique potential power to teach girls the art of living and to guide them in making homes - the basic occupation of all women. Home Economics can be, with co-opera- tion, understanding and vision, a "living" subject in education and the challenge to keep it so is before us.
The Need For Vision
The purpose of Home Economics is to serve Homemaking, which is a composite and not a specialized vocation. Home Economics is not only a field of education but a unified movement, not an aggregate of parts. Home Economics education can lead our girls through the open door to a brighter future for it is the only subject still close enough to and vitally connected with living to be used practically, concretely and immediately in improving the quality of existence for our young people.
Where once the objective of secondary education was higher education we are now training pupils for useful living. Although industry needs and wants vocational education we must not lose sight of the need for cultural education or general training in useful living in order that our pupils will be able to take their places in the American home. Training in the art of living as represented by Home Economics teaching cannot be confused with training in a specific skill or trade. Therefore, in our desire to train specially adapted pupils in a vocation we must not lose sight of the fact that ALL girls need to be guided in useful living and the making of good American homes. Consequently, Home Economics should be considered one of the important phases of public education and no opportunity should be lost to present in fullest measure the type of instruction that can be a powerful influence in helping to preserve the "American Way of Life." When the present cycle of specialization in education has been completed, education for girls will be liberal and in the direction of the lasting things in life - the making of good homes and citizens. It will be every girl's ambition to be a good home-maker, for it is in the home that we find the satisfying things of life.
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1
Home Economics "On The Alert"
One of the most promising factors in our present world situation is the existence and strength of Home Economics Education to contribute the assistance which it is so well prepared to give. During the past year those responsible for Home Economics Education have given special attention to helping meet conditions brought about by the National Defense Program. In the schools it appears that the Home Economist's job is to "Pass the Information" to the younger people in our classes to whom will fall the major role in the gigantic task of carrying on during the period of world reconstruction. Through her instruction the Home Economics teacher can indirectly help the homemaker by making every effort to see that she has the latest information on wartime problems and adjustments as they affect the home. Specifically, she can help the homemaker 1) understand reasons for situations she must face; 2) Encourage her interest in home savings, thrift, payment of debts, purchasing war stamps and government bonds; 3) Teach her the many. methods of caring for what she has and reconcile her to "making things do"; 4) Teach her satisfactory substitutions and palatable methods of serving foods 5) Explain and help in the "Share the Meat" program; 6) Show the importance of conservation of energy; 7) Stress the importance of a high degree of health, an orderly home and domestic tranquillity; 8) Teach new skills and revive old ones made necessary by the need for conservation. Finally, Home Economics instruction is prepared to help tremendously by inter- preting situations, transportation problems, rationing, point ration- ing, etc., and thus make the schools a veritable information center.
Accent on Family Living
The past year in Home Economics Education has shown much emphasis placed upon instruction in Family Living. We cannot begin too soon in our teaching to teach the importance of home life and show that homes are meant for people and their comfort and happiness and not for things. The Home Economists, work- ing with present and future homemakers becomes an important factor in the war effort. She must strengthen the home front and help preserve the home life of this nation, for that is what our men are fighting for. She must show that in this crisis, as always, the best features of home life must be maintained.
Since home life inevitably faces many changes, the problem becomes one of adjustment and our pupils must be shown that 1) In the home is the source of future well-being both of the state and the individual; 2) the women of the home are expected to make cultured and upright citizens out of its children; 3) women's place in the home is the most exalted of any place in the
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world and that 4) Back of the man behind the man behind the gun is the home and the woman who makes it a home. The Home Economics program is striving to preserve all the traditions of the American home and the American "Way of Life."
In conclusion, it has been shown here that our responsibilities are manifold. We are continuously trying in every way to be of service to our pupils in order that they may carry our teaching into their homes. Our classes are interested and eager for this knowledge and happy in their work. Our enrollment remains high and there is every indication that Home Economics Education in Norwood is filling its purpose and helping the many girls whom we contact.
May I take this opportunity to express my appreciation of the continued loyalty and co-operation of all associated with the work of this department and to extend thanks to all who have con- tributed to our program throughout the year. May I especially thank our Superintendent of Schools for his co-operation with our efforts in behalf of Home Economics in Norwood.
AGNES N. BRIDGES
REPORT OF THE SUPERVISOR OF INDUSTRIAL ARTS
I submit herewith my annual report of the Industrial Arts Department for the year ending December 31, 1942.
Wartime Aspect of Industrial Arts
With our country at war we will all agree that education, no less than our soldiers and workmen - no less than our industry and commerce - must play a vital part if we are to win this war. And win it we must.
Inasmuch as this is the machine age, it follows that this is a machine war. It is natural, then, that our Industrial Arts activities should be organized to train our students in terms closely associated with machinery. The use of the micrometer, calipers, and gauges of various descriptions, the importance of accuracy and precision in layout and construction, the executing of drawings exact in every detail, are some of the essential associations.
We are facing now emigration of our students, particularly those boys 17 and 18 years of age. They are going into industry, some of them will be drafted and others are enlisting in the armed forces. It is our responsibility to streamline our training and meet this "all out" emergency, putting aside our past procedures for the present.
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Academic courses are entirly in order, but I strongly feel that, at this time, industrial courses are more likely to contribute to the requirements of the present situation.
It takes a year to train a man to operate a tank. To keep one airplane flying eight men must be trained to service and repair it. A battleship cannot be put to sea without electricians, carpenters, machinists, pharmacists and radio operators, and men trained in forty other vocations.
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