USA > Massachusetts > Norfolk County > Norwood > Norwood annual report 1942-1944 > Part 56
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Robert Francis Praino
Barbara Faith Works Veronica Teresa Zabrowski
Howard George Zettler
193
REPORT OF SCHOOL DEPARTMENT
ANNUAL REPORT OF THE HENRY O. PEABODY SCHOOL FOR GIRLS
Herewith, I submit the third annual report of the Henry O. Peabody School for Girls.
The School, newly organized in a war year, September, 1942, has continued through two and a half years under war conditions.
All departments originally planned for are in operation and new classes have entered the several courses each September. Others entered throughout the year including special students for short-unit courses in business or trade. No special war-training program has been set up but much of the training offered in the regular courses contributes to the general war effort. A recent placement survey shows permanent and part-time employment in war industry, industrial cafeterias, communications, transportation, power stitching, and distributive occupations.
The following is an excerpt from the annual report of progress sent to the School Department by the Director of Vocational Education, Massachusetts Department of Education:
"The school has made commendable progress in spite of the war- time conditions affecting all schools.
"The initial placements of both graduates and withdrawals in re- lated employment on either a full or a part-time basis have been very satisfactory.
"It is anticipated that continued effort will be made to survey em- ployment trends in order to determine any possible new training oppor- tunities which should be developed in the regular unit day trade school, or as part-time trade preparatory, or trade extension courses."
Two of the most significant postwar trends which directly affect education are a generally increasing wave of school consciousness and a strong national conviction that widespread unemployment must be prevented.
Young men and women in our armed services, suddenly forced to appreciate educational opportunity, urge younger members of their families to remain in school. Employers, looking ahead to fewer jobs for young people, encourage their return to school. Many girls and boys, who have been engaged in war work alone, will need retraining for new jobs. Other war workers are giving this serious thought and are already seeking out new training possibilities. Returning veterans enter our schools and colleges with new purpose. Public and private schools are preparing to train thousands.
As public school enrollments rise again, programs of training must be de- veloped which are suited to the ability and interest of the individual. Leading educators, studying the needs of youth in a changing world, give much attention to training for socially useful work and recognize the vocational school as an instrument to this end. Industry kindly takes care of our "dropouts" now, but the schools must plan for more effective placement if we are to prevent youthful "joblessness". Boys and girls must be trained for their initial jobs regardless of how little or how much skill is required.
The latest publication of the Educational Policies Commission of the National Education Association - Education for ALL American Youth - in defining future
194
TOWN OF NORWOOD
policies, states, "Every youth in these United States - regardless of sex, economic status, geographic location, or race - should experience a broad and balanced educational opportunity which will: (1) Equip him to enter an occupation suited to his abilities and which will offer opportunity for personal growth and social usefulness; (2) Prepare him to assume the full responsibilities of American citizenship.
The Henry O. Peabody School subscribes to this policy; and as an area school we hope, through long range occupational planning, to develop its possibilities to the fullest extent. I recommend the reading of this report to anyone interested in education.
Public demand has placed the vocational school foremost for training in the reconversion period. All public vocational schools in Massachusetts have been approved by the Commissioner of Education for this purpose, and Education and Veterans' Bills now before Congress provide for financing this type of educa- tion. However, it looks to strong local leadership to establish and direct counsel- ling and training programs which will develop out of the needs of an area. There is strong feeling that where this is lacking, we can look for the revival of many Federal youth services and agencies now temporarily suspended. Therefore, we should be fully aware of our own problems.
School Catalog
Realizing that there must be more direct means of acquainting school people and parents with the offerings of the school, this year it seemed advisable to publish a descriptive booklet. I wish to thank Professor Frederick G. Nichols, Mr. Robert W. Williamson, and Mr. Francis W. Smith for their help in producing this prospectus. The following introduction and pictures are reproduced from the booklet.
Introduction
Henry O. Peabody, the founder of the Henry O. Peabody School for Girls, was a resident of the town of Westwood, but his home estate, known as the King Gay Farm, extended into the town of Norwood. Mr. Peabody died June 28, 1903, and under his will the bulk of his estate was left to a Board of Trustees for the founding of a vocational school for girls. It was not until 1936 that active steps could be taken for the carrying out of the main provision of the trust.
After careful study of the various proposals for the use of the Fund, extended negotiations with the authorities of the town of Norwood, and necessary authori- zation by the Probate Court, an arrangement was entered into with that town whereby it agreed to erect and equip a suitable building for the Henry O. Peabody School for Girls with the understanding that the net income of the Henry O. Peabody Fund will be available to the town of Norwood for the support of this school. This agreement will hold as long as standards of instruction such as are required by the Massachusetts Department of Education, Vocational Division, under the several State and Federal acts covering this field of training, or such other standards as may be agreed upon, are maintained to the satisfaction of the Henry O. Peabody School for Girls (The Corporation).
In accordance with the above arrangement, the Henry O. Peabody School for Girls began operation in September, 1942.
195
REPORT OF SCHOOL DEPARTMENT
It is housed in a new building containing twelve rooms and is connected with the Norwood Senior High School building by a corridor, thus permitting the use of such facilities of the High School as the library, the gymnasium, the assembly hall, and ordinary classrooms. This plan avoids unnecessary duplication of facilities, while insuring to the new school the essential room and equipment for its specialized programs of training.
Placement Statistics
The following are permanent placement figures from January, 1943, through December, 1944.
196
Table I ENROLLMENT AND PLACEMENT BY GRADES AND COURSES January, 1944 - June, 1944
Total Enroll-
Grades
O.T.t
ment
IX
X
XI
XII
P.G.
O.T. Norwood
P.T.
F.T.
Beauty Culture
4
31
. .
.
13
12
6
2
14
17
Business Education
. .
48
. .
.
. .
. .
. .
. .
.
. .
. .
. .
.
8
Stenographic (20)
1
. .
. .
. .
.
19
1
1
18
18
Dressmaking Trade
3
28
7
11
5
5
. .
1
4
.
12
Food Trades
25
7
11
3
3
1
. .
. .
. .
-
Totals
9
132
14
22
21
65
10
4
65
12
62
=
=
==
tOut-of-town. #Part-time. Full-time.
·
. .
. .
. .
·
. .
.
. .
2
Merchandising (8)
18
2
18
20
Machine Clerical (20)
1
·
. .
8
. .
. .
5
3
TOWN OF NORWOOD
Grad- uates
Table II ENROLLMENT AND PLACEMENT BY GRADES AND COURSES September, 1944 - December 31, 1944
Total Enroll- ment IX
Grades
O.T.+
X
XI
XII
P.G.
Grad- uates O.T.t Norwood P.T.t
F.T.
Beauty Culture
9
24
. .
. .
8
14
2
Business Education
2
28
.
. .
.
. .
. .
.
. .
. .
·
. .
.
. .
. .
3
2
Merchandising (5)
. .
. .
.
.
.
..
.
. .
. .
. .
. .
. .
.
. .
. .
.
. .
·
·
8
39
4
19
12
2
2
. .
.
. .
Food-Trades
1
26
15
7
3
1
. .
. .
. .
Total
20
117
4
34
27
43
9
..
. .
13
2
+Out-of-town.
#Part-time.
Full-time.
*Pre-Christmas Training not included in totals.
Distribution of out-of-town pupils as to courses :
Beauty Culture
. Wrentham, 1; Franklin, 3; Wałpole, 3; Westwood, 2; Dedham, 2
Dressmaking Trade
Franklin, 2; Walpole, 2; Norfolk,
Machine Clerical
Walpole, 1;
Dedham,
1; Franklin, 1.
Stenographic Program
Walpole, 1.
Total
26
·
. .
6
.
. .
. .
3
. .
.
REPORT OF SCHOOL DEPARTMENT
197
.
. .
Machines Clerical (17)
15
2
1
3
2
40
*Pre-Christmas Training (50). Stenographic (6)
3
Dressmaking Trade
3
. .
-
1;
Dedham, 5; Woburn, 1
Placement
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TOWN OF NORWOOD
Business Education
Machine Clerical and Stenographic
Fifty-four girls were placed in twenty-four organizations: fifteen in banks; five in insurance offices; twenty-five in offices of industrial plants; four in trans- portation; three in social service; and two in school offices.
They are carrying on various types of employment; bank bookkeepers, typists, key-driven calculator operators, dictaphone operators, filing clerks, stenographic and secretarial work, stock-record clerks, receptionists, and general office workers.
Distributive Occupations - Retail Selling
Twenty-five girls were placed in seventeen organizations: twelve salesgirls, three telephone operators, two stock room clerks, one stock room supervisor, and seven are employed for the duration in war industries.
A short unit in pre-Christmas training has been offered to Peabody and Senior High School students each year to aid the local merchants in the present labor shortage. One hundred and forty-six students have been trained and placed for Christmas selling.
Beauty Culture
Seventeen girls completed the course in 1944. The first four girls to complete their training in Beauty Culture passed the examination for operators by the Massachusetts Board of Hairdressers in February, 1944. Being graduates of high school when they entered the Peabody School for training, these girls were able to finish their course in less time. The remaining twelve girls in the class finished their course in June, 1944.
All girls were placed, and follow-up shows fine performance and advancement.
Dressmaking
So far, there have been no graduates from the three-year course in Trade Dressmaking. For the most part, the students in Trade-Dressmaking have been sufficiently interested to remain in school longer and prepare for full-time em- ployment. Five girls will have completed the three-year course in June, 1945, and will be ready for permanent placement.
There has been some part-time placement in fine establishments. Girls work on alterations and finishing jobs, and some are employed as power stitchers in war work.
Twenty girls enrolled in the Trade-Dressmaking class in September, 1944. This was the largest entering class in a trade course this year.
Foods
To date, there are no graduates from the Food-Trades class. Six students will have completed the course in June, 1945, and will be ready to be placed in permanent positions. There has been some part-time placement in the following types of employment: counter work in industrial cafeterias, waitress, short-order cooking, salad girl, pastry cook, fountain service, and kitchen management.
MACHINE CLERICAL
MERCHANDISING
BEAUTY CULTURE
5
ガキ印税
SOCIAL SCIENCE
199
REPORT OF SCHOOL DEPARTMENT
Public Relations
Open House was held in May. This was the formal opening of the school to the public. All teachers and pupils participated in making this a success. Classes were in operation in the afternoon and evening, and finished work was displayed. The Merchandising classes arranged all exhibits, and the "store windows" at- tracted much attention. Girls as hostesses conducted the guests through the school. Over 1,000 persons attended.
In furthering our public-relations program, several organizations, including the Norwood Chamber of Commerce, visited the school this year.
A luncheon meeting and conference, held to discuss the offerings of the Peabody School for non-resident students was well attended by the Superintendents of Schools of Norfolk County, State Supervisors, members of the Board of Trustees, and local School Board members.
The Quintiped Club, a group of high school principals, interested in new developments in education, held their monthly luncheon meeting in April as guests of Mr. Leighton Thompson. A round-table discussion followed the luncheon.
The Student Cooperative Association
Last year, a committee of teachers from the Trades, Business and Academic Departments studied plans for organizing a student association in the Henry O. Peabody School. After much consideration, one was finally developed which suited our particular situation - to provide for cooperation and communication between the student body and school authorities in matters which concern stu- dents, to provide a means of communication and cooperation with the Student Council of the Norwood Senior High School, to build up school loyalty and spirit, to develop civic qualities characteristic of good citizenship, and to encourage high standards of personal conduct and honor.
Several names were suggested for the organization, and a constitution was drawn up. This was presented to the student body, voted upon, and an election of officers was held. "Student Cooperative Association" was the name finally selected.
This year's officers are: President, Ann Flaherty - Business Department; Vice-President, Marion Chubet - Foods Department; Secretary, Margaret Hennessey - Dressmaking Department; and Treasurer, Mary Santoro - Foods Department.
The President and Vice-President represent the entire student body at all times in the Norwood Senior High School Student Council, and they are responsi- ble for bringing before the entire executive board - made up of home room representa tives - all business discussed and decisions arrived at in those meetings.
The Faculty
Mrs. Grace MacNeil resigned in April, 1944, and Miss Veronica Simpson who had assisted in the department was appointed to take her place. As enrollments in Trade-Dressmaking increased in September, 1944, it was necessary to appoint a teacher for Elementary Sewing and Children's Clothing. Miss Mary Pacheco, who had assisted in this capacity last year, was appointed to a full-time position. Mrs. Ruth Boardman was appointed to assist both teachers on a part-time basis.
200
TOWN OF NORWOOD
In June, 1944, Miss Louise Watts resigned to re-enter the Foods Trade and Miss Margaret Anderson, head of the Foods Department, resigned in August to accept a position in Foods Research with the United Drug Company. This meant a whole new staff for the Foods Department. Mrs. Helen Beardsell, who had assisted last year, carried on the work until the appointment in October of Mrs. Lucile Coite to teach bakery classes and Miss Ruth Weld to teach cafeteria and tea-room management.
With the entering of the third class in the trades, it was necessary to increase the staff of our Academic Department. Miss Veronica Riley was appointed as teacher of Related English in July, 1944.
Since the opening of the school, and until May first, we have had only part- time clerical assistance. Miss Bertha Bechunas served on a temporary capacity from May 1 to December 13 when she was appointed as a result of a Civil Service Examination as Principal Clerk and Stenographer. Miss Bechunas is a former student of the Business Department of the Henry O. Peabody School for Girls.
Evening Practical Arts Classes
Vocational schools usually provide for evening and part-time programs as well as those of the all-day school.
Realizing the growing demand for adult homemaking classes, it seemed that we could no longer delay the organizing of such classes. Amended legislation has made George-Deen Funds available for re-establishing practical arts classes for women. It also provides for classes in handicraft instruction.
As war conditions prevent opening of the building in the evening, classes were scheduled for late afternoon. There has been unusual interest, and enrollments fill the classes to capacity. Two additional Dressmaking classes were opened at the Junior High School in the evening. The total enrollment at present is ninety- five members.
With the demand for postwar training, we look forward to the development in the Peabody School of a center with adult offerings in homemaking, trade preparatory, trade extension, and refresher business courses.
Two members of our day school faculty offered to start the program this year. The following teachers make up the faculty of the Practical Evening Arts classes:
Veronica Simpson Advanced Dressmaking
Ruth Boardman Beginners' Dressmaking
Myra Davis Weaving
Anna Moran Millinery
Ruth L. Page Tray Painting
There is a decided State-wide movement for the development of our New England crafts, many of which are nearly extinct. In contributing to this move- ment, handicraft classes are being organized in several centers throughout the state. Norwood is one of the first. It is necessary to have instructors who are actively engaged in the production of their crafts at the time of employment and who will offer only such instruction as will develop artistic ability and skill to meet discriminating standards. This program offers a means of supplementing income, and at present trains for volunteer work in Veterans' Hospitals.
201
1
REPORT OF SCHOOL DEPARTMENT
Conclusion
Again, I wish to express my appreciation to the members of the School Board, town officials, and interested citizens who have cooperated in making this year a success.
Our faculty members deserve special mention as they continue to work to- gether to develop the best in vocational education.
I also wish to thank Professor Frederick G. Nichols and members of the Board of Trustees, also the Supervisors of the State Department of Education who have given much assistance this year in helping to locate trade teachers and who have made many practical suggestions in other matters concerning the school.
I especially wish to thank the Superintendent of Schools and the Principal of the High School for their loyal support and cooperation at all times.
BLANCHE L. MARCIONETTE.
202
TOWN OF NORWOOD
REPORT OF THE PRINCIPAL OF THE JUNIOR HIGH SCHOOL
It is with pleasure that I submit my fifth annual report as principal of the Norwood Junior High School.
While it is true that our educational philosophy is that we teach children rather than subject matter, we recognize the need and use of all forms of subject matter and materials so that we may more effectively prepare each child to take his place in an ever-changing world.
Our testing program enables us to know that pupils are working to their best advantage, and that they are advancing as they should. We find, as usual, that our results are satisfactory, and in selective courses our pupils are doing extremely well. Our prognostic tests are of value because they permit our Guidance De- partment to advise more accurately in the choice of courses, and thus eliminate failure by allowing the pupil to choose studies from which he profits rather than those for which he has no special aptitude.
Pupil control and participation when practical, is highly desirable in a school. With this in mind, we have pupils as traffic officers in most of the building, and their work is very satisfactory.
Our pupils' magazine, guided by Miss Byrne, has again gained national honors. Our Junior Narrator has won second prize as an outstanding magazine in its class. This annual contest, in which we have done so well each year, is sponsored by Columbia University, and the magazines submitted are from all sections of the country. It will interest the townspeople to know that this magazine is self- supporting, while many of those with which we compete obviously cannot support themselves.
The war effort has repeatedly needed the services of our children, and they have always eagerly responded with remarkable results. War stamps and bonds, bundle days, the many and excellent Junior Red Cross activities, magazine col- lections for servicemen, are only some of the projects in which our pupils have displayed that enthusiasm which has made them effective workers whenever our government has needed their help.
Our athletic and club activities enable every boy and girl to participate in a worthwhile manner both in school and after school. Games for all are scheduled from October through June, and by means of class and homeroom competition, opportunity for all is provided. Our clubs have so many varied activities that it is possible to enumerate only a few: the band and orchestra, two art clubs, woodwork, handcraft, needlework, library. Many times during the year these clubs are asked to furnish help in some way for groups in the town, and they are always ready and willing to cooperate.
Guidance as such, has been discontinued in Grade Nine only. Similar work is being done however by the teachers to whom the time has been allotted. The Social Science Department uses an additional period for Contemporary Problems, while the Physical Education Department uses an extra period for Social Guid- ance. In this way we hope to maintain the very effective work which is done throughout our school in guiding each pupil toward greater success as a student, a citizen, and an individual.
-
203
REPORT OF SCHOOL DEPARTMENT
We have sold various magazines for approximately one week during each of the last four years. The sum of one thousand dollars, which represents nearly all the money on hand after we had purchased some musical instruments, has been used to purchase a "Series C" War Bond which matures in three years. Perhaps at that time, or even before, it may be advisable to purchase the band uniforms which we need. I would like to continue the sale of magazines each year so that I may provide the school with such equipment which I believe that the school should have, but, like band uniforms, are not an absolute necessity, and which I therefore feel that the taxpayer should not be asked to provide.
Our building is in good condition, and the few needs will, I am sure, be cared for when the work can be more advantageously done.
The few needs in equipment are not pressing, and must also wait until a more favorable time.
During the current school year, soup and cocoa are being served to lunchroom pupils at noon under the direction of Mrs. Malcolm White. Perhaps some thinking should be done now regarding the advisability of increasing this lunchroom service. My considered opinion is that we should take advantage of the government surplus food plan to bring to each child the opportunity for a complete noontime meal at a reasonable cost. This, of course, will mean a substantial expenditure for new equipment, and perhaps a reorganization of the school day, but I am convinced that it would be a step in the right direction. .
It is unusual for us to sustain in a single year the loss of experienced teachers which we have had this last year. Florence M. Hayes, who resigned two years ago because of ill health, has passed away. John T. Connor has left teaching for a position with the Town of Brookline. Thomas R. Bowler has resigned to teach in Brookline, while Hazel S. Fraser has been married. Each of these teachers had many years of service in this school, and each has been such a valuable member of our faculty that the loss of each one is keenly felt by both pupils and teachers.
May I take this opportunity, Mr. Lynch, to thank you for your cooperation in matters pertaining to school, and for your advice which has always been so helpful to me.
JOHN J. CORCORAN.
204
TOWN OF NORWOOD
REPORT OF THE SUPERVISOR OF HOME ECONOMICS
I herewith submit a report on Home Economics Education for the year ending December 31, 1944.
An Evaluation of Present-Day Home Economics Education
In reviewing the past year in Home Economics Education so full of adjust- ments to changes developed by war conditions and then looking to the future and observing the trends of Home Economics and its relation to general education with the many challenges to our ingenuity, resourcefulness and vision, one is impressed by:
1. The vital importance of instruction leading to the preservation and im- provement of the American home and the American way of life. .
2. The ever-increasing importance of personal and family-life training for all pupils at all levels of education.
3. The need for stressing timely personal and family-life training which can function immediately and at the same time help to form foundations for Better Homes for America in the post-war era.
4. The necessity for preparing immediately for peace-time education and meeting the challenge that faces us in the choice of a philosophy for present and future Home Economics Education.
5. The importance of developing a better understanding of the contributions to the field of education of General Home Economics Education as com- pared with Vocational Homemaking or Trade Training and the specific values of and places held by each in the educational pattern of today and tomorrow.
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