USA > Massachusetts > Norfolk County > Norwood > Norwood annual report 1945-1947 > Part 16
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We have taken upon ourselves new duties and responsibilities for the welfare of the world. People in devastated countries must be fed and clothed from our super- abundance. It becomes our duty to keep a spirit of helpfulness alive in all our teach- ing. We can continue the spirit of conserving what we have and sharing with those less fortunate than ourselves. We must show our pupils that although guns have ceased firing our responsibility to humanity remains; that although the war is done, the peace is not yet accomplished and; that it is still our duty to continue with some of the things we have been doing throughout the war - little things, possibly, but which in the aggregate are essential and contribute to the whole problem of bringing about a peaceful way of life.
Conserving Family Ideals
The need for education for family living is now greater than ever. It cannot be left to chance nor delegated entirely to parents. Therefore, education for family living as part of general education and as preparation for a vocation should be a major objective of the entire educational program today. Concern for the relation- ship of Home Economics Education to the broad field of education is much needed. The Home Economics department is the natural and best place to coordinate and integrate the material which pupils receive from many sources concerning home and family living.
We are faced with large scale readjustments in the family life of this nation. First of all, homemaking as an all-time occupation must be re-sold to a large group of women and girls. It must be shown that women have not graduated from home- making and that it is for the interest of the American home that they remain in
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domestic pursuits. Secondly, there is a growing demand for all consumer goods. Complimentary to this demand is an enormous accumulation of savings. The im- portance of the family as a consumption unit has been growing steadily and it will be particularly important in days ahead. We must help our future homemakers in the matter of wise choice in selection of goods, both because of the appearance of many new products as a result of the necessity of economic limitations and as a result of the many new ideas constantly developing. Post-war products are being highly ad- vertised and these factors complicate intelligent choice. Families will need help in using extreme caution and making wise and reflective use of accumulated resources.
American womanhood must come to appreciate the role of the homemaker in our rapidly changing society. Homemaking is more than housekeeping or the acquisition of technical skills. It is the creation of a social situation in which normal family life may develop. It is this family life which molds the personalities of its members. The homemaker stands revealed today as the maker of men and women in an era which needs so desperately the best that can be developed from human capacities. In consideration of present world conditions what better definition or creed for Home Economics education can there be than the philosophy expressed so long ago by Ellen Richards, viz .; "the betterment of living conditions, through conscious endeavor, for the purpose of securing more efficient human beings."
One of the most important functions of education for family living is that of . interpretation and evaluation. In group discussion pupils can formulate ideas of what the strength and satisfactions of family life are. A plan for family life education might well be for each pupil to set her own goal - one being to understand herself in relation to her family, others to give greater insight into the needs of the individual, more control over one's own behavior and feeling, increased ability to solve one's own problems and to build happy, wholesome relationships with others, and insight into one's own personality and characteristics and those of others.
Education for family life, therefore, can help students to set up sound standards for American living with confidence that they may be reached through understanding and right effort. The kind of home a person comes from largely determines personal- ity, influences ethical codes, colors his religion and upon it depends the kind of parent he becomes. We want to help build those "Better Homes for America" by starting from the foundation - the proper training of today's children. America has fought a great war to preserve the freedom and integrity of the American home. Now, more than ever, we should strive for high standards of living.
Home Economics for Everyone
Home Economics should offer an educational program designed to equip both men and women to meet the vital problems of life. Home Economics should be an organized study of homemaking and family living, its problems and its ideals. It should seek to develop abilities in the management of the complicated and many- sided problems of home living, viz .; 1. Human Relationships; 2. Management of homes; 3. Buying for family needs; 4. Special care and training of little children; 5. Guarding family health; 6. Planning for leisure; 7. Establishment of comfortable, attractive, happy homes; and 8. Family ideals and goals for satisfying living. Pupils who study topics of this nature must become better members of homes and finer home- makers of the future. Every American boy and girl should be trained to appreciate the importance of family life and an adequate home and to understand his or her own responsibilities both present and future.
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REPORT OF SCHOOL DEPARTMENT
A truly functioning program of Homemaking Education meets the needs of all ages, preschool to parents, even grandparents; boys and men, girls and women, married and single, in such a way as to make living more vital and worthwhile. In the past Home Economics education has been emphasized at Senior High School levels probably because certain goals could best be achieved there. However, more interest should be shown in all pupils of all ages, especially those wanting contacts which they have not been able to make with this department. Much that is being taught in Home Economics classes has value for all people in all their relationships in life and should therefore be made available to them as part of their general edu- cation.
Thought should definitely be given at this time as to what should be done for boys in order that they may be prepared in phases of personal and home living which would help them to meet responsibilities. It takes two with a common understanding of the essentials involved to make a satisfying home. We have in Norwood experi- mented with courses for boys in Senior High School. The subject matter was ap- preciated and popular but was not available to all boys. I wish to repeat at this time my previous recommendations that a course in personal living and family relation- ships, parallel in content to that required of all Senior High School girls be organized for Senior High School boys. Consideration should also be given as to what desirable home-living education could be given to younger boys as well. I believe that eighth grade girls should spend more time in fundamental homemaking courses and that all elementary children should have homemaking education of some type. At present these young children have no organized homemaking instruction.
We have, in Norwood, the facilities and physical equipment to reach more pupils. Before this can be accomplished the barrier of comparative values in education must be overcome. Also, the matter of scheduling and provision of sufficient teacher time must be solved. Possibly the proposed seven-period day will open a way at Senior High School to overcome program conflicts and thus make Home Economics possible for pupils who would enjoy it. The opportunity and privilege of entering courses which they like and which in the case of Home Economics offer a natural and happy situation should be found for pupils who now cannot include this work in their pro- grams. Are we prepared to meet the needs of the modern homemaker who is (1) alert, (2) educated, (3) knows what she wants, (4) wants to see what she buys and (5) has the protection of her home and its best interest at heart?
ยท Conclusion and Recommendations
1. General Homemaking Education and Vocational Education.
There is every reason to believe that Norwood pupils are now becoming well acquainted with the advantages of both general and vocational Home Economics and appear to have a better knowledge of the exact place of each in education as well as the opportunities open to them personally. The problem of clarification between the Peabody School courses and General High School Home Economics courses open to all girls seems to be solving itself.
2. Improvement and Modernization of Physical Equipment.
Renovation in the form of painting walls and whitening ceilings has been made to the Clothing Laboratory, the Homemaking Laboratory and the Cafeteria kitchen. Also a new linoleum floor was laid in the Cafeteria kitchen.
Modern schools are featuring attractive, homelike, comfortable and well-lighted departments with satisfactory storage space for illustrative material. The Home
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Economics rooms in Norwood Junior and Senior High Schools meet most of the above specifications and in several respects have been far in advance of many schools as to arrangement of rooms and equipment. We have always felt the need of storage room particularly at Senior High School, where storage facilities for the Cafeteria are entirely inadequate. Although originally equipped with all needed utensils there is much need of replacements and the addition of modern utensils. Also some of our furnishings show need of renovation, replacement and modernization. In the interest of keeping our physical equipment up to date and giving our pupils the benefit and pleasure of using modern utensils I recommend that consideration be given to the much needed modernization of laboratory equipment.
I feel that corridor display cabinets for completed articles should be provided for both Junior and Senior High Schools. It adds much to the interest of pupils to see creative results on display.
3. An Eating Place for Senior High School Teachers.
The question of a suitable place to eat their lunches has been frequently brought forward ever since the Senior High School Building was built. A supposed solution to this problem was reached when teachers this year were given permission to eat in the Foods Laboratory on the tables used by pupils for class instruction. This move has in no way overcome the objection of teachers that they have no suitable place to relax while eating and it has many disadvantages as regards the operation of the Home Economics Department. This move is not consistent with proper use of room, standards of cleanliness for a Home Economics Laboratory, suitable ventilation through the lunch hour, the morale of teachers and pupils and fair professional rela- tionships. Therefore, in the interest of the comfort of teachers and happier conditions of work and the practical interests of the Home Economics Department I recommend that tables be set aside in a section of the lunchroom behind movable screens. This unit could be made most inviting and attractive by the use of color and paint. I recommend that this project be undertaken as a desirable move in the interest of more satisfactory conditions for all concerned.
4. Teaching Personnel.
Mrs. Grace White resigned to return to her home duties after Thanksgiving recess. We have lost thereby a valuable teacher whose loyalty and interest will be much missed. It is hoped that this position can be filled satisfactorily soon in order that Junior High School pupils may return to an interrupted program of work as soon as possible.
5. Department Routine.
a. Mother's Club Award.
Although the Mother's Club as an organization has disbanded temporarily we were fortunate to receive the customary Home Economics award through the efforts of Mrs. Richard Pike and other interested members who thought the practice should be continued. This continued interest in the Home Economics training is much appreciated and gratefully acknowledged and serves as an inspiration to further effort.
b. Red Cross Garment Construction
High School pupils have shown interest in starting make-over garments for Red Cross distribution to children in needy countries. We hope that this project will grow in interest.
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c. The Cafeteria at Senior High School has done the largest amount of business in the history of its organization and we trust has served a real need in spite of all the problems of rationing and food distribution.
d. All phases of our usual work have continued with high interest and response from pupils. There is every evidence that this branch of education is functioning and following trends of education.
May I take this opportunity to express my grateful appreciation of the excellent spirit of loyalty and cooperation shown by all associated with the work of this de- partment. Also, may I thank our Superintendent of Schools for his confidence and support of our efforts for Home Economics Education.
AGNES M. BRIDGES.
REPORT OF THE DIRECTOR OF VOCATIONAL-INDUSTRIAL ARTS
I herewith submit my annual report of the Vocational-Industrial Arts Depart- ment for the year ending December 31, 1945.
Boys' Vocational Education
In September our second year as a Vocational School started with an enrollment of eighteen boys. Of this group seven were boys who had previously taken their first year in the school.
It was evident at the start that it would be necessary to combine these first and second year boys into one group and carry on our program the same as the previous year. Obviously the procedure worked very satisfactorily, as results to date indi- cate a smoothly running program.
Once again we have taken boys from the eighth grade and started them on their training for profitable and worthwhile industrial pursuit at the end of their Voca- tional School experiences. Other boys have applied for admission from the tradi- tional High School and as our enrollment is complete, it now becomes necessary to establish a waiting list.
Unit Shop Accomplishments
Many requests for cabinet work of a varied nature came from townspeople who greatly appreciated our work and acknowledged it by letters indicating their satis- faction.
Much of our production work was ordered for use by the Henry O. Peabody School for Girls. In June we exhibited a portion of the boys' work at the Peabody School Open House. The work was highly praised by all who visited the exhibit.
At the request of the Junior Red Cross, two Bookmobiles were made and sent to a hospital ship which needed them.
Vocational Technical Education
This field of Vocational Technical Training is comparatively new, although considerable progress has been made in developing the program in this state. The demands made by the recent war stimulated the training and it is hoped that even- tually some of this technical training may become part of our program.
Area Vocational School
Another phase of our program of Vocational Education is the pressing need for plans in the matter of the future Vocational School offerings in Norwood. Ade- quate vocational training opportunities for the youth in our surrounding small com- munities and rural areas would seem a worthwhile program to consider at this time.
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Vocational Guidance
The value of Industrial and Vocational Education today is on more solid ground than ever before. Guidance, therefore, should lead some students into the choice of a vocational course. Improper guidance of unfit students into the program even- tually lowers the content level of the course so as to completely nullify the objectives and aims of the program. It would seem that higher standards of guidance and selection should be established and maintained.
Industrial Arts in Senior High School
The year's program for this work included one period per day. This offering is similar to the program as organized in previous years. Enrollment was limited to a group capacity of twenty-one, which we felt taxed our facilities to their limits.
Projects allowed were a little more pretentious than those undertaken last year, as certain restrictions on scarce materials were removed.
At the present time, with reconversion programs under way, it might well be pointed out that there is a general interest on the part of many boys for Industrial Arts work. These boys are denied that training because facilities are not available to them. With an Industrial Arts program separate from our Vocational program, based in another shop room, these needs could be met.
Our unit classroom in Mechanical Drawing continued to attract an exceedingly large number of students, both boys and girls. Several classes reached maximum size, so that job sheets in the form of blue prints were used. These helped consider- ably in putting each pupil on his own initiative, and allowed him to proceed through the course at his own speed, with individual supervision.
Junior High Industrial Arts
The shop program for seventh, eighth and ninth grade students continued to follow the outline of last year's program. Seventh grade students were introduced to Industrial work through a half year in each of two units -metal work and wood- work.
Eighth grade students were given work experiences in Mechanical Drawing and Printing. A nine week period was allowed for each subject.
Through this medium for providing exploratory and try-out experiences in these grades, students entering their ninth year had a chance to discover their interests, aptitudes and capacities, thereby enabling them to make a choice of shop experiences as an elective in Printing and Woodwork.
I would like to see more units of instruction, such as a program in Plastics and Aviation. With the use of war surplus equipment available to schools at this time, it seems unwise to let the opportunity pass. Our present shop course could be built around aviation, to instruct boys who are definitely planning to follow aviation as a career.
Conclusion
In conclusion I wish to take this opportunity to express my grateful appreciation to each and every one in the school system who has cooperated in making the year a success.
CLIFFORD H. WHEELER.
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REPORT OF SCHOOL DEPARTMENT
REPORT OF THE SUPERVISOR OF ART
I herewith submit the annual report of the Art Department for the year ending December 31, 1945.
If Art and Art Education have successfully met the challenge of a world at war, they must now reconvert their program to train the students of today so they can meet the problems of rebuilding this war-torn world; an opportunity that has never before been offered to any generation. In other words, the school of today is the workshop for tomorrow's citizens.
Art must be a builder in peace, for the post-war world will need art trained men and women for:
a. assisting town or city planning groups.
b. selling ideas and ideals.
c. adapting new materials and forms to man's use.
d. providing better design in industry.
e. strengthening bonds between nations.
f. refining the culture of its people.
Art education must motivate the children to think. The ability to see, to think through, then to express an idea objectively, is essential; as only by being able to think or plan a project through, can youth be expected to lead wisely in the society of tomorrow.
Junior Red Cross
Even with the cessation of the war effort, work for the Junior Red Cross has continued as an interesting part of our program. Many items have been made for use in nearby veteran hospitals, such as: 150 Christmas menu covers painted by Senior High art classes, more than 500 paper napkins decorated for Thanksgiving and Christmas, and many joke, cartoon, comic strip and cross-word puzzle books with gaily decorated covers. As for several years, small cloth and cardboard toys were sent in Christmas boxes to children in foreign lands and several hundred small picture booklets sent to the Boston headquarters, to be used whenever needed. About twenty cheerful Christmas posters were given to the children's ward in our Norwood Hospital.
Elementary Level
Until the close of the war, our students were still interestedly engaged in freely illustrating the home front activities of pupils and their families, as well as in making many posters helpful in many, including Red Cross and War Bond activities. In Sixth Grade classes in two schools, large colorful class murals of airplanes and bomb- ers were of special interest to the boys, although the girls did their share in painting the backgrounds and in drawing some of the planes. Much drawing, in several grades, was done in connection with the planning, cultivation and results of Victory gardens. The vegetables from these gardens furnished the inspiration for many original designs.
All Fifth Grades made charts, murals, or booklets of birds, trees or the seasons, in connection with their Science talks given by a representative of the Audubon Society and these were exhibited, with others from all over the state, in Boston. Transportation and Pilgrim life murals were also made in Grade Five classes, while, in addition to the airplane murals already mentioned, Grade Six pupils made a large, illustrative map of Norwood, a bulletin board group picture of spring birds and two very large bulletin board Nativity scenes for Christmas.
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Several of these murals as well as large, colorful individual drawings and designs were shown at the annual exhibit of public school Art at the Massachusetts School of Art in June. Colored pictures, to be projected on a screen, were also taken of some of the lower grade murals, to be used at the same Art school in the teacher training department.
In several Third and Fourth Grade classes, moving picture rolls, illustrating Hiawatha and stories in which the children were especially interested, were made and shown before the whole school, as part of Christmas or June closing assemblies.
Stencilled cloth articles for Christmas and Mother's Day gifts and spattered Christmas and Easter cards were worthwhile Fifth and Sixth Grade projects.
Junior High Level
The Junior High Art classes have been taught this year by the same instructor, Mr. Albert Petitto.
Much water-color, pencil, pen and ink, chalk, crayon and three-dimensional work in cut paper has been accomplished.
An unusual spring unit was the designing and construction, in colored paper, of very original, life-size spring hats by boys, as well as girls.
A thorough study of Perspective and its application was made in all three grades last fall, with a consequent better understanding of such terms as parallel and con- verging lines, perpendicular, vertical, horizontal, eye-level, and so on, as well as a realization of the effects of light and shade on various objects.
Many posters were made for S.A.A., Red Cross and Bond drives, as well as for various town activities. In addition, every pupil planned and executed a "Be Kind to Animals" poster, many of which were sent to the annual state contest conducted by the Massachusetts Society for the Prevention of Cruelty to Animals, and several first and second honor medals and honorable mentions were received. Grade Seven and Eight pupils are again planning this year's animal posters, while Grade Nine pupils, mostly girls, are designing and cutting original linoleum block designs to be used later on various textiles, handkerchiefs, scarfs, curtains, and so on, as each one desires.
Christmas decorations for bulletin boards in all corridors and office were made by the Art classes, while at any and all times of the year they have been called upon to make properties for various assemblies, from candle-stick holders to stained glass windows and sail boats. Very many large, effective and colorful decorations were made for various school parties; some in cut colored paper, others in tempera paint or colored chalk were completed. Not all pupils work on these, but several pupils in each class that enters the Art room carry on from where the preceding class stopped, while the rest of the class does the regular day's assignment and the pupils are proud of the combined efforts of instructor and classes. Usually these properties and dec- orations are done following short notice, but the department has a reputation for willing and generous cooperation with the rest of the school, regardless of the in- convenience of carrying out these large projects in a regular crowded classroom and with the consequent interruption, for some pupils, of the regular Art program.
There are two large Art Clubs, one being a Modelling Club, sponsored by Mr. Petitto, who is a sculptor in his private life. Here the pupils have become familiar with the qualities of clay and the technique of working with it. All have modelled heads, while now individual creative work is in progress, with two girls modelling a full draped figure, a boy making a horse in action and the others doing whatever most interests them. The other club, under the direction of the Art Supervisor,
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