USA > Massachusetts > Norfolk County > Norwood > Norwood annual report 1945-1947 > Part 39
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May I take this opportunity to thank you, Mr. Lynch, for your co-operation in matters pertaining to school and for your advice which is always appreciated.
JOHN J. CORCORAN.
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REPORT OF SCHOOL DEPARTMENT
REPORT OF THE SUPERVISOR OF HOME ECONOMICS
I herewith submit a report on Home Economics Education for the year ending December 31, 1946.
Taking Stock of Home Economics
In an attempt to reduce the term "Home Economics" to a short, vital and understandable definition one is appalled by the vastness and all-inclusiveness of this field of education. Hence, the futility of hoping, through this method, to clarify a condition of general lack of understanding of what constitutes the area of Home Economics in education. Nevertheless, I shall venture to sum up the answers to "What is Home Economics?" and "Who are Home Economists?" by stating that (1) Home Economics, as a field of education, is concerned specifically with the individual, with people and the great field of human relationships. We readily accept the fact that the individual is the most important unit in society and that the quality of family relationships is determined by proper guidance and training of the individual. Herein lies the importance of Home Economics in education for Home Economics, as presented to pupils, is a vital, living thing. Our courses submit solid facts, with successful living and homemaking presented as a desirable, worthwhile and satisfactory achievement. In short, Home Economics, reduced to its simplest definition becomes training for living. (2) A Home Economist, whether engaged as journalist, nutritionist, family life consultant, research worker, housing specialist, administrator, food technologist, dietitian, industrial or commercial manager, director of or worker in child service center or nursery school, textile or clothing specialist, equipment expert, home demonstration agent, school cafeteria manager or public school teacher of Home Economics is primarily an educator, dedicated to teaching people how to live more satisfactorily. We are all helping individuals to become real persons, transforming houses into homes, briefly, help- ing to make the world a better place in which to live.
As the world changes, so people change, Home Economics must be consequently, in the process of constant change. In its state of progress it must remain stable, yet flexible; flexible enough to shift with the tide of human events yet stable enough to hold fast to certain fundamental ideals while translating those ideals into terms of everyday living.
Since the lack of understanding of modern Home Economics teaching, includ- ing methods, content and goals is so widespread a double responsibility and chal- lenge rests with Home Economists to interpret this field through their teaching to those outside the profession. In this manner Home Economics training will be- come recognized as a vital necessity in every young person's preparation for life. In order to present and develop Home Economics in its full value Home Economics educators need the co-operation, understanding and sympathy of educational leaders, administrators, deans and counselors and program planners. We need the girls of high caliber in our classes to train into fine womanhood who will develop better homes and standards of living. Surely we all agree that trained homemakers are essential to the functioning of our democracy. We must see to it, therefore, that we reach as many pupils as possible with this dynamic and vital training so neces- sary if America's homes are going to be better.
Looking Forward in Home Economics Education
It is always much more simple to review events than to forecast them, but since we must continuously forge ahead and make frequent adjustments in education we need to have clear vision and to know where we want to go. It does not follow that
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all change is improvement. Consequently we must choose from our teaching the things that remain good and build and add new material founded upon high ideals and a sound philosophy. Our guide then for Home Economics will be our philosophy for family life for the United States of America plus our conviction of what is best for such family life. We will choose our subject matter from material which will help families to live together in such a way as to bring the finest and best out of each member and so that their quality of co-operative action is constantly enlarged.
In its forward march Home Economics has gone a long way from the days of "Sewing and Cooking" and "Domestic Science." Tcday in all our teaching we are helping the student to solve her own problems, to live her own life richly, as a per- son and as a capable member of her own family. We are immediately concerned ยท about the present use of knowledge acquired but we are leaving some things to be learned as needs and interests arise. We are becoming more realistic in our Home Economics teaching. We recognize the educational value of all the child's experi- ences both in and out of school and we are teaching much more to help the pupil to take his place to the best of his or her ability in the family or among friends. Funda- mentally, we are working for a well-adjusted child in a comfortable and stimulating home. We need to understand better the psychological and emotional reactions of our pupils as well as the forces responsible for the problems which we are facing. We are now facing an era of great uncertainty and discord among various groups at home and abroad. There will be much less available employment for young people who are unskilled. Everyone is going to get less for his money. There will be more broken homes. There will be less production in the home and more recrea- tion away from the home. All of these forces and many others too numerous to outline will weaken family life and call for much greater emphasis on human rela- tionships than ever before. There must be a better understanding of the importance of the family in the lives of individuals and of family life in our society. Therefore, increased education for satisfying family life is surely one of our jobs in the days immediately ahead.
The greatest human and social need is for personally well-adjusted people who have the desire and skill to practice and the habit of practicing the ways of democ- racy in all their relationships. Individuals need to realize their own personal re- ponsibility for making home life a success. Any educational material that helps individuals to live with others with increasing satisfaction to themselves and with mutual benefit to an ever-expanding group of people is desirable and worthwhile. Home Economics pledges itself to the teaching of ideals herein set forth and our subject matter will be selected to meet the objectives and goals stated.
Milestones of 1946
1. In February, 1946, Miss Alice Dowling, a graduate of State Teachers' College at Framingham, was appointed to fill the vacancy in the Home Economics department at Junior High School caused by the resignation of Mrs. Grace White in Novem- vember, 1945. The pupils are now enjoying interesting and constructive work after a long period of interrupted procedure due to the scarcity of teachers.
2. Mrs. Marie Hathaway Monahan resigned her position in the High School Cafeteria in September, 1946, after a long period of excellent service. She has been much missed by pupils and teaching personnel. Mrs. Margery Lanphear took over the position in October and resigned following the Christmas vacation. This upset in Cafeteria personnel caused much inconvenience and necessitated the serving of a limited menu at different periods. Everyone met the situation co-
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operatively and we thank our patrons for their patience during the several emer- gencies we experienced.
3. In April, 1946, we signed agreements with the Massachusetts Departments of Education and Public Welfare, sponsors of the Community School Lunch Pro- gram, thereby accepting the Federal subsidy plan for School Lunches. Our menus met all requirements and Government nutritional standards, thus very little change in menus was necessitated. At the same time we accepted the Commodity Dis- tribution Plan of the Massachusetts Welfare Department. This procedure has en- tailed much extra detail as to labor to prepare the commodities as well as the re- quirements in connection with records and reports and plans for use of commodi- ties. Commodities must be used as an extra to enrich the menu.
4. We are both proud and pleased to announce the presentation of a new course for Senior girls at High School. This course, given under the title, "Gracious Liv- ing" is based upon ideals for home life at its best and is designed for girls who have a major interest in self-improvement, home-building and living a completely satisfy- ing life. The course points out that happy homes often result from routine matters such as well-organized households, attractive, comfortable and liveable surround- ings, good health, appetizing and nutritious food, (well-served) good home prac- tices, proper attitudes, satisfactory relationships, development of social graces, ex- tending and receiving courtesies as well as the enjoyment and satisfaction from cultural and spiritual values in life.
We try to interpret the current social code as it applies directly to themselves and their own problems. We discuss the psychology underlying problems of per- sonality, character and welfare of all. We hope thus to develop discriminative . judgment in connection with their own personal, home and social problems.
Our objective for this course is to build young women of integrity and high ideals who will rear families of wholesome background and who will take their part graciously in the maintenance of School, Church and Community and become a constructive force as a citizen in improving community and national life. We hope to help our girls to develop into vigorous womanhood, imbued with those ideals that make for national and world citizenship at its best.
This course in "Gracious Living" differs from our well-established course in "Home Problems for Girls" which is concerned chiefly with home and family manage- ment, whereas "Gracious Living" is concerned with complete and better living in the home. Although the course is new and was started only last September we feel that its timely and vital subject matter has already shown splendid response from the fine, earnest group of girls who elected it and are finding it the answer to their urgent need and desire for training for living a full and satisfying life. These girls have completed some very worthwhile projects notably the excellent Christmas decorations at High School including the beautiful creche which was carried out under the direction of Miss Katherine Ryan, their Home Economics instructor. Through this project the real spirit of Christmas was felt within the school. Many more projects significant of the worthwhile things in life will be demonstrated as the course progresses. We feel that we have found in this course an opportunity and medium for expressing the best values in Home Economics Education.
Conclusions and Recommendations
1. The status of Home Economics has been disturbed by the general wave of budget curtailment during several years of continued adjustment periods. To im- prove this situation and to bring about enlightenment and a fuller appreciation
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and understanding of the potential values of Home Economics and its basic and vital contribution to the education of every human being I recommend a reap- praisal of Home Economics opportunities in education with special consideration of desirable offerings and expansion of this work in the Norwood School system.
2. In connection with above recommendation I suggest a return to a complete program of Home Economics Education which would include elementary pupils.
3. I would like to see planned and integrated education for personal, home and family living carried out throughout the whole school system with Home Economics contributing its important part. Our younger children would especially enjoy and profit by such a program.
4. There is great need for more time being designated for the directing, super- vising and conducting of a thoroughly functioning department of Homemaking Education throughout the school system. If directing a program of this vast and important field of education were viewed as an objective in itself and this part of the work became less hampered by distracting routine and arduous feeding prob- lems valuable returns in an expanding and more widely functioning Homemaking and Family Living Department would become evident with many happy reactions from pupils. The rationing period with its exacting duties was of long duration and exhausted energies unreasonably. Now the tie-up with the Community School Lunch program has caused the duties connected with management to increase be- yond all limits of time previously allotted to the activity. The problem of distribu- tion of effort whereby the Home Economics educational program may receive its proper share of attention is paramount and worthy of immediate attention. Ex- panding activities with extra duties entailed call for increased time and personnel to meet the present day situation.
5. I recommend some Personal Regimen and Family Life Education for boys, both at Junior and Senior High School levels. I feel that a course in personal development could well be required of High School boys. They like and need this type of instruction.
6. There is need of modernization of equipment in all laboratories (Home Eco- nomics) at Junior and Senior High Schools. Our laboratories were equipped some time ago and the newer, accepted methods cannot be taught without suitable im- proved equipment. This action is essential to the happiness and interest of pupils in this work.
7. Added storage facilities and more refrigeration are needed at the Senior High School Cafeteria. Commodities are received in larger shipments than can be stored and these food materials stored in the open present an unsightly appearance and cannot receive proper care or protection. We handle a large amount of bottled milk daily which does not receive refrigeration. I recommend the purchase of a milk storage and cooler cabinet for the Cafeteria.
8. In order that proper standards for teaching Home Economics may be main- tained I recommend that the practice of using the Foods laboratory for eating lunches be discontinued. This practice has proved destructive to department morale. Other solutions to the eating problem can be worked out with resultant happiness and satisfaction to all concerned.
9. I would like to see Home Economics-trained personnel used for the develop- ment and expansion of the Home Economics Department where their efforts could yield constructive results. There is much need of more time being used for the motivation of Home Economics work.
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10. I wish to congratulate the loyal members of the Norwood Mothers' Club who through periods when the Club was not actively organized kept alive their project whereby an award for excellence in Home Economics has been donated to a graduating Senior girl for the past twelve consecutive years. The value of their interest in our future homemakers cannot be overestimated and I extend my grateful appreciation for their thought and interest as expressed through their annual gift.
In closing, may I thank our administrators for the co-operation in meeting de- partment problems and express my appreciation to all of my co-workers for all their various efforts in behalf of Home Economics in the Norwood Schools. Also, I wish to thank our Superintendent of Schools for his appreciation and understanding of. our educational objectives and his generous assistance in helping to solve our prob- lems.
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, 1946.
Boys' Vocational Education
The enrollment for this school is growing and will continue to grow as the years ahead will eventually indicate. It is with this thought in mind that we look to the future to provide facilities necessary for successful continuance of the school. More units with proper accommodations for them will have to be set up soon.
The Vocational Education Act of 1946, recently passed by Congress, appropri- ates several millions of dollars for further development of Vocational Education and opens the opportunity to encourage new services. The underlying purpose of this Act is to assist the states and local units of government in developing further their own programs. With this assistance available, it seems to me the time to promote and enlarge our school is right now.
This year our facilities were taxed to the utmost. With a full complement of students for our one unit school, we divided the group into two divisions so that the burden on the shop instructor would be lessened. The result proved satisfactory. The combined first and second year boys were allowed shop for three hours in the morning while our incoming group spent the afternoon in the shop.
The related work for our boys was adequately taken care of by the high school teachers, whose time was arranged to fit into our program very advantageously.
Requests for cabinet work came to us from many sources outside of school. Work accomplished was of a grade comparable to that of the trade, and much praise and appreciation was expressed by those whom we served.
For the Community Recreation Department, a project in the form of a boat was undertaken. Our boys undertook this job and produced a commendable piece of work.
As usual, we co-operated with the Red Cross and with our scrap pieces of ma- terial filled many requests for the Veteran's Hospitals.
At the present time, materials have become so scarce that we have been unable to replace our expended supply. Of necessity a great deal of our shop production has been of small projects and projects made from materials supplied by customers.
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A variety of projects to fulfill needs for the Athletic Department, as well as those of the Henry O. Peabody School for Girls, brought to us work that was appreciated for it filled in the gaps between our production jobs.
One of the most pressing needs that should be taken into consideration immedi- ately is the space for an office for the Director of Vocational Education. The lack of such a space makes it difficult to carry out the administrative requirements of this school.
Industrial Arts
Until this year we have been able to offer Industrial Arts to high school students. Unfortunately this year the shop is not available to high school students, because . vocational classes use the shop every hour of the school day.
Industrial Art Programs are improving and growing and are including many new types of work. I believe something should be done to promote this type of present day training in our high school program.
Industrial Arts offers many children their only opportunity to become acquainted with the tools, materials, processes, products, and workers of industry. Our junior high school program covers this, but many in senior high school who might wish to elect this course are deprived of the opportunity.
Industrial Arts presents a large part of our modern material culture to a ma- jority of our school children. However, there are a great many of our school pupils who will leave school without an adequate general education along industrial lines because of no shop courses. I feel we have a challenge and an obligation to our pupils to make industrial arts available to ALL pupils.
Mechanical Drawing, as usual, attracted many boys and girls, and as a result it was necessary to increase the number of periods. To relieve the teaching burden, Mr. Lunsman agreed to teach this subject one period each day.
To promote our program in the junior high school, our outline of previous years was followed. Mr. Wellsman, who succeeded Mr. Petitto, took over the shop pro- gram in woodwork. He has found it very difficult to carry on the work due to the lack of materials. Having had experience with Plastics, we are in hopes of his start- ing this work as a prerequisite to woodwork.
I wish to take this opportunity to express my sincere appreciation to you, Mr. Lynch, and to all members of the School Department for the co-operative spirit that makes our association so delightful and promotes confidence for greater effort.
CLIFFORD H. WHEELER.
REPORT OF THE SUPERVISOR OF ART
This is the annual report of the Art Department for the year ending December 31, 1946.
Changes in Personnel
Miss Helen L. Arnold retired as Department Supervisor at the close of school in June. Her service to Norwood has been long and loyal and her spirit of devo- tion to her work, to the children, and to all those with whom she came in contact has been greatly missed.
Mr. Frederick Wellsman has been appointed as teacher of art, technical draw- ing, and industrial art in the Junior High School. He comes to us from Griswold High School, Griswold, Connecticut, where he taught before and after his stay in the armed forces. He holds his degree from the Massachusetts School of Art.
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A Central Stockroom
In an effort to hold the line on departmental costs we are putting into effect a central stockroom system of handling and distributing art materials. By having these materials at one location the following improvements are effected: it sim- plifies the problem of keeping an accurate inventory; it makes for an even distribu- tion of supplies to each school according to the needs of the art program as it cur- rently applies to that school; it prevents the possibility of overstocks in some schools and shortages in others; and it simplifies annual requisitioning by eliminating in- dividual requisitions from each school.
Reorganization of the Art Program
To justify the meaning of progress in Art Education we often must pause and refresh our thoughts with a critical survey of the results of our efforts in relation to the work and findings of the educators in this field. And while so doing we must be ready to expose ourselves to the new meanings of Art Education which have been taking great strides to keep in tempo with the requirements of a modern world. To see that the best of these new meanings may apply to Norwood, and by study and experiment to discover how they might best convey their fundamental teach- ings in our local classroom situation has brought about a reorganization of our art program.
The question we have asked ourselves is what phases of the fundamental needs of pupils should be cultivated by the school art program? Is it the art work which has been comprised of a little pencil and crayon drawing on 9 x 12 paper, a little water color painting, a few posters, the usual Hallowe'en, Thanksgiving, Christmas, and Easter decorations, with possibly some clay modeling? We all recognize that that kind of teaching has been going on for some fifty years without signs of much progress. It does give the child some pleasure and, undoubtedly, it does amuse him. It is far better than nothing, but it also far from being Art Education in the present day interpretation of the term.
The art program we have had implies that each child has a right to free creative expression within the scope of the teacher's realistic criticisms; that the primary function of the teacher was to look at the pupil's work through her adult eyes and attempt to correct and direct his drawings so they would look more and more like the object he was trying to portray. This was strictly a realistic approach. It assumed that through each grade the child's work in drawing would improve so that by the time he graduated from school his drawing skill, his skill to show life much as a camera sees it, would be of reasonable artistic merit. It assumed also, thereby, that the pleasure of making a drawing was of educational value in itself and it assumed that a large percentage of students would use their art teaching as a leisure time activity. Educational statistics, however, show otherwise. Less than 1% of our graduates enter the professional art field and an even smaller per- centage use it as a leisure time activity. The pleasant satisfaction of creating some- thing worthwhile has deteriorated into the amusement which accompanies the recognition of an impossibility. To use realism as the standard of a drawing well done, by professional art standards, is as ridiculous as refusing to recognize the simpler methods of the color camera.
That system has apparently fostered the child's will to accept in his later years those trends and styles in art which are dictated more by the profit motive of the business world than by any sincere interest in his better welfare. His school art training has so often limited his expressions and understandings that the thought
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