USA > Massachusetts > Norfolk County > Norwood > Norwood annual report 1948-1950 > Part 16
Note: The text from this book was generated using artificial intelligence so there may be some errors. The full pages can be found on Archive.org (link on the Part 1 page).
Part 1 | Part 2 | Part 3 | Part 4 | Part 5 | Part 6 | Part 7 | Part 8 | Part 9 | Part 10 | Part 11 | Part 12 | Part 13 | Part 14 | Part 15 | Part 16 | Part 17 | Part 18 | Part 19 | Part 20 | Part 21 | Part 22 | Part 23 | Part 24 | Part 25 | Part 26 | Part 27 | Part 28 | Part 29 | Part 30 | Part 31 | Part 32 | Part 33 | Part 34 | Part 35 | Part 36 | Part 37 | Part 38 | Part 39 | Part 40 | Part 41 | Part 42 | Part 43 | Part 44 | Part 45 | Part 46 | Part 47 | Part 48 | Part 49 | Part 50 | Part 51 | Part 52 | Part 53 | Part 54 | Part 55 | Part 56 | Part 57 | Part 58 | Part 59 | Part 60 | Part 61 | Part 62 | Part 63 | Part 64
President
Anna Santoro
Vice-President Florence (Koval) Dwane
Recording Secretary Miriam Ristom
Corresponding Secretary Mary Pennacchio
Treasurer Louise Charron
A social hour followed the business meeting. Entertainment was furnished and refreshments served by the undergraduate students.
Business Department
The Business Department continues to offer special short-unit courses to recent high school graduates or to adults who feel the need for intensive training. It is impossible to describe fully the individual teaching service which has been ren- dered to persons who have found themselves confronted with the need for employ- ment.
In September, the department also expanded its teaching program to accommo- date the needs of a group of senior pupils of the Norwood High School. Nineteen seniors now report daily to the Business Department of the Henry O. Peabody School for two continuous periods of instruction. The regular program in the Henry O. Peabody School was rearranged so that the High School seniors could report for their work during the last two periods of the high school day.
This year we have been fortunate in obtaining much needed additional equipment -- furniture, as well as office machines.
Commercial Foods Department
The opening of the Tea Room and the establishment of short-unit courses in bakery and cafeteria work resulted in increased interest and a larger entering class this year. Among this group are four boys, two of whom are seniors of the Plain- ville High School.
Although the School is intended primarily to accommodate girls, we have admitted a few interested boys to each department. The course which appeals most to young men is Commercial Foods. There is a great demand in this field for well-trained young men. A recent boy graduate is a baker and pastry chef at the Faulkner Hospital.
Mr. John Stokes, Executive Vice-President of the Massachusetts Restaurant Association, after visiting the School on Open House last Spring, requested that we invite the Massachusetts Restaurant Association to hold its October meeting at the Peabody School.
214
TOWN OF NORWOOD
On Monday evening, October 18, the Commercial Foods students entertained the Massachusetts Restaurant Association at dinner. President Paul Herbert of the Association addressed the group, pointing out the need for vocational training for the restaurant industry. Mr. Robert Collins of Wellesley Town Line House expressed appreciation to the girls and boys who prepared and served a typical New England dinner. The Director outlined the purpose and objectives of the school in training young men and women for the restaurant industry.
This year, two new members have been added to the advisory board of the Commercial Foods Department : Mrs. Kenneth Wakefield, Toll House, Whitman, Massachusetts and Mr. H. William Anderson, Vega Restaurant, Norwood, Massa- chusetts.
We operate a successful school lunch program in connection with our Food Department which meets all the requirements of the Massachusetts School Lunch Program supervised by the State Department of Education. A complete hot lunch, including milk and dessert, is served to students for 20 cents. The School receives a 9-cent reimbursement for each meal if the menu meets the required standards. This School lunch program has a threefold purpose :
1. Education in nutrition.
2. Training for quantity cookery and cafeteria management-Practical use of instruction supplies.
3. Daily nutritional lunches for pupils during the school year.
Trade Dressmaking Department
The Dressmaking Department continues to successfully prepare girls for the trade. There is an increasing demand for our graduates. We are not a co-operative school as such, but it seems feasible, in this department, to allow certain students to profit by work experience for short periods during special seasons of the year. Several girls having been employed on a part-time basis were retained in full-time employment.
Miss Mary Pacheco, an instructor in the Trade Dressmaking Department, attended a course in Textile Mending conducted by the Department of Rehabili- tation at Fitchburg State Teachers College last summer. Instruction in Weave- Bac Mending is being introduced in our school this year for the first time. Textile mending is a very profitable trade and is closely related to Hand Weaving which has been for some years taught in this department as a related course. One of our former graduates upon recommendation by the Director also attended the summer school course and is now ready for employment by the Department of Rehabilitation. She will teach handicapped veterans the trade in their own homes. The Peabody School owns its own equipment for teaching this process.
Beauty Culture Department
This year's entering class has been the smallest to date. Our Beauty Culture Department has formerly been the largest in the school with a 100% placement of graduates. However, there are still fine opportunities in this field of work for well-trained operators, and new students are entering from time to time through- out the year.
Miss Dorothy Blood, Instructor, took a special six-week course in Beauty Culture this summer at the Harper Method School in Atlanta, Georgia.
:
215
REPORT OF SCHOOL DEPARTMENT
Distributive Occupations
A ten-hour course in Pre-Christmas training was conducted in November by Mrs. Dorothy Weeks, Instructor of Merchandising at the Peabody School. The object of this course was to assist Norwood merchants in obtaining trained sales people for Christmas business. Thirty-three Peabody and High School students were trained and placed this holiday season.
In March, an evening course was conducted in "Starting and Operating a Small Business" by Irwin Gordon. This course was held to meet the demands of veterans and others for training in small business operation. It was very well attended. The following guest speakers made fine contributions to the course :
Mr. John Russell, banker, Norfolk County Trust Company, Norwood. Mr. James Curran, lawyer, Norwood, Massachusetts.
Mr. Andrew Petersen, accountant, Charles Rittenhouse and Co., Boston.
Student Co-Operative Association
The Student Co-Operative Association has had a very successful social year and has contributed much to the promotion of school spirit and to maintaining school traditions.
The long-awaited Lounge Room was opened this year. This is the girls' own room planned, decorated, and paid for by the Association. The furnishings were made by the boys of the Norwood Vocational School. A formal opening and tea was held last March. This room is very popular with the student body.
A beautiful silver birch tree was planted on the lawn of the school at our annual step party for seniors in June. The silver birch was chosen as it represents the school colors-silver bark and green gold leaves.
Last year the Henry O. Peabody Perpetual Care Fund was established by the association for the perpetual care of the cemetery lot of the late Mr. Henry O. Peabody. One hundred dollars was paid to the Superintendent of the Boxford cemetery. The faculty of the School contributed $38 to have the lot reconditioned. The work is completed, and the Association has received a letter of appreciation from Mr. Frank A. Manning of Boxford, a distant cousin of Mr. Peabody.
Evening Practical Arts Program
The Evening Practical Arts Program has grown beyond all expectations. In 1944, there were seventy-five students enrolled in three dressmaking classes. In October, 1948, the enrollment was 400 students, with waiting lists for many of the courses.
The following courses are included in this year's program :
Children's Clothing 3 classes
Dressmaking 10 classes
Decorative Art
3 classes
Jewelry Making
1 class
Millinery
. class
Rug Braiding 1 class
Rug Hooking 2 classes
Slip Cover Making 1 class
Upholstery
1 class
216
TOWN OF NORWOOD
Several men are enrolled in the Jewelry and Upholstery classes. Evening school is in session three nights a week from October to May. The fine exhibition of work held at the close of the program was well attended by the public. The report to the Superintendent of Schools from the State Department of Education comments on the program as follows: "It is noteworthy that because of the excellence of the Norwood program, surrounding areas are increasingly obtaining the "Vote" for Vocational Education and establishing their own programs locally."
Faculty
We are fortunate in having a fine enthusiastic group of teachers who have a common understanding of the fundamentals of vocational education and faith in its objectives. It is indeed a privilege to work with them. There has been no change in the faculty membership this year which results in many benefits to the students and in greater progress for the school. We have had a very harmonious and happy year together.
Conclusion
I should like to express my sincere appreciation and that of the faculty to the Superintendent of Schools, to the Norwood School Committee, and to Town officials, and to the community for their continued interest and loyal support of the School.
BLANCHE L. MARCIONETTE, Director
217
REPORT OF SCHOOL DEPARTMENT
REPORT OF THE PRINCIPAL OF THE JUNIOR HIGH SCHOOL
I herewith submit my ninth annual report as principal of the Norwood Junior High School.
In accordance with our belief that facilities should be provided whenever possible to improve instructional opportunities so that better learning may result, we have furnished a classroom as a workshop in social science. The furniture, maps, and sets of reference material provide for a wider range of activities than is possible in the traditional classroom. Teachers and pupils are pleased with provisions made for them, and I hope eventually to have two more rooms similarly equipped so that each of our three grades may work there with greater profit.
Our testing program continues to indicate that satisfactory results are being obtained, while at the same time teachers are enabled to identify specific areas in which a need for improvement is indicated in any class.
Pupil control of traffic has been extended throughout the building, and results are satisfactory. This is but one of the many forms of pupil participation in the activities of the school, for we believe that only by providing many opportunities for pupils to regulate their affairs can they learn democracy which they are soon expected to practice when they take their place in community life.
Another important pupil activity, the school publication "Junior Narrator", continued to gain recognition and add to its laurels by getting a first-class award in the annual competition held at Columbia University by the Interscholastic Press Association.
Rated on make-up, typography, art work and advertising, as well as on the literary quality and originality of the editorials, short stories, features and verse the magazine again achieved top honors in competition with thousands of other school magazines from all over the United States.
For the June issue the publication took on a new format. Forced by rising costs to find a less expensive medium of continuing the activity which gives pupils such a splendid scope for their creative talents, the staff experimented with the multi- lith process and produced a magazine which in every way met the high standards which the "Narrator" has always sought to maintain.
The Journalism Club extended its activities this year to include the weekly newspaper column "Junior Jottings", sponsored and encouraged by the Norwood Messenger.
One of the difficulties which confronts an administrator whose enrollment has decreased considerably is the combination of special subjects which an instructor can effectively teach.
During this school year, we have had to replace Mr. Wellsman, who resigned to live in California. To find one qualified to teach both art and woodwork on the same high level which we expect in our schools, we found it necessary to hire one teacher for art and one for woodwork. Mr. Hilly, the shop teacher, has extra classes which provide greater opportunity for pupils who especially need that type of work. He also teaches during the week at the grade schools so that the shop classes can be more advanced when pupils enter grade seven.
The building is in good condition, and the repair jobs which are needed for the upkeep of the building are being considered and acted upon by our Superintendent.
218
TOWN OF NORWOOD
May I take this opportunity to thank you, Mr. Lynch, for your co-operation in matters pertaining to school, and for your advice which has always been so helpful to me.
JOHN J. CORCORAN.
REPORT OF THE SUPERVISOR OF HOME ECONOMICS
I herewith submit a report on Home Economics Education for the year ending December 31, 1948.
Values Acquired Through Home Economics Education
The broadness of the field of Home Economics Education and its vital concern for people places this branch of education in a position to develop a deep sense of values among its pupils. Through Home Economics instruction pupils can acquire a store of ideals and standards by being taught the qualities of beauty and goodness as well as how to seek for and live with the best things in life.
The need for satisfying and fulfilling home life is greater than ever ยท before- at every age level. The individual needs to feel that he counts in the life of some- one. He needs the opportunity to give and receive affection, in fact a place where he can be himself. A successful home provides such values for its members and it is the privilege of Home Economics Education to offer instruction to these ends.
Home Economics in the public schools developed from a concern for the betterment of family living and basically that concern has always controlled its development as a field of education. At the present time emphasis in Home Economics is upon personal development and family relationships because of the urgency and timeliness of these approaches. It is the specific object of Home Economics Education to so direct its teaching that the attainment of all worth- while ideals is accompanied by the attainment of the necessary attitudes, techniques and habits of achieving them in life itself. To accomplish these purposes our instruction is built around everyday homemaking experiences and the many activities of daily life.
The influence of Home Economics teaching can be far reaching. Home Eco- nomics has an enviable position in teaching the principles involved in tolerance, understanding, and the recognition of another's worth. The American Family is America's most priceless asset for it is the center of gravity of the American Way of Living. The field of Home Economics, embodying as it does family life education holds a strategic position in education where it may capitalize on its excellent opportunity to differentiate, stressing the genuine and true standards of living. Home Economics Education provides a well-balanced design for living-the happi- ness factors so important to all of us.
The Modern Home Economics Program
Education for citizenship is not new but the problems facing the world today give it new implications. It is clear that homemaking education has much to contribute to citizenship training because of the nature of the material with which it is concerned and through the methods used to present this material. Homemaking education today offers unusual opportunities for meeting adolescent needs, for its scope and content are immediately interesting to youth.
The educational environment is important. The homemaking department itself should be homelike, attractive, efficient, and arranged in home-like patterns and units in order that educational experiences in sharing, in working together and
219
REPORT OF SCHOOL DEPARTMENT
in assuming responsibility may be handled more effectively. Educational procedure that is positive rather than negative in approach, that is an activity program rather than a series of lectures, makes it possible for students to acquire necessary skills, to experience joy in work and to develop self-confidence, initiative, leader- ship, cooperation, judgment and efficiency.
A hopeful trend is the increasing number of schools offering third and fourth year courses in High School Home Economics and schools making Home Economics available to boys. The more mature girls in High School earnestly seek more advanced information in homemaking subjects. They are in a position to benefit by advanced courses in home life education. Most of these girls are going into homes of their own soon and it should be our immediate concern to help them make this adjustment. Home Economics subject matter in High School can be dignified, require thinking and recognize personal development. It can develop the point of view that will make for good citizenship.
We may well feel satisfied that we are meeting modern requirements in the content and conduct of our pioneer required course for girls at the Senior High School. The course is functioning as "Personality Development" course or "Forum for Girls". It is the meeting ground for discussion of all problems leading to personal and family life betterment and enrichment and has advanced far beyond its original objective, viz .; a review of the field of homemaking. The course opens the way for self-expression and self-help and the value of this type of instruction cannot be over-emphasized. If the classes could be divided into smaller groups for discussion purposes, even more could be accomplished than at present with our very large groups.
Life Enrichment for All-the Ultimate Reward
Helping boys and girls to solve their relationship problems is one of the most satisfying rewards of teaching. When our pupils are more cooperative at home, more considerate of other members of the family because of homemaking instruc- tion, a teacher may well feel repaid for her efforts. What could be more inter- esting or necessary than learning to understand ourselves and others and working out satisfying ways of living together? What a pleasure to recognize your own influence in the simpler things, better flower arrangements, better lunch boxes, improved color sense, development of hobbies, better social practises, homes planned to meet family needs, better ways of doing and living! What happier experience than encouraging better human relations, noting improvement in atti- tudes, helping to lay solid foundations for new homes, striving to be of major influence in developing citizens of tomorrow, working not so much with things as with lives, being a colleague and friend or-just having a good time! It can be truly said of the field of Home Economics "You cannot bring happiness to others without receiving some of it yourself."
We earnestly trust that as a result of our Home Economics teaching, we are interesting and inspiring our girls to become contented, happy homemakers and that they will want to accept the basic truth so well expressed by Longfellow in these lines,
"Stay, stay at home my heart and rest
Homemaking hearts are happiest."
Acknowledgements
To the Mother's Club :
Our continued and warm appreciation of their interest in Home Economics Education is expressed in their generous award for excellence in Home Economics.
220
TOWN OF NORWOOD
To the Federal Lunch Organisation (Mr. John C. Stalker, Director) :
For their interest and excellent cooperation and especially for their appreciation of our efforts as expressed in the allotment of new equipment for our Cafeteria (large white enamel ice chest and white enamel bottle cooler) both of which added so much to the appearance and efficiency of our lunch service.
To Bushway-Whiting Ice Cream Company (Mr. J. Howard Bushway) :
For making available for our use a modern ice-cream mart which has com- pletely modernized our ice cream service much to the pupils' pleasure and satisfaction.
To Our Pupils :
For working so hard and giving so generously of their time happily, willingly and enthusiastically on numerous Home Economics projects such as special lunches (Student Council), refreshments for parties, preparation and serving at Teachers' Club Tea, assisting with department renovation and costume making for assemblies and always helping where help is needed. It is a joy to work with those who respond so readily and heartily.
To Our Co-Workers :
Who daily make the wheels turn. My most sincere thanks and appreciation for their excellent cooperation.
Department Needs and Recommendations
We have arrived at a critical stage where much of our equipment and facilities need modernization. To teach new and accepted techniques we need new equipment and new utensils and new gadgets. Never in the history of man have so many new products been offered. Many of our pupils are seeing and using more modern equipment in their homes than we are offering them in school. We should meet this situation immediately.
In Junior High School we need a room set aside as a permanent part of our department set-up for our use as a "general purpose" room or social center. Such a room would have variable settings and uses, first for teaching modern living in a suitable setting and secondly for developing a social program for Junior High School pupils. Some expenditure to make the room suitable and attractive would needs be made. I particularly seek the opportunity to demonstrate the value of such a project. We have been unable to date to proceed with our plans in this direction and request consideration of the benefits to be derived from assigning the Home Economics Department a room to be used as outlined.
We need an opportunity to demonstrate the general importance of Home Economics Education. We would like to display our results and set up educational exhibits. I request, for this purpose, locked display cabinets at both Junior High and Senior High Schools, to be placed in corridors.
I again stress the potential possibilities in a comprehensive nutrition program as well as a family life program which would cover and include the entire school system.
May I at this time extend my heartfelt thanks and appreciation to all who have contributed to the constructive results of Home Economics in our schools.
AGNES M. BRIDGES.
22]
REPORT OF SCHOOL DEPARTMENT
REPORT OF THE VOCATIONAL-INDUSTRIAL ARTS
Submitted herewith is my annual report of the Vocational-Industrial Arts department for the year ending December 31, 1948.
As we look back over the year 1948 and review the accomplishments, achieve- ments and incidents of our Boys' Vocational School, one bright spot prominently appears. In June, 1948, we graduated our first group of young men, who made up our first vocational boys' class in 1944. After completing the four year course of intensive trade training in cabinet-making, these boys are ready for placement. Unfortunately for some, the compulsory military training forced them to enter the armed services, delaying their chance for employment.
In September, we accepted the applications of a group of boys from the eighth and ninth grades. Although the boys from the eighth grade have appeared some- what immature, we abide by the rule of our State Department of Education which states :-- any boy, fourteen years or over, who may profit by trade training may become a member of the school. In some respects the first year of their enrollment acts as an orientation period; the second and succeeding years prove more bene- ficial and prepare them for the more advanced training.
We have earnestly endeavored to meet the standards of a code that expresses clearly what our boys mean to us. In part that code reads :-
A student is the most important person ever to enter our school.
He is not dependent on us, we are dependent on him.
He is not an interruption of our work, he is the purpose of it.
He is not an outsider to our organization, he is a part of it.
A student is a person who brings us his wants.
It is our job to handle those wants in a way profitable to him.
In October some of our outmoded equipment, that had been in constant service for a period of twenty years or more, was replaced with new modern machines. We have now eliminated a real source of danger to our young students by safer working conditions, and stimulated a greater interest in creating a higher degree of productive work.
Our production work in the shop was mainly to fulfill the needs and require- ments of the various school departments. Sectional cabinets and screens were needed for the recently established kindergarten department and our first and second year boys were assigned to this task, which they completed very satisfactorily.
In line with other departments our vocational classes took full advantage of the use of the new moving picture machine. Through the projector's audio system we were able to place a greater emphasis upon shop safety, care and use of hand tools, proper methods of machine operation, and many up-to-date and informative subjects related to shop work.
Need help finding more records? Try our genealogical records directory which has more than 1 million sources to help you more easily locate the available records.