USA > Massachusetts > Norfolk County > Norwood > Norwood annual report 1948-1950 > Part 35
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Vocational education in Norwood has not met with the enthusiastic co-operation anticipated. Instead, it has faced opposition which has impeded its progress. Much of this opposition is deep-seated in tradition. We have been able, however, to main- tain the best in vocational education. We hope, eventually, to help overcome the "social stigma" attached to vocational education and to refute the false reasons for not accepting this new type of school here. After seven years, all reason for slow growth can no longer be attributed to pioneering in a new field of education. The Peabody School was not established as an experiment, but as a result of a long and deliberate study by leading educators and townspeople interested in a unique oppor- tunity for the youth of Norwood and its surrounding area.
Time and again, I have had Norwood citizens cite to me the financial benefits of the Peabody School to the Town. From a financial point of view, the School is a sound investment. Judged from the aspect of numbers served, the School would long since have been declared bankrupt. Educational services have many recognized but in- tangible values which cannot be measured in the cold light of business alone. The American public is willing to pay generously for these services but expects produc- tion to be reasonably consistent with expenditures.
Vocational education is a recognized component of our modern educational system. In Norwood, we are more fortunate than most communities in that we have our own vocational facilities - a modern school, excellently equipped and compe- tently staffed.
Our Business Department alone, which is considered to be one of the best in this vicinity in point of equipment, training, and placement, has only sixteen students this year. Businessmen and educators visiting the School are appalled at the lack of interest shown by Norwood students and parents in the unique facilities which are offered in our department of vocational business training and placement. They cannot understand why more students do not avail themselves of its use when so many eventually enter this field of work.
1
19]
REPORT OF SCHOOL COMMITTEE
As Norwood also has every educational service known to the present-day school system, I strongly urge that we make more objective use of some of these services, especially guidance and counseling, with a more practical interpretation of test results. If the Peabody School is to survive, the underlying causes for the slow acceptance of our program in this community must be brought into the open. A genuine study of the entire situation should be made by all who are concerned in any way with the life stream of the school.
The following is an excerpt from the annual report to the Superintendent of Schools from the State Department of Vocational Education: "The School has con- tinued to operate on a highly commendable basis, with high standards of workman- ship, excellent productivity and good publicity in evidence.
"The trade training of the Food Trades Department has been strengthened through the daily operation of the Tea Room. The serving of guests and special groups in the Tea Room has been another effective means of publicizing the dis- tinctive purpose and offerings of the school."
192
ENROLLMENT AND PLACEMENT BY COURSES January, 1949 - December, 1949
Course
Enrollment
Non Residents
Certificates Granted
Under Graduates
Left School ***
PT*
FT
Business Education
34
8
11
11
3
0
11
Beauty Culture
25
4
14
16
4
0
15
Trade Dressmaking
50
18
9
29
12
4
7
Commercial Foods
33
15
4
20
9
13
8
Retailing-Pre-Christmas Training-10 hours
25
...
....
...
25
....
-
-
-
142 **
45
38
76
28
42
41
Total
* Part-time placement Full-time placement
** Pre-Christmas Training not included in total enrollment
*** Reasons for leaving:
To go to work, 15; To be married, 3; Returned to High School, 3; Joined the Service, 1; Transferred to another Department in School, 1; Ill health, 1; Left-Reasons unknown, 4.
DISTRIBUTION OF NON-RESIDENT PUPILS
Canton, 1; Careyville, 1; Dedham, 7; Dover, 1; Foxboro, 1; Franklin, 5; Medfield 4; Millis, 5; Plainville, 2; Randolph, 2; Sharon, 1; Walpole, 11; Westwood, 4.
TOWN OF NORWOOD
Placements
193
REPORT OF SCHOOL COMMITTEE
The following graduates have been granted certificates:
Mary Laura Bilotta
* Mary E. Cappuccino
* Martha Louise McDavitt Josephine Marie Melino
*Phyllis Ann Condon Marjorie Helen Davis
* Lillian Elinor Metsola Clara Louise Mumblow Gretchen Alice
*Elizabeth Louise Falconer Claire Lorraine Groh Elizabeth Ann Groh
*Ruth Eleanor Pask Prudence Marianne Pelletier Barbara Anne Ross Anna M. Rusiecka
Dorothy Eva Johnson
* Jennie Rose Safranska
Ogenia Ann Kavolinas
* B. Constance Simpson Ann Marie Smith
*Rose Marie Kern Jean Ruth King Estelle Irene Laraway
* Harriet Louise Smith Barbara Taber
Margaret Geraldine LeBlanc
Dorothy L. Walker
Dorothy Muriel Lockwood
*Eleanor M. Weatherbee
Kathryn Lucille Lydon
* These graduates received a Certificate of Proficiency.
Public Relations
This year, to further our objectives in Guidance and Public Relations, a home visiting program was presented to parents and students at our first annual Parents' Night which was held last April. Teachers of the Peabody School have volunteered to visit the homes of all the students at least once in the school year. This will pro- mote a closer relationship between the School and the home, as well as provide a direct means of advertising our offerings in the various communities.
A Kodachrome film of all the activities of the School has recently been com- pleted. This film, accompanied by a running commentary, is to be used later in our public relations program.
To compete with the glamorous advertising of private vocational schools, I rec- ommend that a new School catalogue, of a pictorial nature, be published in the near future.
Faculty
Several changes have occurred in our faculty this year. Mrs. Ruby Jean Keown, Related Science and Homemaking teacher, resigned in April, 1949. Mrs. Helen Beardsell, formerly a teacher in our Foods Department, was elected to the Related Science position. Miss Dorothy Blood resigned to be married in November, 1949. Miss Bertha Tarallo, for many years a teacher in one of the foremost beauty culture schools of Boston, was appointed in December, 1949. Mrs. Anne Mucinskas, a former graduate of the Beauty Culture Department of the Henry O. Peabody School, sub- stituted for Miss Blood in the interim. Miss Nancy Siegmund, a graduate of the
Therese Edith Dickson Helen Evelyn Downey
194
TOWN OF NORWOOD
Commercial Foods Department of the Henry O. Peabody School, June, 1949, has been employed as a student aide in that department for the period of one year.
Evening School
For the sixth year, we are operating to capacity a very successful Evening Prac- tical Arts and Handicrafts Program. Primarily, this program is to serve home- makers and adults interested in the crafts and was instituted as a result of many requests. Enrollment is heavy, and there is always a waiting list. The demand for and success of this program in no way compensates for the lack of enrollment in our day school. There is no similarity in the objectives of the two programs, since the main objective of the day school is to train young women for profitable employment. The evening program, however, does make available the further use of the School to the community and is an excellent contribution to successful homemaking. It may be considered, too, as having definite advantages from the standpoint of good public relations.
.
The following courses, with enrollments, are included in this year's program:
Enrollment
Number of Classes
Children's Clothing
55
3
Dressmaking
124
7
Decorative Art
44
3
Jewelry Making
15
1
Rug Braiding
16
1
Rug Hooking
34
2
Slip Cover Making
16
1
Upholstery
15
1
Totals
319
19
Conclusion
I wish to commend our staff for continued enthusiasm and effort in furthering the progress of the school. A School of such limited numbers offers little challenge to either teacher or student. It is difficult to plan courses which are flexible enough to meet the needs of students of limited ability and also challenge students of higher ability. Although the work is geared to the student's individual needs, there must be a reasonable number in a class to effect the stimulation so necessary to successful accomplishment.
In conclusion, I should like to express my appreciation and thanks to all those who continually co-operate with us, for without their encouragement, it would be far more difficult to believe in the future of the Peabody School.
Respectfully submitted,
BLANCHE L. MARCIONETTE, Director, Henry O. Peabody School for Girls.
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195
REPORT OF SCHOOL COMMITTEE
REPORT OF THE PRINCIPAL OF THE NORWOOD JUNIOR HIGH SCHOOL
It is with pleasure that I submit my tenth annual report as principal of the Norwood Junior High School.
If we are to teach properly, we must know exactly what the achievement is so that we may help each pupil to progress from the point where he actually is rather than where he ought to be. Thus the more advanced student as well as the one who learns with difficulty may be aided according to his needs. With this in mind, we administered in May the Terman-McNemar Test of Mental Ability to our incoming pupils, and in October we gave the complete battery of Metropolitan Achievement Tests to the same group. The battery of Differential Aptitude Tests, as well as the Stanford Achievement Test in arithmetic, was given to all our pupils in grade eight. Much effective work has been done by the Junior High School teachers in analyzing the results of these various tests so that lesson planning could be done most advan- tageously, for we realize that our testing program cannot justify itself unless it con- tributes to improved instruction for our pupils.
Perhaps no program has made more progress during the year than Visual Aids. Under the direction of Miss Mary Cullinane, much new equipment has been pur- chased so that an adequate program could be carried on. Teachers have prepared themselves by courses and reading to use this educational tool intelligently for better instruction. That they have succeeded is proven by the enthusiastic pupil reaction to our program. Parents also are interested in visual aids, and were pleased to see actual demonstration of this type of classroom work at one of our P. T. A. meetings.
During the school year many opportunities are provided for pupil activity, since boys and girls must learn to take part in a democratic society. Our assembly pro- grams, traffic squads, and clubs are some of the school activities which provide oppor- tunities for pupils to plan and carry out projects.
Our school publication, "Junior Narrator," which we issue twice a year, was awarded second prize for general excellence in a national contest sponsored by Columbia University.
While our guidance department compares favorably with the best in this area, it does have a weakness in grade nine, where we have not replaced the full-time teacher in that department. The school would benefit by having a trained guidance teacher for ninth grade individual conferences. If such a person also had training as a librarian, the remainder of the time could be well spent in providing improved library service which would help the pupils not only in our reading program, but in all subject areas.
The building and grounds are in satisfactory condition.
While our immediate needs are not numerous, a sound system in the auditorium and full-length lockers for ninth grade girls would be appreciated.
I wish to express my appreciation to you, Mr. Lynch, and the School Committee for continued guidance and support, and to the teachers for their loyalty and cooperation.
JOHN J. CORCORAN.
196
TOWN OF NORWOOD
REPORT OF THE VOCATIONAL-INDUSTRIAL ARTS
The annual report of the Vocational-Industrial Arts Department for the year ending December 31, 1949 is herewith respectfully submitted.
Vocational Education
It is gratifying to report the effectiveness and successful progress of vocational training in cabinet-making during the past year.
We have maintained a capacity enrollment of thirty boys, which includes grade nine through grade twelve. There were only one or two withdrawals, but these vacancies were quickly filled from our waiting list. We have at present requests for entrance to the school, but unfortunately we cannot handle any more students be- cause of limited facilities.
Increasing interest in the vocational school, particularly of non-residents, is evi- denced by the enrollment of boys from our small neighboring communities as well as requests for information about the school. The attendance of these few boys is remarkable because in all cases it is nearly perfect. Thus it would seem that the school provides a challenge and stimulates a wholesome interest and a keen desire to secure a training, leading to profitable employment for each and every one of our boys.
In June we have five boys graduate, this group of young men making the second class to complete the four-year training period. On a recent follow-up each was found to be gainfully employed.
Construction and sale of cabinet work reached a new high, both from the stand- point of pupil participation and requests from customers outside the school.
Our academic and related work classes have in some instances suffered somewhat from year to year by a change in teacher personnel. It is justified, but I believe if we had a teacher who could assume a greater part of related and academic work, a big problem could be overcome.
Early in October we opened our shop to adults who wished to take advantage of evening training. The response was more than was anticipated, as a total of thirty- two men registered. This enrollment required organizing two classes that meet one night a week for a period of three hours. Mr. Lugton, our day school instructor, conducted these evening classes.
Industrial Art
Senior High School. Once more I would like to state the needs of the many boys in the Senior High School, who, if facilities were available, would like to receive some industrial arts training.
Within the near future it is quite certain we may expect an increase in the high school enrollment. In this group, not all boys will be looking toward college, the majority will have to look towards the industrial side of life.
I sincerely hope that if this much discussed life adjustment program is actually set up, something may be accomplished to give the boys who want shop work a period or two each week. Let us have something in our high school for all.
197
REPORT OF SCHOOL COMMITTEE
Junior High School. Our unit course offerings, with a round of exploratory experiences in several industrial fields, have been well established, they have proven satisfactory, and encouraged our young students with a "curiosity to know" and an "urge to do."
Conclusion
I wish to express my sincere thanks and appreciation to Mr. Lynch, Mr. Hayden, and to all, for the splendid cooperation given me and the department.
CLIFFORD H. WHEELER.
REPORT OF THE SUPERVISOR OF HOME ECONOMICS
I herewith submit a report on Home Economics Education for the year ending December 31, 1949.
Home Economics and the American Way of Life
It is agreed that the most important basis of American unity is the American home and that homes and homemaking are basic to civilization itself. The family, therefore, becomes the most important single unit in our country today. Efforts to bring family members closer together are apparent everywhere. Family living can best be strengthened through thoughtful consideration of factors which promote happiness and solidarity. Home Economics in education makes its contribution to our American way of life by teaching the very foundations that produce an enduring structure and the sincere and serious purpose of Homemaking Education in our schools at the present time is to help our pupils with the kind of information which will assist them in the formation of satisfying and stable homes for America.
Certain concepts of what makes good family living have long been our heritage and today are inherent in our American way of life. We, in Home Economics, be- lieve that family unity is strengthened through sharing resources, responsibilities and experiences. We believe that courtesy, kindness and understanding are first con- ceived in the home and from there are transmitted through all human relationships from one generation to another. Specifically then, the goals in homemaking education or family living instruction are 1) to understand, refine and interpret the varying beliefs springing from our mixed culture, as to what constitutes good family living. 2) To mold these beliefs into a truly American pattern of home life. 3) To nourish and cultivate the family pattern.
Since it is the primary function of Homemaking Education to improve home and family life of our society which is founded on democratic ideals and principles all other objectives are subordinate. It is obvious that values for successful living in contemporary society are different than the code which was acceptable for yesterday's world and the mere acquisition of skills is not enough for meeting the complex prob- lems of today. Many seem eager to destroy family life and the type of instruc- tion which will preserve and protect our democratic American way of family living is not only desirable and important but vital.
198
TOWN OF NORWOOD
The Need for Better Understanding of Home Economics (or Homemaking) Education
The need for developing the essential attitudes and skills for desirable family living must become a major responsibility in education. Schools should provide . continuous learning experiences in family life education from kindergarten through Senior High School. These experiences should emphasize the importance of the family and of becoming a good family member. To accomplish these ends we need and must have:
1. Greater national understanding of the deep purposes of Home Economics Education.
2. Recognition of the far reaching import of Home Economics Education in so far as real homemaking is concerned.
3. More importance placed upon and interest in a subject which is so vital in strengthening family life.
4. More recognition of our family living courses at the advanced or High School level. Many of America's new families will be established by our present pupils whose formal training ceases with their High School years.
5. Clarification of the existing confusion between specialized vocational train- ing in trades as compared with general homemaking education which trains generally in the art of living and creating homes.
6. More up-to-date equipment in functional homemaking programs in keeping with a broader curriculum in Home Economics and to allow for a more balanced program, in order that the pupil may acquaint himself with and build skills in all phases of family life, as well as the social relationship areas of homemaking instruction.
Modern Homemaking Education in Norwood
In an attempt to offer the best in Homemaking Education to Norwood pupils and in keeping with the above objectives our courses have been planned to "grow-up" with our pupils with great concern for sequence and selection of subject matter suited to each age level. Home interests and activities are stressed in order that pupils may become veritable "home helpers." Emphasis is placed upon hospitality, friendliness, getting-along together and spending wisely as well as sharing responsibilities.
High School pupils have special and personal interests and all phases of home- making involving personal and family problems are interwoven to make our units meaningful and helpful, including problems involving elementary psychology in order that they may better understand themselves and others. Thus the teen-ager learns to participate with increasing satisfaction in family affairs. She seeks the social approval of her own group, desires a chance to assume more responsibility, wants to appear at her best at all times, needs to understand better the growing-up process and it is at this psychological period that we introduce our "Youth Prob- lems" course for all Senior High School girls. All teen-age problems, including family expenditures, family fun and family work are included in this course. Here she learns all about herself, how she can improve and be the kind of person she wants
199
REPORT OF SCHOOL COMMITTEE
to be, how to handle everyday situations and how to create happiness. The importance and value of making a good appearance and general health are stressed together with an attempt to give the wholesome advice and counselling she desires and needs at this bewildering period in her life.
From this generalization in the area of Home Economics with all girls we proceed to our more specialized courses for Senior Girls looking to the future in our course offerings. In anticipation of tomorrow's needs, the girl becoming a woman and her future role as an American homemaker we have established our "Gracious Living" and "Family Living" courses for Senior Girls as a culmination of training for our potential homemakers. Here pupils can train for their future role as home- maker while enjoying instruction suited to their age level, present interests and needs.
Thus our courses are planned and suited to the various age levels which we teach. Because of planned sequence, lack of duplication and suitable material which orients the pupil to her role in the home and which stimulates to further endeavor to create satisfying homes for themselves Homemaking education in Norwood is interesting our pupils and proving of vital importance in their lives. Boys should be included in our course offerings since their place in the home cannot be over- looked. We have frequent requests that they be considered and offered the type of information which they would find so helpful and useful. No Homemaking Education can function at its best unless there is complete sympathy with or under- standing of the prime importance of homemaking training in the total education of our youth.
Conclusions and Acknowledgments
We wish to express our appreciation and thanks for the continued assistance and cooperation of the Federal Lunch Organization, The Norwood Mothers' Club, our local and wholesale business associates, Companies who have furnished visual aids and demonstrations to enrich our program, administrators, co-workers, pupils and all who have made possible a complete functioning program of homemaking during the past year.
Our pupils are interested in Homemaking Education and want more and more opportunities for contact with the department and enjoyment of our facilities. We have a healthy, happy enrollment of pupils who would like to see our facilities im- proved for their benefit and enjoyment and there is much to be done in the way of modernizing, renovating and expanding our physical equipment.
I specifically recommend:
1. Expansion of our family living program to reach more pupils, particularly younger pupils and boys.
2. Modernization of and addition to our physical equipment to broaden inter- ests and present material in all areas of homemaking at all levels.
AGNES M. BRIDGES.
200
TOWN OF NORWOOD
REPORT OF THE DIRECTOR OF GUIDANCE AND PLACEMENT
Herewith, I submit my fourth annual report as Director of Guidance and Placement.
Guidance
During the past year, we carried on, in the manner described in our previous reports, the usual important functions of the Guidance Department. These include, as you may recall, the many and varied aspects of the educational, vocational, and placement phases of the guidance program.
However, the part of the year's work that attracted most popular attention was our Career Day for Norwood High School students which was held on Wednesday, March 9, 1949, at the Norwood Senior High School.
Career Day
The major part of the Career Day program consisted of a series of group con- ferences at which our students had an opportunity to hear speakers, experienced in their fields, discuss their particular vocations and answer questions pertaining to them.
In order to build the programs around the most popular fields of work, each student in the Senior High School filled out a listing sheet on which he indicated the three occupations he wished to hear discussed. The requests on these sheets were tabulated, the most frequently mentioned vocations determined, and then the conference program was drawn up. We had forty different speakers conduct about sixty-five group meetings which covered forty different occupations.
Some of the points covered in the talks by the speakers were: Educational requirements, special skills and personal traits required, minimum age and appren- ticeship requirements, trade union factors to be considered, licenses required and chances of securing them, monetary and social compensation, kinds of work beginners in the field would do, promotion possibilities and ultimate levels which may be achieved by successful workers, present and future situation as to supply and demand for the type of worker, advantages and disadvantages of the occupation.
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