USA > Massachusetts > Norfolk County > Norwood > Norwood annual report 1957-1959 > Part 24
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I again take this opportunity to thank you, Mr Lynch, as well as our school committe for your continuing interest and support.
JOHN J. CORCORAN
Principal
REPORT OF THE DIRECTOR OF THE HENRY O. PEABODY SCHOOL
The Henry O. Peabody School in its sixteenth year stands at a point where new development is inevitable. Course offerings evaluated from the standpoint of effectiveness over a period of years, indicate that our school is meeting demands. Aware of the rapidly changing picture and of the new outlook in education, we are re-evaluating our curricula and facilities in preparation for our future contribution as an integral part of the broader secondary program in Norwood.
The national demand for a stepped-up testing program with provision for additional counselling services will lend impetus to vocational programs.
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TOWN OF NORWOOD
This should reveal the potential of Vocational Education in true perspective; and as a result, Vocational Education will find itself occupying a stronger position in secondary and post-high school education. Larger enrollments will call for enrichment and broadening of scope of our present curricula, and new courses will be developed as needs present themselves on the basis of their practical worth in assisting the individual preparing for employment.
The foresight of Mr. Henry O. Peabody, when he planned for a school through his will, is now coming into fuller realization. "It is my will to found and endow an institution to be called the 'Henry O. Peabody School for Girls' for the purpose of furnishing instruction to girls by teaching the vari- ous branches of Art, Science, and Industry best calculated to acquire an independent livelihood."
The following excerpts concerning our day school are from the Annual Report of the Massachusetts Department of Education - Vocational Division.
"The administrators of this school have been alert to changing trends and needs and have made advisable changes in programs and in faculty assignments consistent with these needs.
"This school does an outstanding job in the total development of the pupils, emphasizing not only high standards of manipulative skills but streesing their social development and civic responsibility, as well. As a result, the graduates of this school are sought after and placed in excellent job opportunities.
"Teaching organization and teachers recommended for approval.
"The following departments are recommended for approval: Dressmaking-Power Stitching, Food Trades, Scientific Care of Hair and Skin.
"All records examined, found to be acceptable, and school recom- mended for approval in these particulars."
Present status of existing courses:
In the business field there is a steadily increasing demand for graduates with our type of training. Since September, we have had repeated calls from firms who have used our placement service over a period of years. New firms in the area have learned of our school through contact with other per- sonnel managers. These new firms have called on us for graduates who are capable of being transferred to junior executive positions. This means that the hiring firm will have little training to do other than orientation and, thereby will cut down employment costs considerably. New equipment has been added to our machines laboratory.
Automation within the next ten years will be a factor with which to contend. Those workers who now are marginal workers will be most affected. Those who are to be considered as business trainees should have better-than- average intelligence, judgment, and initiative. Consequently, guidance di- rectors must have an appreciation of the higher requirements for entrance into the business field of the future.
Applicants for the Beauty Culture course in September, 1957, far exceeded the number we could accommodate. Because of the large class
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REPORT OF SCHOOL COMMITTEE
graduating in June, the State Board examination for Beauty Culture Opera- tors was held at the Henry O. Peabody School. In view of the increased demand for enrollment in this course, an additional laboratory has been planned and will soon be in operation.
Enrollment in the Commercial Foods Department holds up well, with more boys applying each year. With the interest manifested by the industry itself and the outstanding career opportunities for young men which this field offers, the food program in our school has many possibilities for ex- pansion, perhaps a separate course for boys. It is also possible for graduates of our school to take advanced training in one of the several schools which offer food-service courses on a college level. In September, 1958, one of our gradu- ates will enroll in the Food Technology course at the University of Massa- chusetts, which is sponsored by the Massachusetts Hotel and Restaurant Association Educational Council. Mr. Alex Armour, Secretary of the Council, is the new member of the Advisory Board of our food course.
Low enrollment in the Dressmaking Department which is apparently nation-wide forced us to reduce our teaching staff for the present. This course has been retained as a nucleus for a fashion program, and it will also serve as a basic course in any new homemaking program. One of our graduates is doing excellent work at the Fashion Institute of Technology in New York, and she will graduate from the apparel design course in June, 1958. One of our seniors this year also has applied for admission in Septem- ber, 1958, to the Fashion Institute of Technology.
Evening Practical Arts Program
The Evening School Program is operating to the capacity of our present facilities. Dressmaking and children's clothing courses are most popular and help to fill the clothing needs of many families. These are the only courses which had waiting lists established this year. Rug braiding con- tinues to be very popular. Courses in tray painting and rug hooking have been discontinued for two years, but, due to demand, these courses may be re-established.
The following excerpts are from the Annual Report of the Massachusetts Department of Education-Vocational Division.
"Organization, excellent attendance, and good teaching char- acterize the Adult Program.
"Commendation is due for the experimental program in Applied Color and Design for which the homemakers have been clamoring and which was carried to a successful completion.
"Teaching organization and teachers recommended for approval.
"The following courses are recommended for approval: Braided Rugs, Clothing, Color and Design Application, Jewelry, Millinery, Slip Covers.
"All records examined, found to be acceptable, and school recom- mended for approval in these particulars."
1
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TOWN OF NORWOOD
The course in beginners' typewriting for adults was continued for the third consecutive year. Miss Teresa McNulty was appointed as teacher for the typewriting class.
I wish to thank the Faculty of the Henry O. Peabody School for their continued support and to commend them for their enthusiastic spirit, as we look forward to new developments.
I wish to express my personal appreciation to Mr. Lincoln D. Lynch, Superintendent of Schools, whose leadership and foresight is essential to us. May I thank the Norwood School Committee, the Trustees of the Henry O. Peabody Fund, Inc., our loyal alumnae, and all others who con- tribute to the success of the school.
BLANCHE M. KINGSBURY
Director
List of Graduates - Henry O. Peabody School - 1957
BEAUTY CULTURE
Evelyn Angus
Patricia McDonough
Judith Beaudry
Judith McLeod
Margaret Blumberg
Helen McKenna
Dorothy Carlstrom
Gloria Meomartino
Dorothy Circone
Priscilla Michetti
Anne Clifford
Mary Lou Packard
Janet Curreri
Frances Palsic
Anita Dexter
Patricia Piper
Caroline Dodge
Sandra Pisani
Carol Fisher
Lorraine Porazzo
Patricia Follett
Margaret Reid Mae Shea
Barbara Graham
Sandra Graham
Carolyn Tibert
Constance Luke
Phyllis Manchester
Carole Upham Beatrice Wyatt
BUSINESS
Marilyn Callahan
Sandra Howard
Muriel Callahan
Barbara Locklin
Barbara Clancy
Irene Lowerison
Carole Davis
Rosalie Mucciarone
Doris DeVitt
Carol Scanlon
Marguerite Doherty
Loretta Simpson
Marsha Hartford
Beth Slamin Carol A. Thornton
Patricia Trudeau
DRESSMAKING
Diana del'Etoile Mary Marinelli
Judith Watts Nancy Picone
Sandra Hill
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REPORT OF SCHOOL COMMITTEE
FOODS
Robert Banks William Boone Georgianna Boulis Patricia Cronin Margaret Kelter
Harold Lord Joanne Packard Astrid Pearson Joyce Peasley Philip Regan
288
ENROLLMENT-HENRY O. PEABODY SCHOOL-1957 January - December
Total Enroll-
Course
ment
Non- Residents
Nor- wood
10
11
12
13
Total
Left
S.H.S. Diploma & Cert.
Cert.
Beauty Culture
71
53
17
12
7
22
41
7
9
21
Business
22
4
13
5
6
4
10
12
5
Dressmaking
24
23
3
5
4
3
2
14
3
1
Foods
50
24
30
10
9
9
2
30
4
7
3
Total
167
104
63
20
25
25
30
95
11
31
30
JOB PLACEMENTS:
REASONS FOR LEAVING:
Beauty Culture
25
Transferred to High School
2
Business
21
Went to Work
7
Dressmaking
3
Moved to another town
1
Married
1
Foods
10
Gr.
Gr.
Gr.
Gr.
GEOGRAPHICAL DISTRIBUTION OF ENROLLMENT
Abington 3; Attleboro 8; Bellingham 1; Braintree 3; Brockton 1; Canton 7; Dedham 7; Foxboro 3; Franklin 5; Framingham 3; Haverhill 1; Holbrook 4; Mansfield 1; Medfield 1; Medway 3; Needham 6; Norfolk 3; North Attleboro 10; Norton 4; Norwood 63; Pembroke 1; Randolph 4; Reading 1; Rockland 1; Stoughton 2; Walpole 10; Westwood 3; Weymouth 1; Whitman 1; Wrentham 6.
TOWN OF NORWOOD
289
REPORT OF SCHOOL COMMITTEE
REPORT OF DIRECTOR OF VOCATIONAL - INDUSTRIAL ARTS
Submitted herewith is my annual report as Director of the Vocational- Industrial Arts Department.
Vocational Education
The controlling purpose of vocational education is to fit for useful employment. It is not a subject but a well-rounded program of studies aimed at developing competent workers. Since 1944, when our present vocational school was founded, we have endeavored to follow a well-balanced program in Cabinet Making, by providing adequate facilities for all who need it and can profit by it. Now we are faced with a situation that will de- mand a study of our community to determine whether or not our present voca- tional education is adequate for local needs. With a potential student enrollment in the next three years nearly twice that of today, a forward look to establish a change or expand vocational offerings must be considered.
We have contacted the State Office of Vocational Education, seeking their assistance. They have cooperated wonderfully, and have placed Mr. Leslie Nutting, Supervisor of Day Trade Schools, to work jointly with us in conducting an occupational survey to discover the available job oppor- tunities in this area.
In September, we accepted eleven boys in our entering class. Of this group, five were from neighboring towns. Our non-resident pupils now make up fifty per cent of our present enrollment, and more are seeking the opportunity to enter. Our attendance record is excellent, indicating a real desire to be in school. Drop-outs are usually one each year, and transfers to other schools the same.
The following is an excerpt from the annual report of the Massachu- setts Department of Education, Vocational Division, Industrial Boys' Day Trade School.
"It is hoped that the proposed reorganization of the vocational program will take place very shortly. Continued State approval rests on an approved reorganization.
Teaching organization and teachers recommended for approval.
The following department is recommended for aproval: Cabinet Making. All courses recommended for approval.
All records examined and found to be acceptable, and school recom- mended for approval in these particulars."
Our production program in regard to projects constructed was rather light in comparison with that of past years. Outside requests were few, but many school requirements kept the shop busy. One outstanding coopera- tive project was the making of two FUN WAGONS for the Junior Red Cross. One was presented to representatives of the Boston Children's Hospital, who were so pleased and carried away with the work that they have exhi- bited it at many places in Boston. The other will be presented to our local hospital for the children's ward. Our boys constructed the wagons and the art department did an excellent job of painting them.
290
TOWN OF NORWOOD
List of Graduates - Boys' Vocational School - 1957
Richard Barton Walter Bruno
Irwin Langille
Edward Maloof
Donald Hixon
David Shepherd
Accident and Safety Program
Our vocational shop safety program is conducted as an integral part, not something separate, and apart, from our instructional program of vocational education, and is of utmost and vital importance concerning the well being of our students. I would like to call attention to a statement in last year's report of our school nurse in relation to safety in the schools. "We have only to see the enviable record of our boys' vocational class at the senior high to appreciate what can be accomplished in that area."
Our program seems to be best suited to the subject being taught in the shop, where we can provide for a thorough indoctrination in regard to hazards found there. Listed are points stressed :
(a) Safe working conditions
(b) Personal safety instruction
(c) General safety instruction
(d) Safety instruction on materials and equipment
(e) Pledges or permission from parents to use power equipment
Along with this shop program each of our tenth grade students take the health and safety program, which is given to high school students. This provides our boys with additional breadth to include home, streets, play, and industry. We are very proud of our excellent record.
Terminology of Occupations
Quite often during the past year I have been asked to explain the mean- ing and difference between Vocational Education and Industrial Arts Educa- tion. With the aim of encouraging clarity and uniformity in usage of the terms, I feel this space can serve to supply the answers to the question.
General Education. Education on a broad basis aimed at developing atti- tudes, abilities, and behavior considered desirable by society, but not neces- sarly preparing the learner for specific types of vocational pursuits.
Practical Arts Education. A kind of general education of a shop nature providing learning in the areas of technology, industry, manual skills, and leisure-time interests, guided by consumer rather than specific vocational goals.
Industrial Arts Education. A branch of practical arts education. Shop- work is provided of a non-vocational type, consisting of general educational experience relating to industrial and technical aspects of living. Orientation is offered in appreciation, production, consumption, and leisure activities through actual experiences with materials and tools.
Vocational Education. Education of a specific nature intended to prepare for entrance into a trade or for upgrading of persons already employed. The term is commonly limited to vocations below collegiate level in preparation, but including technicians.
291
REPORT OF SCHOOL COMMITTEE
Industrial Arts In Junior High School
Basically, our junior high school industrial-arts program offers students opportunity for activities and experiences in areas according to grade level and school enrollment. With a total of 749 pupils, it is recommended that three shops be provided and the types to include metal, wood, graphic arts or industrial drawing. Our present program meets this recommendation, with opportunity for expanding in the future as enrollments increase.
A harmonious transition from school to work is not a sudden event which occurs when our students will leave school and take a job, but is a process that extends over several years.
Through occupational exploration and vocational guidance, our junior high students become aware of the fact that all people do not do the same kind of work to earn a living. It must be expanded through a wide variety of educational and occupational experiences.
Apparently the major educational key is the opportunity for experiences which will permit the developing student to evaluate situations and exercise an independent judgment commensurate with his level of maturity through an industrial arts program.
In September, we were very sorry to have Mr. Philip Fasshacht leave us to accept a similar position in a nearby community. Through his masterful procedures, enthusiasm, and interest in his work, the students found a much more challenging goal in attaining their desires for self-expression through manipulative skills.
To fill the vacancy, Mr. Frank McKernan was appointed. He comes to us well recommended in the field of industrial arts.
Industrial Arts In Senior High School
For some time I have felt that some industrial arts should be extended into the high school, making it more meaningful. High school population has changed drastically in the last few years, and is no longer a select training ground for prospective college students. A recent survey and study reveals that out of every one hundred children entering the fifth grade together, fewer than one-half graduate from high school, and only thirty- eight out of every one hundred high schol graduates are entering college.
I do not like to feel that our educational system is rooted to an academic tradition, so that our secondary schools operate almost solely for the benefit of the small group that goes on to institutions of higher learning. It is appropriate to ask, "What is our high school doing to help prepare the vast majority of our youth, who will take jobs in business, industry and service occupations ?" It appears limited at present, but with some specialized instruction at the secondary school level, it would benefit them in finding and holding jobs, whatever they might be.
During the last three months a planning and program expansion com- mittee, headed by our superintendent of schools, Mr. L. D. Lynch, has met weekly and discussed this situation at some length. Looking ahead, it seems that some desirable solutions to this problem will undoubtedly be found.
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TOWN OF NORWOOD
Mechanical drawing, our only industrial arts subject in the high school, reached its highest level of enrollment. Every period was so crowded that many students were unable to take the subject. Looking toward the future, realizing that enrollments will continue to increase, and the possibility of a four year comprehensive high school, two drawing rooms would seem a neces- sity. A revised program for classes must be instituted very soon, to alleviate the tremendous difficulty in teaching mixed classes. The minor group (taking the work only two or three periods) should be segregated from the major group. Equipment has suffered through malicious and wanton destruction, creating the utmost concern in regard to methods and means to stop it. It seems almost impossible to control the situation with so many mixed groups each day.
What's Ahead
The future is always fascinating, and the immediate future especially so. I believe that developments in the field of vocational and industrial arts education will be affected by the following:
(a) more cooperative programs involving schools, business, and industry, providing working and learning and earning experience for our youth at upper-grade level,
(b) more technical education curriculums being offered by the public schools to fill the need for training young people and adults to become "technicians" - for want of a beter name,
(c) more students taking shop courses with resultant pressures for increased shop facilities - the strain coming from more students in school and a higher percentage electing shop subjects,
(d) more teachers needed to handle increased enrollments,
(e) more diversification in shop offerings, with woodwork and drafting still leading the field, but areas like electricity, metal work, auto mechanics, etc., moving up steadily and
(f) more pressure for increased class loads because of mounting enroll- ment figures, with resultant danger to both adequate learning and shop safety.
In concluding this report, I wish to extend my sincere thanks and appre- ciation to those who cooperated so loyally, and shared with me their advice in matters pertaining to administrative problems.
CLIFFORD H. WHEELER
Director Boys Vocational School
REPORT OF DIRECTOR OF GUIDANCE AND PLACEMENT
I hereby submit my third annual report as Director of Guidance.
In my last two reports, and in the reports of my predecessor, there has been a constant repetition of the theme that the office of director of guidance has not been properly treated or, perhaps, understood in the past.
293
REPORT OF SCHOOL COMMITTEE
Granted that the director of guidance had no other duties he would still have too much to do. There is a tremendous amount of statistical research that should be done by this office. We should know how we compare with other communities in effectiveness of teaching; are there areas of strength or weakness; should we spend more time in emphasizing science or language; what is the picture for our community as far as reading skills are concerned; just to name a few. The director should be in close association with the state employment agency, with local industrial firms, and with other guidance people throughout the state. He must be in intimate touch with all mental health authorities and services that might in any way assist the children with whom he has contact through his staff. All of these things would indi- cate that this office must know no time limits. The director of this depart- ment will, of necessity, work day and night to improve the situation for his charges.
We cannot repeat enough times that the director of guidance should be disassociated from any particular school. At no time should he have any assignments that are not by nature, part of his field. To assign added duties to this office is a false economy and can only result in ineffective results in every area so designated. I might add that these are not the sentiments of this office alone, but those of the entire association of guidance people. Until this situation is remedied, we will not have an efficient department of guidance.
At the present moment there is a gathering momentum to sweep aside all that is not science or mathematics. This can be a sentiment that will lead to good, or one that will lead to harm. Your director took his degrees in the field of Biology before entering the field of administration, so that no one is more likely to be in sympathy with an increased emphasis on science. Yet, I cannot sympathize with an overemphasis on science any more than I could with an overemphasis on athletics. All of the activities of our schools must be kept in proper balance. Many of our boys and girls have the basic ability to be successful doctors or scientists, but do not have the desire nor the emotional nature to suit the work. Every effort will be made to guide as many as possible to a career in science or mathematics, but not at the expense of their happiness. We are committed to the philosophy that the choice of a life's work depends solely on the decisions arrived at by parent and child. Our capacity is to indicate to the parent and child what seems to be the path to success and happiness.
A renewed emphasis will be placed on alerting parents as early as pos- sible to the potential ability of the child. We feel that the end of the sixth grade is the place to call in the parent for a conference as to whether or not the child shall concentrate on a science and math program or shall attempt a more liberal program. All necessary tests and measurements will be given to assist in arriving at the decision.
On June 11, 1957, 170 youngsters were graduated from our High School. Of these, 55 have gone on to further their education. This, converted to per- centage, would indicate that 32.35% of last years' class have gone on. The following breakdown will show the distribution:
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TOWN OF NORWOOD
Four-year colleges 38
Nursing schools 4
Business schools 5
Technical schools 8
These numbers would appear to be somewhat above the average for communities comparable to ours. It is our opinion that the number who should be going on is much higher than this. Each year a fairly good number of college prospects fail to take college preparatory subjects for various reasons. Some of them take the "easy way" through school because they lack ambition. Many of them, on the other hand, fail to carry a better schedule because either they, or their parents, feel that the financial burden of further education will be too much for the family to manage. If this is the reason, then there is no justification whatsoever. Every student who wishes to attend college today can get some financial assistance if he or she has done a good job at the high school level. Of old, scholarship assistance was for the "A" student only. Today we realize that the average student who has some such quality as leadership or perserverance can contribute as much, or more to our society than can the superior student. Virtually every college in the country has a large reserve fund for needy, but worthy, students who wish to attend.
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