USA > Massachusetts > Norfolk County > Norwood > Norwood annual report 1957-1959 > Part 52
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When Mr. Lugton returned, a heavy shop program was awaiting. In June we had constructed an "All Purpose Table" from specifications submitted by Mr. Levitsky, Director of the Art Department. It was made as a sample for the new elementary schools and so impressed the building committee as to its merits, that we were requested to make seven additional ones.
With educational television introduced into the schools, we received a request to arrange for a means whereby a television set could be placed
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on a table, high enough for all children in a room to view the picture with ease. It was necessary to have the table arranged so that it could be moved easily from room to room. A sample table was made, tried out, and proved to be exactly what was desired. A total of thirteen addi- tional ones were made.
For the athletic department the construction of a seven man "Charg- ing Sled" was needed. The undertaking was not in line wtih our course procedures, but it provided our students with some exceptional work experi- ences, and stimulated an intense interest in its construction.
As an aid to our shop safety program, we placed at every power driven machine an application of a non-slip material. The color is red and indicates the place to stand when machine is in motion. The operator is secure and firm in his footing with no possibility of slipping. The stu- dents like this and feel safe with its protection.
List of Graduates - Boys' Vocational School - 1958
Andrew Carmichael Paul Crowley George Ducharme
Robert Kelley Floyd Richardson Peter Thomashay
Robert Woodward
Industrial Arts
Industrial Arts at the Junior High School presents a variety of sub- ject areas, where a student can explore some of the fields of industry and be introduced to the tools and machines, which may steer him toward a career in the skilled crafts. It was felt that he is better able to judge for himself what he desired to make his life's work after he had seen the workings of a prospective occupation. The school shop is designed to help each student to understand and appreciate some of the methods, problems, and achievements in the field of work.
Our metal shop is very dark, the present lighting system is inad- equate and harmful to the students' safety, where power machines are involved. With new lights and a painting of the shop, the hazards of safety could be eliminated.
It is felt that the program in woodwork could be greatly improved if the old, outdated benches were replaced. With an increase in student enrollment, more work stations will be necessary. This could hardly be accomplished with the present benches now in use.
In concluding this report, I wish to extend my sincere thanks and appreciation to the faculty, and to those who shared with me the prob- lems in matters of administrative procedures.
CLIFFORD H. WHEELER
Director Boys' Vocational School
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REPORT OF THE ATHLETICS AND PHYSICAL EDUCATION
The Report of Athletics and the Physical Education Department for the year ending December 31, 1958, is respectfully submitted.
Introduction
Education in America has a responsibility, as have other great social institutions, to help boys and girls live effectively in a democratic society. Education dedicated to the democratic ideals of this society must provide -
An opportunity to deal honestly and realistically with problems which come within the experience of boys and girls and within the experience of teachers.
A program rich in knowledge, skills, techniques, and understandings in all areas of life.
An opportunity to recognize and deal effectively with needs and pur- poses of boys and girls.
An opportunity to translate ideals of democratic society into everyday living and teaching.
Physical education has the same responsibilities and the same objectives as education in general. It is that area of education which, because it deals with the body in action, in movement, has for one of its major aims the development of the more sensitive control of this instrument for more effective functioning. It is significantly that area which deals constantly and continuously with the individual in his most dynamic learning, for he moves, sees, thinks, feels at once in situations of social and democratic import.
An opportunity for the promotion of vigorous normal growth through a wide range of large motor activities such as natural activities of daily life, free and individual play, games and sports, dance, athletics, self-testing activities, relaxation and rest, remedial and adapted activities, co-educational and co-recreational activities, trips, and parties.
An opportunity for the development of sound attitudes, habits, and knowledge of wholesome living.
An opportunity to develop interest, joy, and satisfaction in many skills, and these skills in terms of sports, dance and recreational activities now and which will continue in the mature use of leisure time.
II. Physical Education Program
Elementary Schools
Under the supervision of Mr. Richard Mahoney, the activities we in- clude at the intermediate grade level consist of football, soccer, basketball, volley ball, softball, kickball, and baseball skills. We also have units in rhythmetics, rope skipping, tumbling, track and field, health, and posture.
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At the primary grade level we are developing in the children basic skills such as running, hopping, and skipping through low organized games, story plays, singing games, and rhythmics. We also give, at all levels, cal- isthenics before every physical educational class. This is to tone up the children's muscles before an activity starts.
III. Physical Education Program
Junior High School - Girls
The girls physical education program is under the direction of Miss Ellen Gifford. This program consists of corrective exercises, apparatus, marching, dancing, hiking, and posture work.
An extensive after-school program is carried out in games such as tennis, tenniquoit, volley ball, archery, badminton, basketball, and soft ball.
Junior High School - Boys
The program under the supervision of Mr. John Dixon consists of calisthenics, marching, apparatus, first aid, group games, dancing, and a sports club.
The athletic program consists of the following: Varsity football, bas- ketball, baseball, hockey; intramural basketball, baseball, and touch foot- ball. The varsity basketball and baseball consist of games played with teams in the Bay State League.
Junior High School football was held under the supervision of Mr. Thomas Roche. Practice was held daily at the Senior High School. This group was fully equipped and was taught the fundamentals of the game. A six-game schedule was played with teams from surrounding towns. This group gave a very good account of themselves, and I am very sure that several of these boys will help the varsity next fall.
IV. Health and Hygiene Education
Health education classes are organized in the sophomore classes for boys and girls. These classes are taught by the following: Miss Erna Kiley, Richard Mahoney, Miss Katherine Ryan, and Orlando Scafati. A differ- ent phase of health is taught by each of the instructors. This is a weekly class.
Hygiene is given weekly to the Seniors at the High School.
The general objectives of the health program are: To improve the general condition of the individual so that he may function normally, avoid disease, and fit himself for his life's work, and to develop in the pupils an interest in good body mechanics through self-appraisal and group judgment.
V. Physical Education and Athletic Program
Senior High School - Boys
An integrated program of physical education that includes calisthenics, group correctives, apparatus, marching, games, and some group posture work. We have now added a course in weight lifting.
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The Athletic program consisted of the following sports: Varsity and Junior varsity football, Varsity and Junior varsity basketball for boys and girls, Hockey, Cross Country, Outdoor track, varsity and Junior varsity baseball, Golf, and Tennis for boys and girls.
An intramural program was run by our basketball coach, Mr. Fred Richardson, between football and basketball and again after the basketball season. This program is run for those boys who do not take part in varsity competition.
The varsity basketball team played sixteen games with teams in the Bay State League. The record was twelve wins and four losses.
The junior varsity also played a sixteen-game schedule with junior varsity teams in the Bay State League.
Hockey, under the supervision of our new coach, Mr. John Mon- bouquette, had a successful season considering the fact that we lost many of the boys who were on the championship team the previous year. At this writing our record is three wins and one tie.
Boys tennis under the supervision of Mr. Richard Mahoney held matches with teams in the Bay State League. The competition was very keen, and the boys enjoyed a fine season.
Track, under the coaching of Mr. Frank Galvani, enjoyed a fine sea- son. We are getting more participation this year in this sport, and I am sure that in time we will show better results.
The varsity baseball team played a sixteen-game schedule in the Bay State League, and we had a fine season. Our record for the season was eleven wins and five losses.
The Junior varsity also played a sixteen-game schedule with teams in the Bay State League. The golf team, coached by Mr. Everett Learnard, competed with teams in the Bay State League. Our home golf course this year was the Norfolk Golf Club.
Cross Country, in its second year of competition, attracted many more boys. Meets were held with other members of the Bay State League. We had several boys who did very well individually. I am sure that in time this sport will do much better and that we will finish high in our league.
Football candidates reported as usual on the date set by the Head- masters. The turn-out was very encouraging as we had one of the largest squads in recent years. The boys worked hard, and their spirit and desire was the best I have had in many years. This was shown in the results of our games as we lost two games this year. Our season's record was six wins and two defeats. We again defeated Dedham for the eighth straight year 34 - 0.
My assistant coaches, Frank Galvani, Thomas Roche, Arthur Gulla, and Richard Mahoney, played a very important part in our team play.
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The junior varsity had a successful season, and as we are losing several key men, we are going to need much help from this group next year.
Senior High - Girls
This program, under the supervision of Miss Erna Kiley, includes corrective exercises, badminton, marching, dancing games, and group pos- ture work.
The Girls Basketball Team will play games with teams in the Bay State League. This year they will play varsity and junior varsity games instead of playing Sophomore, Junior, and Senior games as was the custom in other years.
An intramural program in basketball is run for all girls before and after the regular basketball season.
Girls' tennis under the supervision of Miss Ruth Johngren, enjoyed a fine season. They held matches with teams from neighboring towns.
I sincerely thank the Superintendent of Schools, School Committee, Principal, faculty, and the Physical Education Department for their splendid cooperation and assistance this past year in aiding me to realize the aims and objectives of our physical education program.
ORLANDO M. SCAFATI
Director of Athletics and Physical Education
REPORT OF THE HOME ECONOMICS DEPARTMENT
I herewith submit a report on Home Economics Education in The Norwood Public Schools for the year ending December 31, 1958.
Home Economics in the Norwood schools has come a long way from its early beginning when "Sewing" was the only branch of homemaking instruction offered, taught then in the several fifth and sixth grade classs- rooms of the elementary schools. Later, through the cooperation of the Norwood Civic Association "Foods" and "Clothing" classes were introduced for 7th, 8th and 9th grade girls, who went to the old "Corner House" for their instruction. Thence, through the days of "Domestic Science" and "Household Arts", when classes were temporarily housed in the Norfolk House and later in the little "Model House" on the Civic Association grounds. Then to the "New" High School (the present Junior High School) where classes for Senior High School girls were formed and a four-year course in Home Economics might be elected as part of the General Cur- riculum. Finally, to the present Senior High School, where our "Family- centered" and Youth Problems classes are meeting the present-day personal and individual problems as well as the problems of home-living and family- membership.
We now find ourselves in a world where changes are taking place at such an accelerated pace that Education for Homemaking is challenged with the suitable preparation of our students - not only for today with
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its rapid scientific progress, but with the preparation for living in the very different world of the near future. The question at the moment seems to be, therefore, not "What have we been doing in Home Economics Education ?" but "What are we going to do?" to keep up with this advance in science as it applies to the home. In Norwood, the change of emphasis, wherever and whenever more stress in a particular area of Home Economics seemed necessary has been taking place continuously over the years. We can feel that we have kept in line with progress and that our past and present offerings have been adequate and well-received.
In spite of very crowded conditions at Senior High School which affected Home Economics standards seriously in many respects, pupils have been most cooperative and they appear happy in their Home Economics classes. We have kept our pupils generally informed about modern materials and products and their methods of use in the home. Thorough coverage at the different levels of instruction is given to each and every phase of modern personal, home and family living. The usual practise in homemak- ing skills and techniques is given and correlated with the discussion of home and everyday experiences as the courses progress from the 7th grade on through Senior High School.
For the future, Home Economics pupils must not only be taught facts and techniques, but they must be able to compare and evaluate the new products for home use - equipment, food, clothing - in fact, everything used and consumed in the home. Decisions must be made as to the place and importance of each product. They must know how, when and where to spend, what is really needed in the home, and, for herself, each person must learn to analyze her own problems. This procedure will call for the development of better thinking habits as well as greater knowledge and judgment. Each person must evaluate herself with the purpose of building-up better relationships, 1) with one's own age group, 2) as a family member and 3) with people in the community. She must be taught stability, mod- eration, balance and common-sense. These qualities and characteristics find fertile soil for development in a well-rounded Home Economics depart- ment such as we have and of which we can be justly proud.
In setting goals and standards for Home Economics Education with a home and family-centered program in mind as the core of instruction, we do not overlook the fact that it is the people in the homes who make the homes. We have been, for some time, espcially in our Youth Problems classes, directing the attention of the pupil to herself. Her responsibilities to herself and as a home member are thus made clear to her.
In Norwood we should definitely consider the desirability of providing the opportunity to reach more pupils with Home Economics training. A subject which pertains so closely to the personal life of each person, boy or girl, can be a rewarding experience in school life. Homemaking is the "business" of all members of the family, therefore, the importance of phases of Home Economics training for boys as well as girls cannot be denied. We cannot consider as complete any Home Economics program which does not include boys as well as the younger children. This training could
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be given in mixed classes or separately, as seemed best. Classes in "Per- sonal Problems for Boys" were given at Senior High School at one time and were enthusiastically received. There is so much pleasure and satis- faction in Homemaking instruction, taught in Homelike atmospheres! Such an opportunity to improve attitudes, standards of behavior and to develop appreciations of standards for good living! We are pleased to note that through our Home Economics instruction, many of our pupils have been inspired with the desire to do their part in attaining the rich and rewarding goal of having a good home. They not only become aware of the tremendous value of a good home, but realize the precious gift they share in their own homes. It is more important now than ever before, with the world in its uncertain state that pupils be shown the way to elect and include this training which will help to develop the needed feeling of security in their lives.
Home Economists know that our greatest need is for understanding. If only the broad significance of Home Economics Education, its scope, depth, breadth and great potentialities could be visualized by all educators! The whole world is concerned mainly with living. Millions of articles are being manufactured and produced just for homes and people in the homes. Since in Home Economics Education we attempt to offer our pupils a balanced view and proper appreciation of the many areas involved in personal and home living, it will be seen that the wealth of factors influ- encing topics and subject matter for Home Economics instruction is almost endless. Therefore, how can home and personal living objectives be con- fined to the myopic "sewing and cooking" interpretation placed upon Home- making classes by those who lack understanding? It is apparent that the ultimate goal of Home Economics Education should be "Better Home Living" and "Better Homes for America." Home Economics Education must be thought of as training for a profession, not as a paying job or trade. As a rewarding profession, however, it pays and pays in terms of satisfaction and happiness. With this proper conception of Home Economics Educa- tion it cannot and should not be restricted to the few who can manage to find a place for it in their programs. This training belongs to everyone and should become part of the general education of each person, a natural core subject, with much correlation from the various fields of education.
Our Senior High School Cafeteria is functioning well, with increased patronage continuously noticeable. We are pleased to note the large number of regular customers who apparently appreciate the good value of the complete hot lunch.
Pupils continue to be most cooperative and happy about assisting with the various social occasions, viz., Sophomore party, Junior and Senior Proms, Class Day exercises, faculty teas, Christmas decorations, etc., wherever and whenever their assistance is desired. The girls in the Junior Major Home Economics class at Senior High School have made attractive cafe- style curtains for the Foods laboratory and everyone has enjoyed the gay, homelike and colorful addition to the Foods room. This class is also inter- ested in renovation and have currently been painting and arranging pretty
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window boxes in the Foods room. They will assist with more projects of this nature, using original ideas for practical use and repair of house- hold articles.
At this time I wish to thank all of my associates for their assistance and cooperation - teachers and cafeteria workers. Also may I gratefully thank all administrators, the Norwood School Committee, the Federal Lunch Director and his staff, the Mothers' Club and our business associates for their cooperation and contribution to the Home Economics Program.
AGNES M. BRIDGES Supervisor of Home Economics
REPORT OF THE ART DIRECTOR
I herewith submit the annual report of the art program for the year 1958.
The past year has seen many progressive steps taken in the Norwood School system. Gains in physical environment will enable the art experi- ences of our children to parallel sound contemporary art education criteria.
Senior High School Art Program
A series of murals are currently being painted, to become a part of the environment of the High School library. Mr. Lewie Lugton and the boys of the Boys' Vocational School have been instrumental in very nicely framing and bracing the mural surfaces, and deserve much credit for the fine appearance of the murals.
Under the supervision of Mrs. Joy Spanos, the Senior High art teacher, the art classes are selecting and sketching appropriate themes to be painted on the mural surfaces. When completed, the murals will contribute a warmer, more personal atmosphere to the library.
Seasonal bulletin board displays, as well as arrangements to advertise school activities, have been done with good taste, and have brightened our high school corridors.
Attractive mobiles were fashioned, and given to the Red Cross for delivery to the Children's Hospital in Boston.
A Halloween mural was displayed at the children's room in the Morrill Memorial Library. The clever workmanship and appropriateness of the theme were enjoyed by the children, and the mural has been carefully stored by the librarian, to be used repeatedly in the future.
The Globe Scholastic Art Contest shall find Norwood well represented as preparations have been going on to enable some of our students to compete for art scholarships, or individual Gold Key awards. This com- petition is well organized, with the judging done by art specialists, and is a healthy experience. There is much preparation and hard work, and
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Mrs. Spanos deserves much credit in enabling students to compete. Many successful designers and artists credit their beginnings in art to a scholar- ship from the Scholastic Art contest.
The daily program at the High School is based on sound art philosophy. Any student going on to an art school for further study can feel secure in the realization that he has been given a fine background on which to build.
Junior High School Art Program
A relocation of the art room at the Junior High School has resulted in the installation of a sink, a necessity in an art room. Prior to this improvement, a pail brigade was necessary for any activity that required the use of water, which was obtained well out of the convenient reaches of the art classes.
The academic desks were removed from the new room, and large tables were introduced to facilitate a more comfortable environment for expressive work. Miss Margaret Martin, our Junior High School art teacher, is now teaching in an art room, and not in an academic classroom uncom- fortably used for art activities; - a tremendous step forward in our Junior High School program.
The Junior High School program is being modified and made more interesting because of the environmental changes. Techniques are being introduced that were previously impractical because of the limitations of th classroom. The program can aptly be described as being in a state of flux and change.
Elementary Schools Art Program
Annual Art Exhibit
In June, the citizens of Norwood were invited to view the art work of the elementary school students. A local color center has been very cooperative, and has again devoted a large area of its store for exhibition purposes. Highlights of the exhibit:
Copper Enamel Jewelry-Mr. Richard Talanian's 5th grade class, Cal- lahan School.
Ceramic Bowls (slip cast techniques)-Mr. Charles Goff, Adjustment Group.
Circus Mural-Miss Ann Pithie's 1st grade class, West School.
The total results and techniques displayed were a credit to the ele- mentary school principals, teachers, and students.
Autumn Halloween Exhibit (Stop and Shop)
Bright, vivid first and second grade autumn murals, fantastic, imag- inative masks, haunting Halloween scenes, all covered the windows of the local Stop and Shop during the month of October. Shoppers had an oppor- tunity to view, and gain the understanding that art, as it is taught in schools today, is vastly different from the approach used just a few years ago.
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The Color Center and the Stop and Shop were asked if, instead of awarding prizes to the best individual work in the exhibition, they would be willing to contribute framed reproductions of paintings to hang in the elementary schools. They agreed, and bright, lively prints were selected to hang in two of our elementary schools. "Portrait of a Young Girl" by Modigliani, and "The Clown" by Iver Rose are now hanging in the Prescott and the Callahan schools. These reproductions are beautifully framed and presented, and are appealing to children of elementary school age. It is hoped that P.T.A. groups will consider contributing framed repro- ductions to brighten the walls of the elementary schools.
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