USA > Massachusetts > Norfolk County > Norwood > Norwood annual report 1957-1959 > Part 75
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REPORT OF THE NORWOOD PUBLIC SCHOOLS
Enrollment
Our enrollment has shown a steady increase each year and improves in quality as well. Applications now being received for next year indicate increased interest on the part of the high school graduates, especially for courses in beauty culture, business, and food service. We also are much pleased to note the in- terest shown by the numbers of parents who have visited our school this year to obtain firsthand knowledge of vocational education. A parent-student-guid- ance-counselor day is planned this year as part of our public relations program to promote better understanding of vocational education.
Business Department
Our Business Department rooms have taken on a fresh, new look. Both rooms have finally been repainted; and our typewriting laboratory has been equipped with additional steel tables, posture chairs, and new typewriters to replace the ones which had been in use for a period extending from four to ten years. The business machines laboratory, too, received new steel tables and posture chairs to replace old wooden models. Both rooms are now modern in appearance and equipment.
Since my last annual report, the teachers in our Business Department were asked to co-operate with the Norwood Senior High School by participating in their Evaluation Study, and they were visited and observed by the members of the Evaluation Committee. A more complete picture of the business education program available to Norwood students was rendered by including the advanced work which we offer in our stenographic and business machines courses of study.
The Visiting Committee commended the excellence of preparation given our students and the excellence of our placement program for our graduates. Further commendations and recommendations are included in the report of the Visiting Committee.
We feel, and the Visiting Committee concurs, that our Business Depart- ment has a future growth in the area of postgraduate business education on the thirteenth and fourteenth grade levels.
Beauty Culture
Beauty culture is the most flourishing department of the school at this time. Sixty students are presently enrolled, twenty-four of whom are high school graduates. The State Board examination was held at the school in July, and all our graduates passed and have been placed in positions for which they were trained.
Last year it was necessary to limit our membership to the extent of our class facilities, and it will be necessary to do the same thing next year. We have reached the maximum level of enrollment numbers practical for training in this field of work in our area.
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A Beauty Culture Guild was formed this year by past graduates of this de- partment. Its purpose will be for professional improvement of graduates. Edu- cational meetings are held at the school.
Dressmaking
This course maintains its level of enrollment. The annual style show was a success. Miss Jessie Golden assisted in the advanced class for one unit of teaching. The trend in this field is for advanced training beyond high school in fashion and art.
Food Service
The Food Service Course is increasing in popularity, especially for young men. All graduates of this department were placed in excellent positions, and most of the students work in this trade part time while attending school.
At present we have an unusual Advisory Board for this course, the members of which represent the major food operations in the industry. The interest shown by men in the food industry has helped greatly in developing our foods program. It is the opinion of our Advisory Board that the time is right to employ a chef- teacher as soon as we can find one suitable for our type of school. This will fill the teacher vacancy created when Miss Allison resigned.
To supplement our foods course this year, we have planned a Chef's Course of ten consecutive lessons for the boys. The course will be conducted by Mr. Ernest Hinkley, Executive Chef of the First National Bank of Boston, who has been conducting courses for the Massachusetts Restaurant Association in Boston, Worcester and Springfield. We appreciate Mr. Hinkley's interest in young people and feel it is a privilege to have him as a part-time member of our faculty.
I regret that we were unable to operate our Tea Room this year, as we lacked the services of a third teacher in the Foods Department.
The long-range program for replacement of equipment in this department is nearly completed. We are very proud of our laboratories which indeed merit the favorable comments made by visiting members of the industry.
State Department of Education
I should like to include a few excerpts taken from the annual report of the State Department of Education in reference to our program.
"Through the educational council of the Massachusetts Food Service Association, this school has publicized not only its own food trade program, but also has secured publicity for other food trade programs and for vocational education in general. Members of this association are now better informed as to possible co-operative programs which might be developed in the trade schools, with the interest and back- ing of the hotel and restaurant industry."
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REPORT OF THE NORWOOD PUBLIC SCHOOLS
"Further adjustments have been made in the amount and type of teacher-service in keeping with the increase or decrease of the en- rollment in the several trade departments."
*
Teaching organization and teachers are recommended for approval."
* * *
"All records examined found to be acceptable and school recommended for approval in these particulars."
List of Graduates
Beauty Culture
Ambrosini, Carol A. Balch, Leslie
Belcher, Kathleen A.
Brow, Alicia Kane
Cady, Rosemarie Ellen
Clark, Mary Lucinda
Conrad, Penelope Mary Jane
DePaul, Suzanne Lee
Derome, Ann Ruth Dixon, Catherine Fisher, Judith Gay
Fobes, Carolyn Alice
Giallonardo, Joan Marie Hilton, Marjorie J.
Joseph, Janice Ann Kelley, Florence Ellen
Lindelof, Jean Josephine Manning, Christine M. Morrissey, Ann Marie
Nordstrom, Vyda Olson, Judith Lillian
Parlee, Judith Elaine
Pike, Judith Abbe Quattrucci, Eleanor Rose Rich, Mary C. Rogozyn, Catherine Sonia Shanahan, Frances E. Thomas, Floreen J. Vivona, Paula Mary Wambolt, Carole Ann Whynot, Nancy Ann
Foods
Barnes, Norma Ann Bergfors, Judy Ann Croteau, Rose Marie del'Etoile, Gertrude Muriel Gladstone, Barbara Ann
Business
Bloom, Ellen Christine Broderick, Katherine Mary Davidson, Marjorie Famigliette, Elizabeth M. Ferrara, Anita Louise Ferrick, Barbara Catherine Franciosi, Frances J.
Dressmaking
Currier, Betsey Bruce Peachey, Sandra Claire
Grant, Mildred Patricia Pasquarosa, Warren Dean Septelka, Danial Robert Turnberg, Paul Elis Wilkinson, Beverly Mae
Gibbs, Gretna Leary, Diane Mary Morrell, Carol Ann Pender, Dorothy Ann
Wojdag, Janet Louise Herrmann, Karin Klara H.
Purdy, Lorraine Carol Tingley, Janet Evelyn
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Faculty
With the trend in enrollment of postgraduate students continuing in our own school, five members of our faculty were available for teaching service in several areas for the Norwood High School.
Faculty members teaching High School classes are:
Miss Rose Morrison 15 periods a week Business Machines, Business
Arithmetic, and Filing
Miss Marjorie McCready 10 periods a week
Shorthand and Transcription
Miss Veronica Riley
5 periods a week
Sophomore English
Mrs. Gertrude Butler
5 periods a week French I
Mrs. Helen Beardsell
5 periods a week Home Economics
Although we wish to co-operate in these difficult times of crowded schools, the scheduling of so many classes within our program of studies leaves little flex- ibility for our own program. We hope in another year, with additional staff members in the High School that only a limited amount of teaching services will be required of our teachers in the High School program.
My fondest wish is that we continue to work in the interest of developing an educational program in which the two schools grow side by side, as one in purpose, to the mutual benefit of each other and to the advantage of every individual student.
All members of the Henry O. Peabody School faculty have met the necessary professional improvement requirements for this year.
An evaluation study of the Henry O. Peabody School will be made soon by our faculty. This will be followed next year by an evaluation by a visiting committee chosen by the Director of the school. The evaluation proceedings will be under the direction of the Supervisor of Guidance of the Massachusetts De- partment of Vocational Education.
Miss Phyllis Vigorito, a faculty member, resigned in June to return to a Boston Beauty Salon. Miss Louise Ulrich joined our Beauty Culture staff directly from Elizabeth Arden's Boston Salon. Miss Ulrich has had wide ex- perience and is an excellent addition to our Department. Miss Alice Seilinger, teacher of tea room cooking, resigned in June to return to her former position. Mrs. Gunnar Carlson, a temporary appointee as clerk-typist in our school office, was replaced by Mrs. Helena Eisener, a permanent appointee as clerk-stenographer. We enjoyed having Mrs. Carlson with us while she could stay and regret that it was necessary to replace her.
Conclusion
I shall conclude my report with an expression of appreciation and gratitude to the members of our faculty whose sympathetic understanding of our aims and objectives is responsible for the personal success of so many of our graduates. The loyal interest of our alumnae attests to this.
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REPORT OF THE NORWOOD PUBLIC SCHOOLS
I wish also to thank Mr. Lynch, our Superintendent of Schools, for his continued leadership. We shall miss his active interest as he retires from profes- sional life, but the contribution he made as one of the original planners and sup- porters of this unique school still leaves a fine foundation for us to build on.
I should like to bring my annual report to a close with pertinent quota- tions from Dr. James Bryant Conant's speech delivered at the Chicago Convention of the American Vocational Association in December, 1959. I believe that his thinking will have a striking influence on the immediate future of vocational education.
.. Judging from what some critics of American public education have been saying since Sputnik, I cannot help wondering if their ignorance of voca- tional education is not at least as great as was mine three years ago!
"I do not see how anyone who has visited the kind of practical courses I visited could recommend eliminating vocational and practical work from the high school. When I hear adverse criticism of vocational education, I cannot help concluding that the critic just has not taken the trouble to find out what he is talking about!"
. I come to the fourth and last block to a sensible discussion of voca- tional education - and here the difficulty arises even in rational discussions among educators. I refer to the question of prestige. Mixing up educational values with matters of prestige has bedeviled the work of teachers for generations in every nation, and I suppose it will continue to do so for years to come. Never- theless, I feel we should do all we can to destroy an educational myth which has grown up in the United States in this century and which is a result of a false evaluation of education through the intrusion of prestige considerations."
It is obviously absurd to attach value labels to the length of the period of formal study . .. The general education of some potentially influ- ential citizens of the United States can be completed, I feel sure, by two full years of post-high school study. And these two years, as well as the last two years of high school, can be devoted in part to study directly related to future employment - in short, vocational education to use these words in their widest sense. Many, indeed, may well complete formal education with the twelfth grade. The point is not how long has a youth studied, but what has he or she got out of the study. This, in turn, depends very often on the degree to which the pupil feels the school work is important.
"And for the vast majority of young American adolescents, if formal studies are to be important, these studies must be related in some way or another to the youth's own goals and aspirations. This question of motivation for many young people is the question of supreme significance. And it is because I have been so impressed with the attitude of the boys and girls in the vocational courses I have visited that I am so enthusiastic a supporter of vocational education at the high school level . .
Because of the esteem in which Dr. Conant is held by fellow educators and laymen, I am certain that his comments concerning the educational needs of youth will hold interest for all of us as well as much food for thought. I have quoted
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rather extensively from his keynote address in the two areas in which we have found our local problems - the prestige myth and the eleventh and twelfth- grade levels of vocational training.
I urgently suggest that all adults read Dr. Conant's reports, particularly this speech delivered on December 7 in Chicago. I am sure that any doubts con- cerning the value and need for high school vocational education would be dispelled and that many more young people who could benefit from such educa- tion would be finding their way to our door.
BLANCHE M. KINGSBURY Director
REPORT OF THE PRINCIPAL OF THE JUNIOR HIGH SCHOOL
I herewith submit my twentieth annual report as principal of Norwood Junior High School.
Our school now has nearly 900 pupils, and all the space in the building is being used. Next September our enrollment will increase to 950, and in the following year it will rise to more than 1,000. The problem of increasing num- bers can always be solved by placing more pupils in each class, and this will necessarily be so when we provide for 1,000 pupils. It will not be best, however, for the education of our pupils.
At present there is a limited amount of space which can be used for classrooms. The transfer of the superintendent's office to another location added no new space since the pupils from the West School were transferred to our building and are not a part of our school enrollment. The band room and the guidance room are the two areas that can be used for additional classroom space. When the band room becomes a classroom, there will be no space in the building for band practice or for the storage of instruments unless we curtail some other service or activity. The loss of the guidance quarters will hamper that program because the necessary materials cannot be stored in a central place, nor can the usual conferences be held without wasting considerable professional time.
For many years our faculty had shown little change, but during the last few years the increase in the number of new teachers has been substantial. In fact, nearly one-half of our teaching staff joined us either last year or this year. Even though we had forecast the need of few teachers during this school year, we now have approximately one third of our staff who are new to us this year. We have been fortunate in the selection of these new teachers, most of whom are without previous experience. I am anxious to retain in our school system these promising people who are doing a good job and who will profit greatly from our supervision. I believe, however, that we can do so only if we continue to increase our maximum salary so that it will be at least equal to that which is paid in neighboring towns. Thus we shall be able to induce our present capable teachers to remain here rather than to seek easily obtainable employment else- where.
In Retirement
PATRICK J. CLOHERTY
Patrick J. Cloherty was appointed a Senior Building Custodian on January 18, 1938. Mr. Cloherty served the Town of Norwood as a member of the School Department faithfully and conscientiously until his retirement December 8, 1959.
JOHN J. CAVANAUGH, Chairman FRANCES L. BLANCHOT HENRY W. DIGGS
MARY H. HEMMAN
JOHN F. REYNOLDS
EUGENE A. NELSON DR. JOHN F. KELLY Norwood School Committee
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REPORT OF THE NORWOOD PUBLIC SCHOOLS
Some further changes have been made in our program in French, algebra, and reading. Conversational French, begun in the elementary schools for selected pupils, is now taught for twenty minutes each day to the three upper sections of both grades 7 and 8. As a result of a testing program by our guidance de- partment, the pupils who ranked highest in mathematical ability were allowed to study algebra in grade 8 instead of grade 9, where the subject is usually taught. Because these pupils have elected algebra a year earlier than usual, they will com- plete their four years of college preparatory mathematics at the end of their junior year. As a result, the more capable members of this group will continue with an advanced placement course in mathematics in their senior year. Our developmental reading program has been extended to grade 9 for all except those who pursue a college preparatory course. We now have this program for three periods each week in grade 7, two periods in grade 8, and two periods in grade 9 except for the college preparatory group. We have provided some mechanical equipment designed to improve the rate of reading; and when room is available, we shall have a fully equipped reading laboratory.
The poor condition of our grounds is a matter of concern to me. When we housed a large elementary unit, we realized that an extensive area was necessary for the younger children, and that this must be a different portion of the yard from that which was used by the boys and girls of junior high school age. As a result, we allowed constant use of the grounds at the side of the building as well as at the rear, expecting that a complete regrading of the yard would be done when the new elementary schools were completed. Since the grounds have begun to depreciate, there has been increasing use of them as a neighborhood playground without supervision, and this even includes the playing of games on our front lawn. Perhaps this situation will be remedied when they are renovated to restore the natural beauty which our grounds formerly possessed.
I wish again to express my thanks to you, Mr. Lynch, and to our School Committee for the cooperation which has always been given to me.
JOHN J. CORCORAN Principal
REPORT OF THE ART DIRECTOR
I herewith submit the annual report of the Art Department for the year 1959.
Design - color - form - texture and shape, separated from the area of art study, take on a meaning that gives to each quality a practical aspect that very easily fits into the pattern of work-a-day living. and one further reinforces the vocabulary of art study.
Add to the above qualities - imagination and discriminating selection and one further reinforces the vocabulary of art study.
One has to dig beneath the obvious surface results of art activities to com- prehend the universal qualities, that are impinging on the personality of a growing child.
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Subtle and hidden though the effects may be, his future purchases, con- structions and very surroundings or environment will reflect the intangible awarenesses that are formed through experiences with color - form - design, and other things.
The child fashioning an abstract shape is already growing beyond his visual limitations. A child constructing a clay object is returned to a realiza- tion that he can control his environment and fashion it to his needs.
I am afraid that "Art for Art's Sake," has too often been of prime concern in an evaluation of art education. It is more important for a child to develop the capacity to visualize in the third dimension than it is for him to paint an attractive floral piece.
Ceramic Work
This year many students took home ceramic objects as gifts to their parents - Ash trays, bowls; boxes were fashioned from clay, then fired in the kiln.
A potter's wheel was obtained on loan-free of charge - for a period of time. Students at the Winslow and Cleveland Schools watched a demonstration and then each student had an opportunity to "throw" an object on the potter's wheel.
The younger children have an opportunity to work with clay and plasticene but firing in the kiln is postponed to grades 5 and 6.
Decorative ceramic tiles were executed by three 4th grade classes. A linear design was applied to the surface using string dipped in glaze and an over glaze was applied over the line design.
The three kilns which we have made it possible for our children to make something that has utilitarian value.
To have a child start with only a lump of clay and fashion it into a beauti- ful useful object is indeed a fine experience.
Block Printing at the High School
Mr. Howard Bush introduced linoleum block printing prior to Christmas. For the holiday season, students designed, cut and printed beautiful greeting cards. These were sent to members of the faculty at the high school with greet- ings from Mr. Bush's art classes.
A design by Gema Douba, a high school student, was printed at the Nor- wood Jr. High School printing department with the kind assistance of Mr. Mc- Auliffe. These cards were sent to members of the Jr. High School and all the elementary teachers, with greetings from the art department.
What better way to send greetings to our friends than using the work of one of our students.
National Library Week
The Norwood Elementary Schools organized bulletin board displays, il- lustrating books that were read by the students. A set of posters were sent to
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REPORT OF THE NORWOOD PUBLIC SCHOOLS
the library for display. Miss Edna Phillips and Miss Dorothy Shumaker of the Norwood Morrill Memorial Library were invited to the various schools to view the exhibits.
The Balch School presented to the South Norwood Branch Library colorful posters for display in their windows.
Murals at the Norwood High School Library
Under the leadership of Mrs. Joy Spanos four murals were designed and executed by the high school students.
MURAL ON ARCHITECTURE THROUGH THE AGES by BARBARA EPPICH Class of '60
MURAL ON THE ADVANCEMENT OF MEDICINE by CLAUDIA PELLETIER Class of '59
MURAL ON THE FIELD OF SCIENCE by ROBERT CENTAMORE Class of '60
MURAL ON ART THROUGH THE AGES by DONNA BIGELOW Class of '60 MARY CRONIN Class of '60
These murals measuring 5'x 7' have been fixed to the walls of the high school library and greatly enhance the appearance of the room.
Prior to their installation, they were on exhibition at the Norwood Public Library.
League of Women Voters
Posters with the slogan, "Vote As You Please - But Vote," were executed for this group of Norwood citizens. They were displayed downtown during election time.
Recent Acquisitions - Framed Reproductions
Throughout our schools there are many wall surfaces that would be greatly improved by the addition of colorful, appropriate reproductions. Framed pic- tures do wonders in creating a warm, cheerful atmosphere.
This department has made a start in acquiring good prints for display in our schools. It is a long range plan but well worth the time and effort when we see in our schools, pictures for our children to "grow up with."
Thus far the following framed prints have been acquired.
Balch Print Artist
School
Road to Louviciennes Pizzaro
The Fighting Temeraire Turner
Gulf Stream
Homer *
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Callahan
The Clown
Rose
Spring Bouquet
Renoir
Portrait of a Man Cezanne
Girl by the Window
Vermeer
Shattuck Vase of Flowers
Cezanne
Winslow
White Flowers
Van Gogh *
* Prints already acquired - to be framed.
It is seen from the above that each print is considered good art and is very colorful.
Civic Clean-Up-Campaign
Again this year the art department was able to contribute to the Norwood Women's Club, colorful posters to exhibit downtown. All schools participated.
Rather than offer prizes for the best posters, two framed reproductions of a famous painting were purchased to be hung in our public schools.
Prints, on approval, were obtained and exhibited at two schools. Students then voted for their favorite print. It is significant that from a range of sixteen possible choices, both schools selected "The Fighting Temeraire" by James Turner. Two beautifully framed reproductions of this painting now hang at the Balch and Cleveland Schools. The Women's Club is to be commended for their avid interest in civic needs. The youngsters of Norwood can now thrill to the ex- citing colorful Turner painting. The title is melodramatic and does not reflect the tranquil, beautiful mood of the picture.
Elementary Art Curriculum
At the termination of this year, elementary teachers will have at their disposal a complete course of study in art. This course of study was fashioned in the classrooms. It is pertinent to our school system; it fits our needs; it is a useable commodity.
When a teacher requires help in art teaching, it is rather ridiculous to assist her by reciting platitudes of art philosophy. The assistance given to our teachers is definite in content and yet, facets of self-expression on the part of the teacher are present.
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