Holden High School - Clarion Yearbook (Holden, MA)

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A judgment test was then glven ln which the teacher was asked to wrxte the names of the pupnls she judged would get the most votes and those who would get the least Forty erght percent of the teachers comclded ln thexr opmxon w1th the soclo metrlc test m respect to the two most chosen and thrrty elght percent as to the ones least chosen Through the tests those who are shy or have unfortunate personalxty defects can be dxscovered The teacher then tnes to correct their personallty defects through sympathv and understandlng The teacher rs constantly searchmg for ways of gnvxng these over looked students some form of recognntxon. Frequently thxs end may be accomplxshed through human rela txons classes by brmgmg these chxldren into more class prommence In Toms Rlver New jersey classes srmrlar to the human relat1ons classes were mstrtuted for hlgh school students m 1942 by Edgar M Fmch supervlsmg prm crpal of Toms River The two courses were for hrgh school jumors and semors and have been called by one mterested observer Toms Rlvers answer to dxvorce These courses are deslgned to mtroduce students to the problems they wxll face ln marned 1 e The two courses Soclal Behavior and Family Re latxonshxps are one as far as class discussions are concerned They speclfically emphaslze conslderatlon for others The d1scuss1ons are spontaneous and frequently center on ltems m the daxly newspaper Topxcs range from courtesy and socxal adjustment to marrlage and parenthood Former students who have marrxed come to dxscuss the problems of home- makmg w1th the present students Even parents come to the school to talk thxngs over Follow up letters were sent recently to one hundred slxty srx former graduates of the hlgh school Replies were recewed from all but elght All highly com mended the courses Among other school experrments are the use of group therapy and the socrodrama Group therapy was orxgmally devised to reduce neurosrs and to determlne the value of group therapy ln reducmg race prejudxce The Pittsburgh Guxdance Center made the therapeutlc group a part of nts set up These groups are valuable as they give an oppor tumty to observe racral and cultural factors as to the role they play In a chrlds emotlons The basic arm of the work IS to help an mdrvxdual accept others as hnmself and so become secure The groups consist of chlldren referred for treat ment Groups are small and presxded over by a psychmatncally tramed soclal worker Through groups there ns a more spontaneous expressnon The feelmgs of the children are brought out ln a controlled srtua txon Usually we thmk of a pre school chxld as not affected by prejudjce yet he learns early the attx tude of hls envxronment A pre school group con sxsted of a Jewxsh boy a Yegro and two boys of Irxsh Enghsh descent all about four years of age The Jewrsh boy was unable to adjust to rules He had struct parents who had lxttle patxence and drd not understand hrs needs He showed an anxxety toward adults and a need to release actxve energy At first he showed a reluctance toward the Negro boy but soon the two teamed up A Chrlstmas party was planned at whlch the teacher asked hrm to smg the Jewlsh Chrrstmas song He was deltghted The other chxldren admmred his unusual language Through hrs experxences he got a feehng of acceptance from the adults and from the other chlldren who admired and enjoyed h1s performance In socjodrama whlch IS unprepared dramatlzatlon the teacher chooses a sxmple sxtuatlon wxth the mam rssue mxolvmg personalltres The xssue should be one arlsmg from different behefs desxres hopes The teacher usmg the students background places him m a role whrch w1ll benefit hrm The students should be gn en a few mmutes ln whxch to place themselves m the role The teacher dlrects the audxence to observe the actlon as though each were actmg A class dlscussron follows rn whlch the talk centers around how people feel why they act as they do and the llke Through the employment of human relatrons courses and other techmques whrch I have mentioned schools wall be able to turn out chrldren who are more secure and have a better understandlng of people therr de- srres and fears chlldren who have gamed a better understandmv of themselves and of thelr emotlonal strengths and weaknesses chrldren who wlll be able to face any cr1s1s wrth self assurance falth abrhty and understandmg chrldren wlth strength to over come the evxls of mtolerance and hate T1s human fortunes happlest thought to be A sprrrt melodxous lucid polsed and whole JOHN IOSEPHSON V . . . Q , , l . . S . ' ' 1 A 1 ' . - , . 1 1 1 1 ' I I 1 . , - . . . U . , . . 1 . ,, . . - - - 1 ' 1 . . . - . . V . . . . 1 - 1 1 - . . . . - , - - 1 1 . 1 1 - 1 1 - rs 1 ' 1 1 1 . , ' . . tn 1 - 1 ' . . , v . . . . . . . ,, . . . . ' ' ' ' , .

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Assocratron helped to sponsor the New England Trarmng Laboratory on Group Development I s first classes were held rn the summer of 1947 at Gould Academy rn Bethel Marne To further the actrvrtres of the laboratory the trustees of the Carnegie Cor poration of New York gave a grant of 3100000 cover mg a three year period, whrch gave the National Lducatron Assocratron a much needed source of lncome wrth which to contmue thrs xmportant research The outstandrng purposes of the laboratory are CID to develop a sensrtrvrty to the many forces oper atrng rn group srtuatrons such as tensrons and anxre tres KZJ to develop a skrll rn unrtrng the thoughts and actrons of a group for the greatest eiiicrency and productrvrty C35 to explore and develop a more surtable means of teachrng human relatrons skrlls and understandrng This laboratory combrmng research and trarnrng rn the crucral area of group process rs developmg methods of education and prrncrples of learnrng which mav ultrmately affect every classroom rn the natron It also IS of monumental rmportance to busmess polrtrcs and even every day lrvrng The most momentous studres rn the field of preju drce ever attempted were conducted at the Unrversrty of Calrfornra rn its Publrc Oprnron Study sponsored by the American Jewrsh Commrttee In digging down to the roots of prejudrce socral screntrsts have long been drssatlsfied wrth the con ccptlon of the mdrvrdual as a bundle of separate lrkes and drslrkes More crucral for the study of prejudrce than rts srmple presence or absence they feel rs the way rt rs bound up wrth a total personahty Thrs study proved decrsrvely what had long been suspected Antr Jewish antr Negro and other antr mmorrty prejudrces generally run together All are found predommantly m persons who are conservatrve or reactronary on domestrc and rnternatronal rssues, whrle persons who have tolerance as a trart also have a lrberal attitude Smce this rs an entrrely new field, much more research of course needs to be done Meanwhile, the following would seem useful workmg hypotheses CID In our American culture there rs an establrshed pattern of prejudrce agamst certam groups C21 Thrs pattern of prejudice presents a strrkmg contradrctron to the democratrc pattern C31 Whrch pattern wrll become domrnant vull depend largely upon how the mdrvrdual has been condrtroned by hrs own personahty tendencres C45 These personahty tendencres are de rrved from certam lrfe experrences whrch may mclude relatronshrps rn hrs own famrly school clrque, or even in hrs adult assocratrons CSD Once prejudrce rs estab lished rt rs often rernforced by rts usefulness ln grvrng the mdrvrdual a sense of superrorrty over the sub ordrnate ethnrc group If these hypotheses are valrd what are therr rmplr catrons for the future of intergroup relatronshrps for the future of democracy itself? In the long run the problem wrll be to modify our mstrtutrons partrcularly our chrld rearmg mstrtutrons the home and school, rn such a manner that secure and lovmg rather than insecure and hate rrdden personalrtres are produced How these thmgs can be done-rf study and research show they can be done-wrll be strictly up to you More and more educators psychratrrsts and others are emphasrzmg the importance of educatmg young people not only rn the conventional school subjects but also rn an understandrng of therr fellowmen. They should be led to understand their responsrbrlrtres as crtrzens of the world for today s young people may hope for world peace untrl people are wrllrng to look at other people wrthout prejudice and accept therr customs, therr mode of lrvrng and their relrgrous beliefs Yes ladres and gentlemen wrthout an under standing sympathetrc people nerther the Unlted States nor the world can hope long to exrst JOHN MORRISSEY umcm welczftoni L12 ffia Scgoof Perhaps the greatest crrtrcrsm of the Amerrcan schools rs that they have taught the chrldren every thxng except how to lrve In the past the emphasis has been on developmg the chrldren mtellectually and physically Now the personalrtres will also be taken mto consrderatron so that the chrldren may go through lrfe happy and well adjusted How important IS thrs? Statrstrcs gathered durrng World War II showed that eleven percent of the men were rejected rn the draft for emotional mental and nervous reasons Three hundred and srxty thou sand were later grven psychratrrc medrcal drscharges from the Army and Navy Over two hundred thou sand were released because they could not adjust themselves to mrlrtary lrfe The mam reason for thrs high percentage was the lack of emotronal maturrty of many of the present day youth A revrsed school curriculum rs needed to teach young people skills rn human relatronshrp and to burld better human understandrng for a changrng world Many changes can be made rn a small way wrthout altering exrstrng schedules and courses A an example rs the so called Bullrs Project ' In the spring of 1941 Edmund Bullrs wrth the assrs tance of Emrly E OMally began a serres of ten weekly human relatrons classes for seventh and erghth grade chrldren rn the schools of Delaware These classes were experrmental and were sponsored by the Delaware State Socrety for Mental Hygrene and by local supermtendents and prrncrpals of the co oper atrng schools Mrss O'Mally was an expert m the use of drscussron techmque, and her personality enabled her to garn the confidence of the chrldren wrth whom she worked The human relatrons classes taught by Mrss O Mally under the gurdance of Mr Bullrs attracted the atten tron of phychratrrsts and educators Interest rn the classes grew rapidly Mr Bullrs made arrangements for the trarnmg of teachers rn conducting human rela tions courses and the program was expanded to mclude grades srx to ten How does a human relatrons class work? The class starts wrth the reading by the teacher of a prepared lesson whrch rllustrates the days theme- rnferrorrty feelmgs problems at home and the lrke After the story the teacher encourages the students to drscuss freely the emotional problems brought out rn the story and to tell from therr own experrence of srtuatlons lrke those drscussed Durrng thrs retell rng of experrences the students often brmg out prob lems which they have never drscussed before and as a result are often enabled to garn a better understand mg of therr own actions Through these lessons the student gets a sense of relref when he drscovers others have felt and thought the way he does One of the techmques used rn the Bullrs lessons was the socrogram A set of questrons was grven to boys and grrls rn all classes from krndergarten to the erghth grade The questrons requrred the students to choose from therr classmates those whom each would want to have stay rn the same classroom and srt near hrm The results showed among other thmgs, the num ber of pupils unchosen or Isolated, the number choos mg each other, forming mutual parrs, and the number formmg trrangles or chams Some captured the drs trnctron of bemg chosen by nearly everyone a . . t . ' 1 . . ' . Y A ' , . ' . . . . . . , Y - . . . . 7 . . I - . Q o - S ' : . ' 3 . . . ' . A . ' . I ' - I 1 4 n 1 I n . . . . , D I ' . . . . ' ' . . . Q S ' l Q i . . . . 3 . . . . ' I . . ' . .' : u . ' U n . . . . ' . . . y D . 1 . . . . ' ' . Y Y Q ' . 1 A n I ' n Q 1 , 1 , . . . - - - ' - ' be the builders of a world democracy. Never can we . . l s 'T ' , '- , '- . . . ' . . . . . ' . h' v . . r l ' . . . . . , r 1 . . . . . . , l . . . . y , . ' ' . ' . . . . - . ' . , , , . . . . . . . , S . - U - D , , . . . s ' 1 ' ' - .' . ' l s 1 u 1 . I . - - y , 54

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uman .sfaftons U2 jncfusffzbtf Good relatrons between management and labor are one of the most rmportant aspects of modern rndustry Even though a company has the most efhcrent and modern machrnery avarlable rn thrs techmcal age, rf the men who run thrs machrnery are unhappy and maladjusted the productron wrll be consrderably less than that of a company rn whrch the morale of the workers rs hrgh Let us take a qurck look at the relatrons between employer and worker over the centurres see how the supervrsors treated the laborer long ago and how condrtrons have rmproved VVe find the first wrrtten records rn Egypt and Assyrra prcture wrrtrng five thousand years old on the walls of pyramrds and slabs of sun baked clay These prctures show the foreman of that day a. brute of a man carryrng a spear rn one hand and a whrp rn the other the whrp to enforce hrs orders and the spear to deal wrth msubordrnatron The laborers of thrs day were slaves who cowered and torled at the back breakrng tasks of haulrng huge trmbers and stones The supervrsor had the terrrble authorrty of lrfe and death and many trmes used thrs authorrty rn dealrng wrth the men In the Mrddle Ages the lot of the workmg man rmproved slrghtly over that of the slave Laborers then were called serfs and served under a lord or baron workmg rn hrs fields or fightrng rn hrs army The serfs were not sold as slaves but were transferred wrth the land when rt was sold They were forced to lrve rn unsamtary huts and recerved a very meager share of the crops whrch they worked so hard to rarse Agam the rmmedrate supervrsor wrelded the whrp and had the power to send the serf to the dungeon for torture starvatron or even death At about thrs same trme groups called gurlds were formed whrch were the forerunners of modern unrons These gurlds were comprrsed of master craftsmen who banded together to obtam certarn rrghts The old master craftsmen often took young men as therr apprentrces who worked long hard hours but were treated much better than the ordmary serf for they lrved rn the same dwellmg wrth thcrr master and ate at hrs table wrth hrm In erght to ten years the apprentrce mrght hrmself become a journeyman or a master craftsman Gradually as the centurres rolled by and govern ments of natrons became more enlrghtened the work man fared better Laws were passed grvrng hrm more basrc rrghts and he now was pard for hrs servrces Although he was not sold as property he neverthe less was looked upon as a commodrty thought of as materral to be purchased at the lowest rate possrble and drsposed of at the pleasure of management I other words he was not thought of as a person wrth feelrngs The next great change rn workmg condrtrons co rncrdes wrth the rnventron of the steam engrne rn the late erghteenth century Human muscle was now partly replaced by mechanrcal power Desprte thrs fact laborers torled srxteen or erghteen hours a day and women and chrldren were sometrmes chamed to looms and other machrnes Many overseers strll carrred a whrp or stout cane to beat sleepy workers Sanrtary condrtrons rn these first factorres were ex tremely poor and wages were so low that workers could afford only the barest necessrtres The fore man of the early factory was not a burlder of team work or loyalty he was feared and hated because he was a symbol of power and cruelty As the years moved on employees garned further rrghts and achreved greater freedom Use of physrcal force was rare true, the foreman sometrmes knocked hrs workers around a brt by a rrght to the chrn or a stout krck but usually he enforced hrs washes by firrng the vrorker When Henry Ford rntroduced assembly lmes, many exrstrng Jobs were de skrlled The great prrde whrch the craftsman once felt when he vrewed the finrshed artrcle he alone had made has now vamshed I do not mean that the worker does not take prrde rn hrs work but the prrde rs not as great as that of the craftsman In the same manner the great amount of skrll requrred to make the Hnrshed artrcle rs also gone Such rs the hrstory of employer employee relatrons A new trend rn mdustry began to make rtself evrdent at the turn of the century Elton Mayo an Australran rmmrgrant turned Har vard socrologrst was the father of modern technrques rn rndustrral human relatrons he rncreased produc tron by understandrng the rmportance of the human factor He found that every human berng lrkes to feel lrrs work rs rmportant and that the employer apprecrates what he does The four chref desrres of workers accordrng to Mayo are securrty whrch rs the rrght to work contmuously at reasonably good wages a chance for advancement treatment as a human bemg and the preservatron of hrs drgnrty Actmg rn collaboratron wrth the Natronal Re search Councrl the Western Electrrc Company for three years engaged rn an attempt to test the effects of lrghtrng on the worker and hrs output In 1927 at the companys Hawthorne works rn Chrcago two groups of grrl workers were put rnto two separate rooms One room had varrable lrghtrng whrle the other had the usual lrghtrng The experrmenters were surprrsed when they saw the productron rn both rooms rncrease They finally realrzed that rt was not the lrghtrng that affected productron but the fact that the grrls had been srngled out for specral atten tron They no longer felt they were merely cogs rn the factory and therefore produced more The Hawthorne Works has now rssued to all rts employees rts ten commandments of management These commandments have been xery effectrve rn burldrng morale and efficrency rn the plant They are to marntarn reasonable hours of work and safe work mg condrtrons to provrde contmuous employment consrstent wrth busrness condrtrons to place employees rn the krnd of work best surted to therr abrlrtres to help each rndrvrdual to progress rn the companys servrce to ard employees rn trmes of need to encour age thrrft to co operate rn socral athletrc and other recreatronal actrvrtres to accord to each employee the rrght to drscuss freely wrth executrves any matters concernrng hrs or her welfare or the companys rn terest to carry on darly work rn a sprrrt of frrendlrness and to pay all employees adequately for services rendered These commandments are the basrc prrncrples of modern rndustrral human relatrons I shall now con srder some of them rn detarl Marntarnrng reasonable workmg hours rs a very rmportant part of modern rndustrral human relatrons For example a company rn England rn 1893 tned the experrment of reducrng weekly workmg hours from fifty four to forty erght hours After a trral of about two years rt was found that productron rn creased consrderablv whrle the amount of lost trme decreased Fven though thrs experrment proved shorter hours yrelded greater productron rt was many years before any great number of compames used the plan At present the work week has been cut even shorter rn most companres generally to forty hours X ' I 1 . . - . U . ,, . 1 . . . . . V . . . . . . . U . ,, . , . 1 1 ' 1 1 - 1 ' 1 ' . . . . . ' . . . , - 1 . r ' 1 1 1 - 1 1 H ,, . . . . . . , . , - - 1 ' 1 . , . . 1 - 1 1 1 1 , . ' ' ' ' Ar 11 ' ' . . , . . . . . . U ,, ' . . - 1 ' - . . ' . . 1 ' 1 . . . . . . . , 1 ' 1 1 ' - 1 ' 1 ' 1 1 1 1 1 . . . , . . H ' 1 1 . 1 . . . . . . . H ,, . . . 1 1 - 1 ' 1 . 1 1 1 ' 1 1 ' . ' ' . ' . . , .