Central High School - Blackhawk Yearbook (Davenport, IA)

 - Class of 1945

Page 15 of 144

 

Central High School - Blackhawk Yearbook (Davenport, IA) online collection, 1945 Edition, Page 15 of 144
Page 15 of 144



Central High School - Blackhawk Yearbook (Davenport, IA) online collection, 1945 Edition, Page 14
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Central High School - Blackhawk Yearbook (Davenport, IA) online collection, 1945 Edition, Page 16
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Page 15 text:

Members of Mr. Calvert’s occupations class taking aptitude tests, are, left to right: seated, Don Perry, Dale Reipe, Harold Morrison, Keith Burge, foe Steiniger; standing. James Bryan. Leonard Hofjmann. Charles McDonnell, Eugene Gedye, Robert Richardson. Like the Indians of early America, we have the opportunity to blaze any trail of achieve- ment which we desire. It is through wise voca- tional guidance that we achieve our highest degree of specialization in the occupation that we choose. Through vocational guidance we obtain high standards of living, opportunity to attain economic independence, and the fullest enjoyment from working at a job for which we are suited. Following the ninth grade social science course, tenth grade occupations classes learn how the white man makes his living; ex- amine their own capacities and interests; and analyze one occupation in particular that is suited to them. VOCATIONAL GUIDANCE Leonard Calvert, co- director of job place- ment service and occu- pations instructor. Taking part in the Great War, the braves” and maidens” learn about the 400 occupations essential to the war effort. To aid students in finding their place in the war effort, and to help secure them part time jobs, Mr. Calvert, director of vocational guid- ance, and Miss Cotter, occupational instructor, conduct a job placement bureau. Miss Pauline Colter, co-director of job placement service and occupations instructor. Below: Taking the vocational guidance aptitude test are, left to right: Ellen Manchester, Barbara Mairet, Jean Haukins and Marilyn Hanssen.

Page 14 text:

COUNSELING Miss Leona L. Soebren, director of counseling. Miss Balluff is helping counstlee Suzanne Kleinhen make out her schedule uhite Virginia Day looks over the program of studies offered. With age, comes wisdom,” and probably the most revered and respected men of the Indian clans and tribes, were the wisemen who were the counselors of the tribes. Their job was to guide the younger braves and maidens through maturity, and that same task is present in the high school today, in the counseling office. The position of a high school counselor is two-fold. First, to guide the student in his work at school and counsel him concerning the future, and second, to help the members of the office force by checking in late and absent pupils. Although the latter constitutes a major job in itself, the planning and supervision to help the student of today place his niche in the world of tomorrow remains the more important task. The counseling office maintains a complete scholastic record of all the students, carries catalogues from all the major colleges in the United States, and acts as a medium whereby seniors and graduates may meet the college representatives. Such is the work performed by the counselors ever)- school year—helping, advising, encourag- ing, and congratulating—all in a day’s routine. C seeking absences in the counseling office arc members of the counseling staff, left to right: Miss Lucille Bur- ianek, Miss Mabel Johnstone, Miss Adelaide Balluff, Miss lit a Bunk, coun- seling secretary, and Haney Voris.



Page 16 text:

ENGLISH Redding parts in The House of Seven Gables in Miss West's I III American literature class are. left to right: Rob Hollin. Mary Lathrop, and Fmily Phillips. Miss Margaret West prepares to shots- one of her movies to the other linglish instructors. They are, left to right: Miss Clara White, Miss West. Miss Hortense Finch, Miss Josephine Mir field, and Miss Florence Anderson. To promote better understanding between tribes, the braves” and maidens” study sign language.” Through a thorough knowledge of their language, members of the various groups can be in a position to pow-wow” intelligently. In order to receive tribal honors, the student must have two years of English. The choice he is offered is wide, includ- ing English, the study of grammar and composi- tion; business English, that the braves may carry on proper correspondence; and literature, in which they become acquainted with various authors through a study of their writings. In addition, elective courses arc offered in recent literature and creative writing. In the first, the aspiring Indians” learn of the works of their contemporary authors. The second is offered to those who wish to follow in the footsteps of the writers they have studied, as well as to those who wish to study it in order to acquire additional proficiency in the use of their language. Another field in which the symbol” student may concentrate is journalism. After taking the journalism courses, the student may secure addi- tional practice by taking part in the publication of the tribal documents,” the newspaper and the yearbook. Through the experience which they acquire in working on such publications, they may prepare themselves to pass on the tribal” records from one generation to the next. 12

Suggestions in the Central High School - Blackhawk Yearbook (Davenport, IA) collection:

Central High School - Blackhawk Yearbook (Davenport, IA) online collection, 1942 Edition, Page 1

1942

Central High School - Blackhawk Yearbook (Davenport, IA) online collection, 1943 Edition, Page 1

1943

Central High School - Blackhawk Yearbook (Davenport, IA) online collection, 1944 Edition, Page 1

1944

Central High School - Blackhawk Yearbook (Davenport, IA) online collection, 1946 Edition, Page 1

1946

Central High School - Blackhawk Yearbook (Davenport, IA) online collection, 1947 Edition, Page 1

1947

Central High School - Blackhawk Yearbook (Davenport, IA) online collection, 1948 Edition, Page 1

1948


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