Edsel Ford High School - Flight Yearbook (Dearborn, MI)

Page 11 text:

MR. WILLARD THORNLEY The satisfaction of my job comes from being in a position to work with faculty, students, and school maintenance and to provide conditions such that boys and girls at Edsel Ford High School have the opportunity to obtain the very best high school education,” stated Mr. Willard Thomley, one of Edsel Ford’s Assistant Principals. A major part of Mr. Thornley's duties consists of working with the counselors enrolling and scheduling students. He also arranges for teacher substitutes and procures all school equipment and sup- plies. In addition to these tasks, Mr. Thomley prepares the school calendar of activities. In general, Mr. Thornley su- pervises all building management. Mr. Thomley received his M.A. at the University of Michigan. Before coming to Edsel Ford High School as one of the original planning group, he taught at St. Clair Shores High School, Edison Junior High School, and Dearborn High School. Mr. Thomley has served Edsel Ford as Assistant Principal since 1955. Mr. Willard Thomley is in the process of locating a substitute for an absent teacher. MR. ALBERT MAY “Edsel Ford kids are friendly, interest- ing, and easy to work with.” This is the opinion of Mr. Albert May, and he ought to know. Mr. May served as Assistant Principal in Mr. William Young’s absence. As Assistant Principal, Mr. May’s main job was student disci- pline. Students with an excessive number of tardies or absences and other students who become disciplinary problems come under Mr. May’s jurisdiction. His other duties include sponsoring the Student Council and supervising all stu- dent activities and home events. On Tuesdays, Wednesdays, and Friday mornings, in the absence of a school nurse. Mr. May takes temperatures and sends ill students home. Before becoming Assistant Principal, Mr. May was a member of the Business Education Department. Commenting on his job, Mr. May said, “This job is never dull. Once in a while, I get discouraged; but if I help even one person, it makes the whole day worth- while.” Mr. Albert May and John Bray-man discuss John's attendance record. 7

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Mr. Anthony J. Lawski is Edsel Ford High School’s chief executive. PRINCIPALS MR. ANTHONY J. LAWSKI “Edsel Ford High School attempts to give our stu- dents a comprehensive program of studies, one that first meets the universal needs of all our young people, and second, one that provides for their individual needs and interests, both vocational and advocational.” These are the words of Edsel Ford’s principal, Mr. Anthony J. Lawski. As principal, his major duties are to carry out the policies of the Board of Education and the regulations of the superintendent and his staff, and to exercise over-all supervision of the school and its organization. Additional duties of Mr. Lawski include the follow- ing: providing leadership in curriculum improvement, selecting and supervising teachers and staff members, and dealing with colleges, universities, and accredit- ing agencies. Mr. Lawski has had extensive training and experi- ence in the field of education. He received his bach- elor’s degree at Michigan State Normal College and his master’s degree at Western Reserve University. He started teaching in Farmington; and in 1936 he came to Dearborn, where he taught at Edison Junior High School and Dearborn High School. He served as as- sistant in curriculum under Mr. Mills, assistant super- intendent of schools, who was in charge of the com- munity college and the high schools. From his chair- manship of the Edsel Ford High School curriculum study group, he became the principal of Edsel Ford in 1955. Commenting on the Edsel Ford Curriculum, Mr. Lawski said, “There is no question about the pro- gram’s success, but we will never be satisfied with any program. The world does not stand still, and we must change to keep up with it.” 6

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Laurel Le Ferguson, Maureen Horrigan, Bob Major, Nancy Navarre, and Diane Rousku draw with India ink as Mr. Robert Ferguson looks In the art courses offered at Edsel Ford High School, the serious art student is given an opportunity to extend his artistic view- points by experimentation in the various art media. Step by step, he is guided into new art fields, such as charcoal drawing, clay model- ing, linoleum block printing, painting, and sculpture. The student is led from any pre- conceived notions about art to the considera- tion that there are viewpoints other than his own. The student also gets an opportunity to see whether or not he would like to make a career in art. Young people are encouraged to explore fully the many interesting fields that are open to the talented art student of today.