Indiana High School - L Indien Yearbook (Indiana, PA)

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INIQIEITQCHQQL W How a Modern High School Works QQQQQQQQQQQQQQQQ-0000: : : : : : : ::oo::o o::::::::oooo 0- OPPORTUNITY FOR YOUTH IN INDIANA HIGH SCHOOL The modern high school is a very com- plex organization. Frequently it is the largest for most thickly populatedj community in the locality where it exists. hforeover it is a community of youth who live and Work together on the great problem of effective social living. Indi- ana High School is no exception to these statements. An 'educational institution of 19200 assorted boy and girl personali- ties, providing six years of preparation for effective living, it faces many com- plex problems. Fortunately, the educator, in dealing with this variety of youth, has many aids. Besides years of tradition and ex- perience, he can depend upon the state to require certain subjects. College ae- erediting associations demand a certain number of hours in certain subjects for those students who expect to go to col- lege. Educational journals and college faculties present research data upon which to base judgments. The successes and failures of experimental schools, model courses prepared by course of study committees, authors and publishers of textbooks: all offer sound suggestions. But in the final analysis, he must ask, How does this plan suit my school, my town? To answer this question, teachers and administrators need measuring rods, they vary according to the educator's point of view, but examples may Well be those suggested by Dr. Thomas H. Briggs. They are: 1. A clear conception of the major ele- ments of a philosophy of life, of society, and of government. Q, Appreciation of the significant char- acteristics and needs of modern life. 8. A clearly formulated and convinc- ing philosophy of education. 4. Facts, data, the results of experi- ment and research. A great obstacle to the ideal program is the abstract, but so real, pressure of tradition and precedent. hfuch that is traditional in school is worth preserving, but on the whole, program changes lag far behind the revolutionary changes of recent years in our ways of thought and living. Studies have shown that the traditional program shows unsatisfactory results. Still, school reforms must battle hundreds who hold that what was good enough last year is good enough now. It wasnit good enough last year, either, but they do not see that. hflore concrete than tradition in their inHuence on the school program are such factors as the student body, community needs, equipment, and faculty personnel. Emphasis on college preparatory courses are hardly desirable in districts where few students may have the money for college or the background usually neces- sary for professional success. Agricul- ture courses are excellent for rural stu- dents, but mill towns call for training in industry and commerce. Aesthetic train- ing is not nearly so necessary in a wealthy suburb as in a mining village. As for equipment, books for scholars cost far less than 'equipment for future engi- neers, office workers, farmers, or house- wives. hfany a futile study holds its place in the school program because it costs less per hour than physical, aesthe- tic, and vocational training. Blind wor- ship of tradition does not count the wasted hours nor the loss of future 1'CtIlI'llS. Of course it is sometimes true that funds and the will are vat hand, but a proved course of study is not available and the inclination to experiment is weak. Finally the school's program de- the capacities and interests The ideal program de- the adjustment of all these it also dep-ends upon a wider of the real work of the there are two opposing iu s forces affecting the the one hand, there is the to break subjects d0WV11 into smaller units, to suit tl1e in- of each child. On rapidly growing trend boundaries, to cor- small units of learning with of knowledge, to teach to sec life clear and sec it of the high school's program has Top: Girls Gym, Cafeteria Center: Instrumental Music Bottom: Historv 7, Bookkeeping Page 6

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Administration and Facult The ad111i11ist1'atio11 and instruetioiial staff of Indiana High School consists of the principal, the as- sistant principal, and thirty-iive 1' e g u l a 1' teachers. In addi- tio11, there is a school physician, a school nurse who also acts as visiting teacher, a 11 d a gr o ll p of twelve student teach- ers, eight of whoni teach each semester, Stu-dent-teacliers also MR' KOONTZ assist 111 the Music and 1101110 Economics dcpartnients. Nornian Koontz. Superintendent ol' Schoolsg J..X.Lul1old. Principalg Yiola H. Sinipson. As- sistant Principalg Blrs. Blarian Bath. Secretary lo the Snpcrinlendeiitz Lillian Patterson, Sec- retary to the Principal. FULL TIME S'l'Al F flair Borland. Gcographyg Fl'2lIlL't'S Brode- rick, Girls Physical Education and Social Scicnccg Laura Bllt4'l'lJi1ll,2ll. Hoinc Economics: Harry faniield. Supervisor of Blusic. Instru- mental Music: C'harloltc Chapnian. English. l'li'0lll'll1 l+'ranldin cllll'I'1ll0i'li. Vocal Nlnsicg Laura Clllll'1'lI. Bltl.tllt'IIlFll.lCS1 Alice Cleinents, Home Econoiiiicsg lielinda Detwiler. Blathe- lll2lliK'S and Social Scicnccg David lluninirc. Indiana High School is a regularly or- ganized junior-senior high school, that is, the seventh, eighth, illltl 11intl1 years con- stitute the u 11 i o 1' school and the tenth, eleventh, and twelfth years make llll the senior high school. This plan of division. generally CO1lSlllt'l'Cti tl1e 111ost efficient Elllll desirable. recognizes t h c 11 o 1' in a 1 age MR' LUBOLD groupings of h o y s illlll girls and provides thein with a more satisfactory setting for their activities. FACULTY PERSONNEL Malhenialicsg Ciaroline Gessler, llatheniatics and Geography: Gertrude Handler. English, Helen Herspcrger. Head ol' Language De- partment. Englishg George Hill. Head of Science Departnientg Helen Holstein, English, Latin: hvilfll Johnston. Industrial Arisg Lain- hsrt Joseph. Head of English Departnientg Russell Leech. Science: Harold Lutz. Boys Physical Educalion: Elizabeth Mcflure. Eng- lish: Mary McGregor, Englishg Ferne Ble- Henry. Social Science. Artg Janie-s KI:-Kelvey. Science: Paul Mechlin. Head ol' Matheinatics Dcpartinentz Gladys Moorhead. English. So- cial Sciencrg Carroll Rupp. Head Social Science Department. Director of Activities. Pan? Salsgiver, Head el' Connnercial De- .9 if x Recognizing that the function of a school is not only to teach nsuhjectsf' but also to train for citizenship and intel- ligent group aetio11, this school is further divided into hom e roo111 units, each act- ing as a regularly or- ganized departnient of the school co111- inunity. Each room is a self-contained administrative u I1 i t l with the president 1' epresenting tl1 e gI'0l1J on the Student Council. MISS SIMPSON fy f parlnienlg Joseph Shane, Science, Anna hlac Skelton, Connnereialg Zetta Sourwine, Eng- lish. Social Science, Howard Steele. Science- Anna hlary Thomas. French, Social Scienceg Ralph Widdowsoii, Industrial Arts: Jane Wil- lianis. Social Scienceg Xviiliillll Wilt., Social Science: Chas. E. Rink, BLD., School Physi- cia11. Health Service: Ann Slaugenhaupt. School Nurse. Health Service. Visiting Teach- erg Connnercial Student Teachers. George A11- derson. Margaret Keeler. Glenn Harold Schack. J0l1ll Shuster. Carl Wvalker, Bell Hayes Wiley. Sara Louise Wood. Pearl Zorena. Paul 1-Xlcorn. Evelyn Byers, Evelyn Claypool. Noble Vilfritz, Vivian Gearhart, hiartin Hauser, Hay gxlliing. Joseph Pallonc, Paul Pfeiffer. X l W 1 .a r Page 5 ooooogooogegeoogoooooo xx 4,,,.,L 1 s fi

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INDIANA HIGH SCHQQL HOW H Modern School orks been modified or changed because of the National Education .Xssociation's recog- nition of the rights and responsibilities of democracy when in 1918 they framed the seven goals every high school should set for every student. These goals are: I. Ileattt1.II. A Command of the lfunda- mental Processes. III. VVorthy Ilome- llcmbership. IV. A Vocation. V. Civic liducation. VI, Ivorthy Ilse of Leisure. VII. Ethical CllHl'ilC't.0l'. Opportunities in Indiana High School ENGLISH The more progressive teachers of lit- erature feel that pupils in general derive the greatest benefit through an extensive and varied program of reading-much of it preferably of the pupil's own choos- ing. Intensive study naturally has a se- cure and valued place, for much of our poetry and prose yield their suhtler es- sence and deeper meaning only to those who are willing to linger alertly over the linesg hut to dissect and formalize the casy and the obvious is a deadening' pro- cess. .tn encouragement of free. adven- turous reading over wide areas will se- cure the healthiest and happiest, results. In selecting' reading' material for high school classes, there is less emphasis than formerly upon the Classics, This change does not mean a loss of friendli- ness toward the older writers: it simply implies that those responsible for the lit- erature curriculum must take the pupil where they find him and seek to arouse an interest that will lead to more stimu- lating and worthy reading. For many groups wise selection will mean many classics: for others choice will more wise- ly fall upon books and periodicals of more modern date and more immediate appeal. In the held ol expression the pupil IS directed and encouraged to speak and write. not only correctly. but also simply and straigllt-forwardly. llere too. teach- ers are coming' to a keener realization of their responsibility for the non-literary boy and girl. linglish is a tool subject: only a small percentage of puplis will ever recognize subtleties and delicacies of style. Factual and practical matters have. accordingly. an important function in Iingllish classesfas they have in life. So the student in his English classes Top: Trigonometry, the Library Bottom: Two views of Physics Class Two views of Chemistry Laboratory Page T spends approximately half his time learn- ing how to use his mother tongue effec- tively. Certainly the more intelligent, high school student appreciates the fact that a just regard for the mechanics of ex- pression. coupled with wisely selected leading. will constantly enlarge his views and make him more conscious of his ow11 emotions and immediate responsibilities. Ile is a sharer in the world's traditions, a citizen of the social polity of the pres- ent, a participant in the spirit of hope for the future. llis ideals are elevatedg he is enabled to see more clearly his place in the midst ofa constant change and a constant perplexity. SOCIAL STUDIES All crises in our national history have 1'esulted in changes in emphasis and in content in the group called the social sciences: history. civies. economics. soci- ology. and combinations of these sub- jects. After live years of the worst de- pression ever experienced in the linited States. large numbers and groups of our population are dissatisfied with some of our economic, social. and polieicat 211'- rangrements. Demands for increased attention to the social studies have followed almost every crisis, and at present demands are coming from youth, adults, and educa- tors. ln more progressive high schools, the social studies are regarded as the most important group for purposes of integ.g'rated study. IVhat are the contributions which so- cial studies may make to the education of youth? Through study and observa- tion, youth may expect the social studies to assist in making the commlmity and the world more intelligible Youth may also expect to gain some appreciation and understanding of how social scien- tists approach the study of the commun- ity and the world: their methods and techniques. the problems they examine and investigate. the findings and conclu- sions they set forth. and the influence and relationship of such results to the world's work and play. The social studies may be 'expected to make youth adjust himself to particular environments and to current social and