Canonsburg High School - Canon Log Yearbook (Canonsburg, PA)

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In Classrooms Students Learn To tha Poviclz likes to study chemistry. She intends to train to become a nurse. 12

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The Good Health f tudonts Is Important hfliss hilary Anthony, school nurse, in a pleasant and friendly manner, explains to tiny Lois DiFalco, senior, her dental record. During the first semester of the school year students receive a dental checkup and advice as to how to take care of teeth for the sake of good health and a pleasing appearance. Dr. John Kelso, school medical examiner carefully checks Andy Hixenbaugh, freshman while Nurse Pratten fills in Andy's health report. Regular physical examinations detect poor health conditions before bodily harm can result. The Tuberculosis Association makes chest X-rays available, Without charge. The school authorities notify parents of any physi- cal conditions that needs correction. Good health is essential to every student if he expects to do good school work. Canons- burg School District maintains an efficient and Well-trained medical and dental staff. Health education and guidance, annual medical and dental examinations, progress charts, and family reports are a part of the school health service and educational program. The school health program benefits school attendance and scholastic attainment. Left: Dr. William B. Donaldson school dentist, thoroughly ex- amines the teeth of Verne Rainey, freshman, who looks completely relaxed and com- fortable. Right: Nurse Pratten gives the hearing test to Patricia Zes- zutek, senior, who seems to be listening to sweet strains of music.

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I now, Do, And Be mms tc Ig :ttf-Djaevjll Mk AQEJG szxf GROUPRUOQ - Q .our or TES1fR 5 -PO 'vw' La-1 rim twist M af r Second Ravlston, January 1950 IIPIODUCTICXI IV ANY MEANS SYRICYLY PIOHIIITD SELF-INTERPRETING , 1 01:v1I1 sxstaflsaylsa-LII7,5Je51l957 PROFILE SHEET A Q ' 2 g Z for the Q 4 st 3 , -I g J E ' E 5 2 - 4 .. 4 KUDER PREFERENCE RECORD g 2 II 9 E 5 Z 5 E 1 X VOCATIONAL 0 U - 1 I 1 2 v F C m m F nmllmn nmn ll M F om' 'oo nc If ge 5, n va H ac ss az nz fe 'a es sf 'W va 32 H Iss Eg as 55 lg H I II .41 sv ve 95 .3 ss as 1 ,Z , st e I' t1,. 49 N ev ' ,G 64 -1 f' BOYS and GIRLS II 49 II , as if se 5 SI 49 JC II tg 9, 1 11: t1 1 - 1 77 fi 65 '55 r I l 61 75 SS 39 39 6 . 121 97 f1 24 5 41 esI wg H sc sc ze M 53 1,, DIRFCTIONS FOR PROFILING E ,S I5 rr Im III III I tg II II :z ., I1 :Q 5 H 4' so ' ez 31 e1 . , ' -1. , 1- is . Az he K ' l.C11pylhe w.sC0fftm1111i1e back I5 ,I 'Q H jg .1 19 2- gg Eg fl H fr JI .6 fg -: 11132 E page oi your answer pad in the M3 f -, If ,J jg I, if -2 E5 42 H 33 as ., -ll . .1 . - . 5 , , . II box at the right. 7' H' N 15 az se 25 ,B I fl 12 3, U gal Sli 'A , v1 , ez 2 51 ' is 51 r. 1 . . . . tae 6 3' ss i '- ll your V1Score is .17 ur len, there is some 1: 22 5, t M Z' S2 ii ii as JC as 11 ss .1 Til a: . K - 4' sv 4 - sz 5 r- ' 1 reason lor doubting the value of your answers, 49 gi so 3' as an ssl so E3 sm ti 4 Z., II 2- si ,. iii 5 55 5 1 ' 1 1 z I EJ and your other scores may not be very accurate. W I sl ig? as zz K' is L I0 A' 1, 15 2' i E e1 vs . ' s. 5 C .a ,. 3. oo If your VtScore tx 45 or more, you may not 55 9 N 3' 1' 51 5' 25 5? 39 21 I ZA to S5 1, . , , . I ll IJ 55 B! 19 ' ' have understood the directions, since 44 is the 55 H 30 55 jj 52 I 11 C 25 U I se s . . , u e I zz 31 5 M 51 -U U za Z2 H! M K, vt highest possible score. ll your score is not bee 53 It ' 3, 1: 2 so as 29 2, IIII e1 ' ,B , . . ss as - , es tween JB' and 44, inclusive. you should see your 52 41 W6 III 1 I 1 N Ae A JS 14 U I l Q' ss W I I so 6, I 4 ez to , I 31 zz 5 ss 5, 1 M adviser. He will probably recommend that you so II ss 1: 51 as 5 ' 1:1 Z, I as 5, ,O . . . Ja 35 .1 5, read the directions again. and then that you fill 3- 40- N sg ff- 3111f?J9- -ILE? -22 - ' -U,.g,,Q .23 . . 19 ra s 1 . out the blank a second time. being careful to 70 Eg ,, 5' M My gg ,, '5 J' 3. 11 I 431 SI 4 - - - ' 17 51 ' l 70 follpw the directions exactly and to give sincere gi 32 is II , 21' is if Q2 zo s QQ ig rc ies. if ' 'S zz 3 ' 1, 11 1a . 41' 52 P I I I so J gg jg 'S .. 11 1 ff I II '- ,gl 51 jj to lf your V- Score is between 38 and 4-1-,tnclusive, ig J? II 25 as sc H 4 2 Z9 ,, I I II 5, UI I. I. . . II I .2 za C re U go ahead mth the following directions. ,Q 32.-TG.-jg 1-1 .11-1-ze is I I 1 11 III-:QI-II so . 11 1 . 2. Copy the scores 0 through 9 in the spaces at ts 27 in Z, ,S II ss Ja Zi, 21 ls 'Z ISI ji 25 . II . ,, rs s , I . 1 the top of the prohlc chart. l nder Ol TDOOR 40 4: 3: AZ .II Z: sv .Y 2 , 2, us 11 35 as H2 ra , . 1 af at 1 st. find the number which is the same as the score 2' EL II 31 , 3 2 Z5 1. ,C M H ' at the top. lfse the numbers under M if you are so 52 ZZ 35 3, it II I UI 'Z Ig JD , 35 a boy and the numbers under F if you are a 31 31 'ze J' II z MI Is . . . -- as - ss - - - --- .-- girl, Draw a line through this number lrom in 35 '9 JZ , I G 591 If .1 . . I 1 31 ' B J ' one side to the other of the entire column under 20 3: an I In 1, II . 2 i I: as ,D OUTDOOR D11 the same thing for the scores 1 H 7 3, as y EC at the lop of each of the other columns. lf a QQ 1' M 2, U 'f 1,1 ,, at . . so 15 5 . :core is larger than any number in the column, gg- 6 21 ,B II 25. 12 sz draw a lille across the top ofthe column: if it is to Z' 2' 11 '5 U QI, H ,U . 21 '5 as 14 S za V 11 smaller. draw a line across the bottom. H U 25 e ,Z In Z5 ll 27 ' . . . 1t 3. With your pencil blacken the entire space be- '3 ii H I1 1 .1 Z, ,I . 27 L tween the lines vnu have drawn and the bottom 2, '3 1' 11 II IC 1 V t IZ 20 ' of the chart, The result is your profile for the W is ,C 3 5 vw . 111 1s Kuder Preference Record-Vocational. ua I: V a M 5 'H 1v 15 1 g s 11 2 An interpretation ofthe scores will be found on 'S 'I fe t 7 6 za . IS ' the other side. ,A .5 9 , I: 15 H ,B 1 I 11 I5 I 'A 21 Muay.-1: sv scimcr nssuncn Assocmrs, II '3 , 'P I - 3 I S, zu sam. wssm A-.111.,cr1u.,a 4,nn.1ai1. 12 ,, I 5 Z 11 ' 1 cap1n1,n1l95o,sy G, ma-1:4 ma-1. lg 11 5 no I 7 capyngm 1.14.1 l111.111a1:a.1al casynam umm. s 'O 5 s 'Z , 0 1 , an nam. mm-4 Ma.. :Wm 1111.111a1t.-1.1: Am11.a11 ca11m1le-1 tlvtoi. o ! 9 1 B I ' ' 11 1:1 r1l111.a 1.1 rr- v.s.A, casywm tus ut cnt.-ma. v-10-u rt--n 11-. M1-rm ning .mt naraung mn nam.. STUDENTS ENJOY PREFERENCE TESTS To determine their interests students take preference tests. These tests have many benefits. Students discover their likes and dislikes. This knowledge, together with a knowledge of their own abilities which other tests and their own past achieve- ment have determined, helps them choose correct courses of study. Students do better work when they know themselves and have set goals to reach. The tests also help the faculty by providing needed information about students in their class- rooms. 13