Central High School - Cog N Pen Yearbook (Newark, NJ)

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FAREWELL CENTRAL! We are about to be graduated! From the time we entered Central as green freshmen we have looked forward with great anticipation to ihis im- We have with the excitement that is evident at each commence- We are likewise im- bued with enthusiasm for the preparation о! portant event. seen other classes tensed ment. Now our turn is at hand. the on- coming ceremonies. In spite of all this anxiety we look back and re- flect upon our stay at Central and visualize with af- fection all that our dear Alma Mater has accom- plished for us. We have gained a certain amount of actual knowledge to provide a basis for future study. The advantages we received from the asso- ciation of such noble teachers as Central High can We have contracted been justly boast of are manifold. many acquaintances and friendships that have both delightful and beneficial. We now can truthfully assert that although we are anxious to further our education or make a success of our business career, as the case may be, we realize we shall miss Central High School and all ihat it stands for. We shall miss our Principal, who has been our guide and friend. We shall miss our teachers, who have unselfishly devoted to us so much of their time and energy. Lastly, we shall miss our classmates, who have shared our joys and sorrows. Central, Alma Mater Tis time for parting now [is time that we were leaving And make our final bow. A TRIBUTE TO THE SENIORS Usually as t he Seniors leave our portals of learn- ing, they retrospect and acknowledge their thanks to our Principal, our faculty, and our school. Іп this issue, opposite this editorial, is one of the usual senior editorials embodying all the esteem and re- spect the Senior Class has for us. Seldom do we think that to cur departing Seniors we also owe a tribute, a tribute glorifying their spirit, energy and endeavors. They have all helped Central to hold its foremost place among high schools of the state. They have aided our athletic teams, our clubs, our plays, our freshmen, and other social functions. We have all felt the surge of this sound-headed and sound-bodied group of students. This pulsing, palpitating, and energetic body will soon be lost to Central. But not forever. Their de- votion and untiring efforts for our general welfare will constantly remain as a fitting monument to their triumphal march; from their day of entrance as boys and girls to their day of departure as men and women. Good luck, and success be with them. O Central, Alma Mater, We bid you all adieu; And {о our dear old teachers Farewell, farewell to you!

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THE PIVOT NEWARK, MAY, 1924 NEW JERSEY Published tri-monthly in the interest of and by the pupils of the Central Commercial and Manual Train- ing High School. For advertising rates communicate with the Business Manager of THE PIVOT. Entered as second-class matter, October 24, 1912, at the Post Office, Newark, N. J., under the act of March 3, 1879. — — — — — CENTRAL HIGH SCHOOL, NEWARK, М. J. No. 6 VOL. XIX. ee CCC Orr — — — 2. — —— —— eee — — — — — — — — — — —— — — — ———— SENIOR PIVOT BOARD Editors-in-Chief EDITH STRAUSSBERG SOL ROSEN Associate Editors FRANCES LEE DORE SCHARY (Literary) MAY SMOLEROFF JOHN KANTOR (Senior Material) (City Dept.) Senior Phophecy HARRY COX LILY AUGUST Senior Slams EDITH ISENBERG MARTHA SCHUTZMAN Senior Directory BESSIE LIEBERMAN MOLLIE LEHMAN MAUDE SCHWARTZ Class Will LOUIS CHIVIAN JOHN ATHENEOS Editor Exchange JOSEPH N. ROSENBLOOM Honor Roll and Forum EDNA BERLIN LILLIAN GOLDIS IDA WIENER ROSE RESNICK EDNA BERLIN Sports WILLIAM LIST ETHEL TOMBACK IRVING MOGOL City Department FLORENCE MOORE ALICE CAVANAGH GLADYS TISCH FREDA STERNBERG Personals ROSE YANOWITZ JACK FORMAN CLARA LOEBEL Staff Typists ROSE YANOWITZ ETHEL TOMBACK BESSIE LIEBERMAN EVA GROSS LEAH LESSER Public Opinion HERMINA FREEMAN Art Editor MAX WALTER Advertising Managers GEORGE TURTON EDYTHE ALTMAN HERMINA FREEMAN EDNA BERLIN GERTRUDE TRUGMAN FACULTY ADVISORS VICTOR H. SCHLEICHER, Class ORRIN W. SNODGRASS, Literary J. EARL GRIFFITH, Art JOHN R. BOYLE, Advertising CHARLES MUMMA, Business

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түне BIN ns. rrt THE OPPORTUNITY SCHOOLS (THE ALL-YEAR PLAN) All-year schools have been in operation in Newark for twelve years. [hey were heralded by the highest educational authorities as a wholesome contribution to education, and for a decade have been looked upon with favor. [heir growth was not sudden; it was gradual, as their worth became apparent. Intervals of several years marked their extension, two schools be- ing established in 1912, one in 1915, two in 1916, nd four in 1920. AMERICANIZATION It is admitted by everybody that the all-year school has been a success from the standpoint of socialization. Since the problem of assimilating children of the for- eign born is one of prime importance, Newark has good reason to be proud that it maintains an institu- tion. which is coping with the problem successfully. Even those not expert in schoolcraft can readily un- derstand that children of congested neighborhoods аге better off under school influences in July and August than under conditions that they would obtain were ihe schools closed. Proof of the unlifting influence of all-year schools that when kept in constant touch with the school. children are easier to manage Bad habits ordinarily contracted by a long summer vacation lies in the fact have less opportunity to develop, while the children naturally inclined to make trouble are moved along be through the grades more rapidly, causing them to more interested in their studies and less inclined to be disorderly. Formerly the low grades contained many over-age pupils, some of whom were difficult io con- trol. Now in the all-year schools, retardation has been overcome, with the result that teachers may dis- cipline less and teach more. If all-yearness has brought about an improvement in conduct (character), then it has accomplished something toward fulfilling the chief aim of ed ucational endeavor. EDUCATIONAL OPPORTUNITY Not only do children profit socially by schooling that continues through the summer months, but they 5 gain educationa!ly as well, for it is obvious that chil- dren can learn more in twelve months than in ten. It is or must lie inactive in July and August. folly to suppose that the brain becomes dormant The fact is, one can study and learn just as much in July :5 in January. It is a good plan, therefore, to give chil- dren, especially those that are handicapped іп го many ways and still have the ambition to learn, an opportu- nity to improve themselves intellectually during the summer months. Otherwise, because of language difficulties and other adverse conditions, many chil- dren would be effectually barred from all chance nf receiving a public school education. We have thou- sands of children who could not, before reaching working age, complete the course in a regular ten- month school. [hey need the two extra months each year to offset their natura! handicaps. To deny ruch children all-year advantages would be tantamount to depriving them of a complete American public school education. Nor should we overlook the fact that it is the children who are least favored socially that need education most. Our welfare, as much as theirs, depends upon education. About seventy-five per cent. of those attending all- year schools return to schoo! for ihe summer term, and they do so voluntarily. There is no law to compel them to return. That so many pupils should be will- ing to give up a vacation for the sake of learning is a glowing tribute not only to the attractiveness of our schools, but to the fundamental goodness of our chil- dren. ignore the demands of three-fourths of our all-year More than 13,000 of Newark’s children enrolled in nine schools have such ambition It seems everything but wise, therefore, to school population. to obtain an education that they attend regular school sessions during the vacation period. The mere :tate- ment of this fact is sufficient to guide us in the proper direction. SCHOLARSHIP The assertion that graduates of all-year schools do not do well in high school needs qualification. Be- cause all-year schools are situated in districts where