Dormont High School - Yearbook (Pittsburgh, PA)

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Dedimfivu We grafiefully dedicate This issue of The TORCH To MR. C. E. GLASS Principal - 1928 ,............,.. 1955. ..6..

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3 3 Qvrcuford Although man has been intrigued by the mysteries of the heavens since the beginning of time, modern research has proven his early beliefs in predicting the future by the stars unsound. Yet, as we look back over our high school years, we discover that our accomplishments and experiences have given us a very definite insight into the future. The past and the present do have a bearing upon the future. Tomorrow's achievements are but a reflection of today's attainments. If we successfully meet each obligation every day, our fear of the uncertainty of the future will dissolve in the knowledge that we may confidently and rightfully leave the, end result in the hands of the Divine. Should we, the Class of 1955, proceed in this light, we, perhaps, shall be a step nearer to better human relations and to the supreme possession of peace of mind. - Betsey Somerville ll! A AJ! S wp 451 gn-fp 1 A ,O 'Ar x 6-J 3 -5-

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Dedication Mr. Glass's regime in Dormont High School encompasses years of significant events and changes in national life. He came to Dormont in 1923, in the decade known as the Roaring Twenties or the Age of Flaming Youth, he became principal in 1928, in the days of economic boom, which led to the stock market crash and the inevitable depression of the Thirties. The next decades the Forties, plunged the nation into World War ll with its shrinking of world horizons, its hazards and uncertainties for youth, the appalling destructiveness of the atom bomb, and the changing social problems. Mr. Glass's retirement comes in the middle of a decade of cold wars, continuing change in social problems, constant threats of Communist aggression, world-wide diplomacy, and the even more destructive hydrogen bomb. lt is important for Dormont High School that a man of Mr. Glass's caliber has been at its helm during these decades of change. The father of three sons and a daughter fall graduates of Dormont High Schoolj, he has had the viewpoint of a parent as well as that of a principal. He has felt and evidenced a personal and sincere interest in youth and their needs, but he has held a firm position against enroaching fads and movements which might unbalance the true aims of an educational institution. Mr. Glass has subscribed consistently to the theory that compulsory public education should give each pupli an opportunity to develop to the utmost his own abilities and talents so long as that development does not endanger the freedoms of others. Particularly successful products of this theory of Mr. Glass's have been the student-sponsored and student-directed school and class assemblies and the varieties show. During the years Mr. Glass has served Dormont, he has introduced products of his thought and experimentation into the school. Among the best known of these are the present system of attendance cards and the guidance log with its accompanying forms of reporting. In i928, he introduced into the program of Dormont High School a psychology course fformerly designated Orientationl, which has been an integral part of the curriculum ever since. The unknown and the unreported influences of Mr. Glass on the lives of Dor- mont students in thirty-two years will never be recounted. As Henry Adams said, A teacher affects eternity, he can never tell where his influence stops. -7-