Farrell High School - Reflector Yearbook (Farrell, PA)

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The Music Department The music program in the Farrell Schools has been organized as a twelve-year progressive sequence, wherein every pupil is provided an opportunity to develop and to express his individual talents, technical skills, and interests, to the fullest measure of personal enrichment and growth. All pupils are taught to recognize and to appreciate the artistry of our musical heritage and all share in the creation and rendition of com- munal music activities. But those who care to participate further, in a more specialized way, are afforded the pos- sibility of doing so by qualifying for placement, from last chair position or obscure vocalist in the most elementary of the large aggregations of band, orchestra, or chorus, to that of instrumental or vocal soloist in the most advanced groups, or as a featured artist in a concert presentation. The choral program in the first three grades centers JAMES W. DUNLOP about the elimination of the non-singing child and unison Director of Music class room singing. Two-part work is begun in the fourth grade and three-part in the sixth. Throughout the elemen- tary grades the teachers strive for tone quality and artistic interpretation as well as technical perfection in performance. Each of the seventh and eighth grades have mixed choruses, while the ninth year offers a girls' chorus. Both boys and girls of' the ninth grade, however, are eligible to qualify for membership in the senior mixed chorus, which is made up of ninth, tenth, eleventh and twelfth year pupils. A girls' trio, girls' ensemble, mixed quartette and mixed ensemble provide advanced selection. The instrumental program begins with rhythm bands in all of the first and second grades. Tonettes are introduced in the third grade. Individual and class instrumental instruction begins in the fourth grade and continues through the twelfth. A junior orchestra and a senior orchestra enable all pupils who are qualified to par- ticipate instrumentally in an orchestral unit. A junior band, a senior marching band and a senior concert band are organizations toward which every pupil looks with pride and every instrumentalist strives for membership. The senior bands and the smaller choral units are much in demand for com- munity and social service activities and they accept a limited number of these out of school invitations. The band plays regularly for athletic contests and makes a few out of the city appearances. Both the band and the orchestra play throughout the' year for school rallies, seasonal programs, plays, class night, commencement and assembly. All of the music groups take part in the school radio programs. The elementary grades present a music festival each spring and the senior organizations offer an annual spring concert, which occasionally is augmented by a junior choir or an instru- mental group. In addition, it has been the practice to invite a county, a district or a state organization to hold their festival in Farrell and thus enable the entire student body to broaden their cultural experiences by practicing in a concrete way the princi- ples instilled in them throughout their years of music education. Last year, the All- State Band Festival was held in Farrell and this spring the District Chorus Festival was presented here. A

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To the Class of 1944 This is an occasion in your life which will stand as a momentous one. You have reached a turning point. If you have made the most of your opportunities, you will be well prepared for the new adventure. We do know that a new adventure is before you. Many have gone before you. They have faced the new adventures and have succeeded. Your adventure may be somewhat difficult. It will present greater opportunities, more risks, and a realiza- tion that you can serve your country. - The fact that you have come so far in this adventure indicates that you have persevered. You have that something which urges you forward, which makes you apply your talents, and which helps you to master difficult hurdles. If you continue to persevere, to master and to solve difficult problems, success will be yours, regardless of the road which you may travel. May yours be a successful and happy adventure. W. R. ANDERSON.

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Schools and the Wor Effort Schools can and must cooperate with and participate in the War Effort. Since this, and let there be no doubt about it, is a total war, every man, woman, and child must play his part. JOHN HETRA Assistant Principal A. B., Westminster College M. Ed., University of Pittsburgh There are numerous ways in which the schools can contribute to the War Cause directly and indirect- ly. The first and most important duty of the boys and girls in school to this crucial emergency is to remain in school. As great as the need is for manpower to provide the tools of war, both on the farm and in the Iactory, the need for remaining in school is very important. Our school leaders have ac- cepted the challenge of this urgency and have done everything possible to keep boys and girls in school. Special preparatory courses have been insti- tuted and the existing curriculum has been expanded and stressed for a di- rect usefulness. Particular emphasis has been placed on character, health, mathematics, and the sciences, with- out in any way minimizing or de- emphasizing the other curricular values. The all out objective of such subject planning is not only for im- mediate war usefulness, but for post war preparation of each individual. Well trained students will make for a better and easier reconversion of our economy after peace has been won. Wars must be paid for, and in addition to taxes a very large amount of money must be raised through the sale of War Bonds and Stamps. Students during these campaigns, as in many other things, have played an important part in two ways: First, they have purchased bonds and stamps, second, they have carried the vital message to their homes. As in the bond drives, so, too, in scrap collections, students contributed materially. Boys, representing Victory Corps, Hi-Y, Boy Scouts, and so forth, gave of their time and their services to make the collection of very important and necessary salvage materials such as paper, tin, glass, rags, and metals possible. Some students have given much to the war effort, some contributed less.. However, small or large their contribution, either through physical or academic prep- aration, or through donation of services, and the purchase of bonds and stamps, their reward and usefulness are in proportion to their intentions and capacity to acquire and give. Unwanted as any war is, this emergency has tested the fibre of all students. It has been a laboratory for testing school loyalty, civil pride, home responsibility, and above all one's loyalty and patriotism for his country and the flag. It has not been necessary to bring the war to the schools, the schools, the boys and girls, the teachers and the administration went out to meet the war through an all out preparation and generous contribution of services. The schools are happy that the Challenge has been met. The Schools are proud of the very substantial response of their boys and girls.