Francis W Parker School - Record Yearbook (Chicago, IL)

Page 19 text:

HATTIE A. VVALKER First Grade REID P. WHISTLER Director of School Orchestra WALLACE W'ORTI'II.EY Head of Natural Science, Curator of Museum MRS. JANET WORTLEY Assistant Seventh Grade JOSEPH S. WRIGHT Head of Physical Education-Boys IVIRS. MABEL IW. WRIGHT Head of Physical Education-Girls EI.SA WYGANT Educational and Field Secretary HERMAN I.. YAGER Teacher of Physics and Mathematics MRS. MYRTLE YORK Head of Music-Girls BESSIE M. I-IENDRY Library Assistant GEORGE HENDRY Superintendent of Buildings and Grounds GEORGINA M. I.. HENDRY Hostess IRNA V. KUIILLMAR In Charge of School Store AIRS. INIABEL IVIERCER Secretary to Principal w'II.I.IAIVI F. MEYER School Printer BARBARA STEUBIG Assistant Secretarial Work

Page 18 text:

BERNARD H. NEGRONIDA Teacher of French .IUNE D. ORNEAS Teachers of Physical Education GEORGE F. PAGE Assistant in Manual Training GOLDIE ANN PENCE Domestic Science Department DE WITT T. PETTY Head of Mathematics Department MARION L. PORTER Assistant Seventh Grade ELEANOR A. ROYS Assistant First Grade GLADYS MARY SAGER Assistant Fifth Grade HENRY SAGER Teacher of German THEA SCHERZ Head of German Department PIAROLD SCHULTZ Assistant in Clay and Art Departments MRS. LURA T. SMITH Ninth Grade and Teacher of Latin IQTTA M. M. STEPHENS School Tutor DOROTHY V. SUGDIZN Teacher of French ISADORE E. THOMAS Assistant Third Grade M RS. MARY TOPPING Hostess GRACE VOLLINTINE Sixth Grade LEONARD W. WAHLSTROM Head of Manual Training Department

Page 20 text:

WHAT THE RECORD CAN AND CANNOT DO g Every year the Record presents a composite picture of the school which reflects its life according to the ability, taste and spirit of its editorial staff. The staff members accept responsibility for choice of material and for its arrangement guided but not hampered by the counsel of the faculty advisor. What will be the 1933 Record reveal? I suggest that this year every interested reader test it by a set of questions devised by himself to see if it really represents his idea of the school. As a faculty member I shall ask: Does each succeeding grade indicate increase in power, skill and the widening of experience? Is the material chosen alive, stimulating, and amusing, with illustrative, artistic and original 'touches which stir imagination and make one unwilling to miss a single page? Growth and progress of such diversity are of course not easy to measure. In a tree, clearly marked rings separate the lean periods of drought from the fat days of nurture. But there are no fixed norms which apply to human growth. We cannot graph it accur- ately. This is because individuals differ so much one from another and change so much themselves from year to year. Nevertheless the Record does register unfailingly the school condition. If many in it love beauty and try to express it, even though very few succeed, these glimpses delight us with their promise. The Record invites everyone in the school to contribute, for everyone has something he can do well if he is willing to give time and energy to the task. The results may be a photograph, a poem, a color sketch or a joke, a story or an interesting personal experience-each has its place and its merit in this book. Thus the Record constructively stirs the emotions of the whole community each year. Many accept it whole-heartedly as something to treasure through the years. Others, more critical and sensitive, are unhappy when some unworthy idea casts a shadow here and there. - Our alumni send for it sometimes. More of them drop in and ask to see last year's Record. This unflagging interest is significant, as are such comments as: This book is better than the last or The jokes are not so good as last year's. Then there are per- tinent questions which can only be answered by the editorial staff. The Record in one way or another makes us take stock of the school through its media. Recently one faculty member wondered if the 1933 Record would portray certain distinctly encouraging trends of thought and 'action which he had sensed during the yearg or would it center rather upon those features of our school life which need most drastic improvement. You have the answer toithat question in the pages which follow. It probably wll ignore one recent important but very puzzling question. A group of intelligent boys genuinely interested in the 'improvement of the school suggested an Honor Roll as an incentive to better work for pupils of ability. Perhaps this was only a reflection of radio advertising propaganda which hourly suggests that children must be paid in money or prizes for eating nourishing food, or caring for their teeth or even for playing interesting games. Perhaps it means that the faculty is not stressing sufficiently the search for true values in life. However, we suspect that this idea comes to the surface impelled by forces set very deeply in human nature. Shall we have an Honor Roll? Colonel Parker used to tell a story in point. A little girl cried bitterly because her mother kept her home from Sunday School. Her mother boasted in the presence of her child that her little girl was heart-broken because she could not go. Whereupon the little girl said, 'Well, if I miss a single Sunday then Mary will get the gold star. If she does I will never go to Sunday School again' but hopefully she added, 'Maybe Mary will be ill more Sundays than I am, then I can get it'. Surely just to get ahead of Mary in Sunday School or day school, to get a gold star or to be on the honor roll needs no encouragement in education. The ugly roots of selfishness thrive only too well without it. A strange fact stands out concerning this suggestion for an honor roll. It is that the very boys who suggested it have themselves this year voluntarily joined classes and activities which carry no college credit or external reward. They chose extra hours of hard work. Why? Because they found keen satisfaction in the work itself. The :ll -- xii yll if M QM, x l 1 fis h . if fy Gill: I 8 'il' sa Z Ygsivqi fPi:f 5 , , . nj 15 1' ',. klgxf. ,' Q Vlfigi ii '.ivf,j 'lrjiaj f 'I Q-ff we -sa S, ,Jig ss 2 , 31, A .. - T T .J . a- ..a3rf4 f Mwgpm ' .