Greater Latrobe High School - Latrobean Yearbook (Latrobe, PA)

Page 16 text:

Striving Young Scientists . . . SCIENTISTS AT WORK Rising young physicists see how it's done while biologists figure it out and chemists look on with ine terest. Stumba Daniels Wei h, ' , 'grnan. Netzlof, Rummel. ' f ' 10 4 l Who was Galileo? . . . What is the formula for sodium sulphate? . . . Who discovered oxygen'?' . . . Describe the electrolysis of water. . . . What is buoyancy? . . . t'Name the stages of life of a fly . . . and your head goes whirling . . . your feet seems to give Way under you . . . your whole body feels limp . . . and just as you are prepared to col- lapse . . . into a deep and dreamless sleep . . . from which you feel sure you will never awake . . . you come to A . . and find yourself . . . in an endless heap of theories and laws . . . beakers . . . test tubes . . . storage batteries . . . frog legs fly win s disected insects . . . l 1' ls nears of meicuiy . . . the inner parts of a refrigerator . . . and all sorts of apparatus and equipment. You gaze around for a moment dcubtful . . . then department . . . of course. You eouldn't possibly mia- take that odor . . . those self-testing exercises . . . those never-ending terms . . . Zoology . . . physi- ology . . . biology . . . bacte1'iology . . . and all the rest of the ologies. it all comes to you . . . the science Then you see the teachers . . . Mr. Hummel . . . gotten piece of chalk and book . , . explaining problem after problem . . . and Mr. Stumbaugh . . . calling his classes to order . . to assume the stud . . . and the like . . . Mis: N t'.l f s e 1 o . . . also resorting to the problems in teaching physics . . . and general science . . . discussing her troubles with WIi ' with his never-to-be-for y of planes . . . radios . . . telephones . . . 4 F5 Daniels . . . between periods . . . while the latter . , . hastily brings forth her problems . . . concern- ing anatomy and dissecting . . . which confront her in biology class. Someone comes up behind you . . . uttering . . . H Cl X N all l-I . . . the yalency of hydrogen is one . . . therefore . . . the yalency of chlorine must be one . . . you turn quickly . . . fo come face to face with Mr. Xl 'eigman . . . who carries some sort of questionable equipment . . . saying to you as h ' s ' ' e passe. . . . I rn going to demonstrate the effects of carbon dioxide. Thus . . . the science department.

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Office Calling... Miss Hamilton explains a catchy problem to a stu- dent while Dana Bossart discusses a question with Principal M. N. Funk and Miss Breeton signs an ab- sentee permit. C0-ORDINATION between EXECUTIVE AND STUDENT A mass of humanity . . . a thousand or more . . . high school students . . . crowd the corridors . . . of the high school. Despite the overcrowded situation . . . there is a striking appearance . . . of orderly action. The peri- ods . . . smoothly follow one after another . . . the classes are conducted with perfect regularity . . . the days slide by . . . with almost perfect routine. This systematic routine . . . and co-ordination . . . is secured largely . . . through the co-operative spirit . . . existing between the students . . . as a body . . . and the executive department. Very few . . . in that noisy crowd occupying the corridors . . . stop to realize . . . to what an extent . . . their actions are regulated . . . by the occupants of the offices on either side . . . of the main entrance . . . of the high school. Dismissal slips . . . room-to-room permits . . . tardy slips . . . ea1'ly excuses . . . these are only a few of the necessary items . . . of school life . . . which are supervised . . . and taken care of . . . by the principal, Mr. M. N. Funk . . . and his assistants, Miss Breeton, and Miss Himler. Here also . . . the st.udent seeks advice . . . both personal and general. Many a course is adjusted . . . and many a career is started . . . under the helpful guidance . . . of these executives. Here the student . . . finds constant course . . . of aid . . . in per- sonal problems . . . in school difficulties . . . as well as in common, every-day questions. By means of the splendid co-ordination . . . be- tween the executive body and the students of the high school . . . the individual student . . . comes in direct, personal contact . . . with the administrative oiiicials of the high school. Perhaps the greatest task . . . of this department . . . is the adjustment of daily schedules . . . Only a realization . . . of the overcrowded conditions . . . of the past years . . . can help estimate . . . the real dilemmas often encountered . . . in the process of ad- justing satisfactory schedules . . . for each pupil in the high school . . . especially when both space and facility was limited. Conflicts are apt to occur . . . both in period and subject arrangements . . . but these are gradually ad- justed . . . until the perfect routine . . . ofthe typi- cal school day . . . is secured. And thus . . . while the crowd in the corridors . . . moves slowly on . . . its path is kept . . . clear and marked . . . by these able and efficient executives . . . and the wheels . . . of the school year . . . keep revolving . . . in perfect rhythm. M. N. FUNK Principal

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X Plus Y equals Parlez-vous Francais I Hamilton. Upper: Reeping, Gibson. Lower: Breeton, Whiting. LANGUAGE AND MATHEMATICS TEACHERS FACE PROBLEMATIC SITUATICDNS DAILY IN CLASSES With the pleasant little thrill of anticipation . . . at the prospect of someday . . . perhaps meeting . . . or npaybe speaking . . . to a true to life Frenchman . . . mustache, gestures, and all . . . a Roman consul . . . or one of Caesar's descendants . . . freshmen . . . sophomores . . . juniors . . . and seniors . . . diligently assume the study of foreign languages . . . French . . . and Latin. Corrprenez-vous la lecon pour demain? . . . ques- tions Miss Gibson . . . after having specified that a vocabulary test . . . would follow the translation. . . . She glances around the room . . . and her eyes rest on someone's hand . . . waving in the air. Yes, . . . accomplished. . . . to make the native Frenchman envious and Cicero or Caesar proud . . . of the work which they have Mathematics too . . . treating with all sorts of shapes . . . and sizes . . . addition . . subtraction . . . multiplication . . . division . . . and factoring Algebra . . . three years Cif desiredj . geometlx . . . plane and solid . . . and arithmetic. Miss Hamilton . . . genially explains that Triangles with the sides respectively equal are con gruent . . . to a class of junior students While Miss Whiting . . . devotes her time to solid geometu and seniors . . . and the three grades of algebra Will you please repeat the assignment? . . . I didn't P1'0fl'C and loss - - - principal and iUf9l'eSt HH get it. Such are the problematic situations which the general forms Of mathematics -- find MISS Bree arise . . . to confront a teacher of French. ton on hand . . . to do a little necessary . explain Miss Reeping . . . Latin instructor . . . meets iflg and iIll1SfTatiHg- problems of the same type. Caesar's Gallic Wars . . . with that familiar opening . . . Gallia est divisa in partes tres . . . Cicero . . . declensions . . . conju- gations . . . rules . . . comparisons . . . and other Latin requirements . . . play an important part in every Latin student's career. After passing through two years of French . . . and four years of Latin . . . any student is prepared Juniors diligently study the intricasies of plain geom- etry- 11 9:4