Harrisonburg High School - Taj Yearbook (Harrisonburg, VA)

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TQ xslfff U EDITOR-IN-CHIEF LOIS SLOOP ASSISTANT EDITORS I MONTGOMERY JOHNSTON IVA SI-IANK DOLORIIS PI-IALEN ART EDITORS SI-IERRILL A RA-IANTROUT BETTIE BRANNER CIRCULATION MANAGERS CONRAD LOGAN PRESTON LINCOLN BOOK REVIEWS LARRIE MCNEILL IROVENA IVIARSHALL MILDPIED MILLER EXCHANGES DAISY MAY GIFFORD JOKE EDITORS A MARY ROSALIE RILEY HARRY LEE BRYAN EVELYN HUGHES BUSINESS MANAGER JACOB XXIILLIAIVISON ADVERTISING MANAGERS NEI.SON LISKEY CI-IARLOTTE I-IOMAN MARGARET SI-IANK CHARLOTTE LISKEY ALUMNI BILLY WILSON ELIZABETH MINER CURRENT TOPICS I ELLEN EASTI-IAIVI LAMAR SHOMO FACULTY ADVISER Mlss AURELIA BARTON 'S

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ATHE TAB HARRISONBURG, VA., JUNE, 1933 H Published by the students of the Harrisonburg High School TERMS: FIFTY CENTS PER Com' CCNTENTS Staff Photograph ,....... .........,................ . ., 2 Editorials ............... 3 Class of 1933 .....,.. 6 Class Song ........,.. .........,... ..i.. Q ......,,. ...,... 6 Seniors ............,....,.............,.........,............,.....,...,. ....... 7 -24 In the Days of King Arthur-Ellen Eastham ....... ...,... 2 S Salutatory-Lois Sloop ..........,.....................,............... ...,.. 2 6 Class Poem-Billy Wilson .,..............,.....,.,.............,..,... ...... 2 6 Class History-Mary Rosalie Riley and Larry McNeill ...... .....,. 2 7 Class Prophecy-Lois Sloop and Conrad Logan .,......,...,.,... ....... 2 9 Class Will-Margaret Shank and Montgomery Johnson ,....... ..,..., 3 3 Valeclictory-Daisy May Gifford ,......,.,........................,..... ..,.... 3 7 Poet's Corner ............................................,...................,.. ....... 3 8 Dr. Martin-Sherrill Armantrout ......,.,...,........... ...... 4 1 Together They Fall-Evelyn Heatwole .,....,............ ....... 4 3 Was It Wliat You Thought-Elizabeth F. Minor ...... ....... 4 6 Book Reviews ....................,............,...,..,.....,,......,..... .....,. 4 8 Current Topics.. ...... 52 Mirror ..,.................. .,,.... 5 7 Boys' Hi-Y Club ......,... .....,. 5 19 Girls, Hi-Y Club ........ ..,,... 6 0 Keistoreka Club ..... ....... 6 1 Glee Club ...,....... ....... 6 2 Omega Delta ...,.. ,...... 6 3 Football .................... ....,.. 6 4 Basketball .......,i............ ..:.... 6 5 Current History Club ...... ....... 6 6 Alumni .................,....... ,...... 6 7 Exchanges .... ..-.-- 6 9 Jokes ...,.. ..... .. 71

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THE TAJ 3 N, I' F F 5 H H ' LD! G, VDBUALE S Quality vs. Quantity LOTS SLOOP 'lThornas, you read next. And so the- Monarch. And so the monarch went into his-into his-what is that, Miss Raum? Think, Thomas, how would you say P-A-L-A-C-E? I-I clon't know. Palace-pal-ace. . And so the monarch went into his palace- Meanwhile the other pupils wiggle and squirm. They are wasting their time. A school system-any school system is wrong that allows such things to become routine, and yet they can be seen in every school room-from the kindergarten through high school. Can we allow the quick brains of children who might make future governmental officials, authors, scientists and world leaders to be neglected for the sake of passing a large number of pupils who, after having been literally pushed through, never use the information which the teachers have painstakingly drilled into their heads? Briefly, shall we sacrifice quality for quantity? This question applies particularly to high schools, where, although diversi- fied courses are offered, certain practical and cultural subjects are required. If the pupil must take them and can't understand them, he is at a standstill- and he holds the rest of the class back with him. It is not fair to hold the class back for him and at the same time it is hardly fair to leave him wading, bewildered and amazed, through something far above his understanding. He may keep struggling and eventually pass it, but the majority of pupils in this condition stop school and it is this group of pupils which make the future criminals of the nation. The Sing Sing Prison records for 1932 show that almost one-half the prisoners there never completed the sixth grade, two-thirds did not finish high school and of 500 criminals only 5 were college graduates. There should be some way in which to separate the two classes of pupilsg to give the backward child an education which will prepare him for his life, and to leave the teacher free to give her time to the pupils who can and will appreciate the additional opportunity. Might not vocational schools be the an- swer to this problem? Present day vocational schools are not established for the purpose of giving instruction to the backward, deficient, incorrigible or otherwise sub-