Lansdowne High School - Lahian Yearbook (Lansdowne, PA)

Page 21 text:

the Truth decreasing world. Internal politics were also examined through various student projects and special case studies. Students in all social studies classes are in- terested in youth’s reaction throughout the world. W hat about Russian youth? Are they taught to want to improve conditions in their homeland and throughout the world? Are they much different from us? Growing up is measured by deeper under- standing. Interest in internal and external problems broadens with every social studies course to which our students is introduced. It can truly be pointed out that Lansdowne-Aldan youth, as a result of conscientious direction of informed teachers, are beyond average in their grasp of intercontinental problems. The strange architecture in the Betsy Ross House fascinates J. Bair, B. Hunter, . Schoenstadt, and D. Morrell. A re you a future surveyerf B. Artinian shows a model of a miniature surveyor to classmates. “These are the trails the pioneers followed west, reflects A. Regal, contem- plating a map of the IS. A. Rose explains an economics graph to B. Schieweiss and P. Snider in civics. The interesting itinerary for the class trip to Washington is shmcn to R. Scharer and M. O'Malley by Mr. L. Richards. Mr. D. McCafferty contributes some interesting pointers on the discussion of the Treaty of Ghent to L. Brown, C. Chaffee, C. Sawn, I. Spencer, J. Brainard, and D. St. John. 17

Page 20 text:

We Try to Sift Propaganda from J. Wendell points out Lansdmvne on the classroom globe, while D. Sullivan, B. Opel and ). Boll watch. The meaning of Abraham Lincoln is discussed by Mrs. A. Hart to M. Bell and C. Ehm. Are we headed for War? Is Kruschev merely' a shrewd propagandist who knows how to play- on simple minds? To become better acquainted with world problems, the World Affairs classes visited the United Nations Organization this fall. This trip helped them visualize the steps which our peacemakers are try ing to take. Many of the problems and questions which were discussed among world statesmen were carried back to the classroom for student study. Seniors investi- gated systems of governments throughout the world and considered the advantages and disad- vantages of each. American history classes played an active part in several forum programs. Through these activities and debates, juniors were maturing in critically analyzing America’s place in this The coldest section of Pennsylvania is pointed out, in Civics class, by L. Stewart to his classmates J. Haslett, T. Becker, and N. Craven. The Boston Tea Party becomes a very real event to A. Fritchie, D. Waters and J. Danehower as they read an account of the incident. 16

Page 22 text:

We Relate Wall Street Worries Distributive Education awards for IV 57 arc displayed by Dis- tributive Education students J. Schmucker, D. Lane, and T. Alford. Difficult calculations are R. Smalley runs off mini- mastered by M. Mil gens eo graphs for the iAihian with na adding machine. in the commercial room. The speedy work of an electric typewriter aids P. Dickerson in her homework. Accurate typing is much easier on an electric ma- chine for student M. Ciarmellano. Galbraith convinces her classmates, D. Xfc- Guigan. K. Kenny, E. McLaughlin, h. Redheffer and . . Mason of the value in the product she sells. In the efficient, businesslike atmosphere of the commercial department, where the rhythmic clap of typewriters and other office machines re- sounds, future businessmen learn the funda- mentals of their career. Freshmen and sophomores plow through gen- eral business courses, while juniors and seniors may choose a secretarial, clerical or distributive education course. Included in the secretarial curriculum are office training, typing, stenog- raphy, and bookkeeping. Clerical courses con- sist of commercial math, office training, typing, bookkeeping, salesmanship and business law. Distributive Education, an example of co- 18