Washington High School - Massillonian Yearbook (Massillon, OH)

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FACULTY S. E. ACKLEY MISS MADALEINE ALLEN A. C. ALLISON MISS BESSIE ARMSTRONG MISS MADGE BARR PAUL BROWN MISS C. M. ELLA BUCH HAROLD J. CARR MISS MILDRED CLAPPER MISS CAROLYN CLARK MISS BERTHA CORRELL CLETIS CRAWFORD WALTER CREWSON MISS HARRIET DAVIS MISS ALMA E. DIGEL MISS DOROTHY DOXSEE MISS MABEL DRENNAN ROY HARTMAN ROBERT HENDERSON MISS EMILY E. HERZOG JAMES s. HIMES R. T. H1sE Miss ENID IMMEL Miss JEAN G. KITT GERALD KOFFEL J. E. LANE Miss EUDORA LEHMAN Miss ELENORE LIMBACH Miss ELVA MANN IVAN MANN Miss ENID MCELROY HUGH MCGRANAHAN CLEM J. MORRISON HAROLD G. MOTZ Miss BERNICE NOLAN Miss ELIZABETH SHEEN JOHN W. TANNEHILL Miss RUTH WEIMER c. O WIDDOES WALTER W. WRIGHT RUSSELL B. ZEPP Here, grouped together, are the teachers. A mere handful of men and women entrusted with casting a whole schoolfull of highly plastic material. High-school student is a term describing a well known branch of humanity. But students do not fit so easily into a hide-bound category-the branch divides, sub-divides, splits up until it is evident that each student has problems and peculiarities distinctly his own. To understand the seething mass of adolescence that is a high school, understand it as a whole while simultaneously understanding its individuals, is the task of the teacher. Dealing with easily molded youth is no simple job, anything may make an impression -care must be exercised to concentrate on good impressions. To obliterate as much as possible of the time-worn breach between the teacher sitting stiffly on his throne of knowledge and the student sitting more or less humbly at his feet goes a great way in enabling teacher and student to understand each other. The greater part of the task, however, falls to the teacher, requiring subtlety, tact, technique, abandoning the role of taskmaster and artfully enticing the responsive stu- dent on to greater heights. A student usually comes to school because someone de- manded that he do so. At school he places himself at the mercy of the teacher. If the teacher is worthy of the name he will recognize the unpolished abilities lying unclaimed in his pupil, then discover the best approach, introduce the student to his abilities and urge him gently but firmly onward and upward. This is the ideal teacher, the master. Then he may sit back and watch the development of his handiwork, watch the student gain initiative and progress steadily under his own power toward greater things. As time goes on the student perhaps looks at his beginnings and recognizes the force that set him in motion. A teacher must not expect immediate results, for the measure of a master is his success in bringing men around to his views years later. 16

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THE CLASSES Time Marches On .... . There is something fascinating about time, something in its utter lack of permanence, something in the way it stretches endlessly into the past and forward into inhnity, something in its absence of beginning or end-something, too, in its changing effect upon people, especially young people in the most plastic years of their lives. Three years is a short time, but what hectic ones these three are! We enter high school naive, simple, uninitiated-and we leave wise, learned, polished. The molds of time, experience, and contacts change us, and so gradually and silently that we are at a loss to pick the trans- formation out of the general melee of school life. Nor can we credit the work to any one of the scores of things of which a high school consists. And it is a marvelous work. When we enter high school every- thing is so bewildering, so en masse --new faces, hundreds of wrong doors, the endless tangle of halls, upperclassmen who squelch us at every turn. We are a timid group with dumb soph written all over our blank faces. Because we are handicapped by not knowing the ropes we are considered the legitimate prey of the educated juniors and seniors who take fiendish delight in scaring us with horrible stories of blood- thirsty teachers. The first thing sophs learn is to stick together for protectiong for a soph, like a banana, is liable to get skinned if he leaves the bunch. Green is the traditional color for these novices, these appren- tices of learning who receive the social cuffs and blows of the schoolis caste system. The second thing sophs learn is meekness and observation. And by using these worthy attributes they soon sense that their intel- lectual superiors do, occasionally, make mistakes. But only the march of time teaches a sophomore how not to be sophomoric. And when we come back the next year we find welve changed. We've returned to familiar surroundings after an absence. With a steady step and unwavering eye we go through a door and there's Mr. Wright-we knew it all the time. We amuse ourselves by watching the sophs behaving as sophs will, and feeling vastly superior, forgetting that they will soon supplant us and in their turn be supplanted. Somehow 18