Onteora High School - Tomahawk Yearbook (Boiceville, NY)

Text from Pages 1 - 56 of the 1953 volume:

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' -VV MM - •v Onteora Central School Boiceville New York Dedication June 1953 HIGHMOUNT SAMSONVILLE BIRCH CREEK BUSHNEllSVIUE OUVEBRIDGE ASHOKAN BROWNS STATION BROADSTREET HOLLOW WILLOW LAKEHILL SHADY GLENFORD ONTEORA CENTRAL SCHOOL ERE, within the four plain walls of the school building, is performed daily a little miracle, the change of child into adult. Here, through the manifold and varied activities of school life, are built up the attitudes, and the qualities, the ideals and the aspirations of those who today are learners and tomorrow will be leaders. Here, opportunity knocks many times; and it comes in all sizes. people who held the dream of a new school for their children, its meaning— Mountains of the Sky had special significance. In the last few years these same travellers have watched this hope become reality. Some have stopped at gas stations and restaurants to ask, Where are the families who will send their children to such a big school? Perhaps the gas station attendant could tell them that some nine hundred prospective students are drawn from about a thousand square miles. This area includes the townships of Shandaken, Olive and part of Wood- stock, Lexington, Marbletown and Hurley. The task of transportation alone, over seven hundred miles of road in Ulster and a small section of Greene County, is no mean feat for a community. The spark?—a community’s faith in the future of this great democracy, expressed through its desire to give its children and youth the best that education can offer. For some time a number of the twenty-five one and two room school houses were al- most empty. Brown Station had one pupil; Brodhead, three; Highmount, five. In con- trast, Olive Bridge and Samsonville were overcrowded with 36 pupils in each. With the opening of the central school in the fall of 1952, their activities became history. The contribution of the one room school house has been significant. It has turned out a steady stream of good citizens to contribute their skills and talents toward making this country great. With the strides in modern education, however, it is now clear that the central school can best bring to the service of the most, the finest in education precepts and personnel. The natural doubts and hesitations that accompany any change came with the first suggestion of the proposed Onteora Central School. Nevertheless, the civic minded and the public spirited saw that individual concerns had to be sacrificed for the benefit of the majority. A very small group of such men and women were fully convinced that the future would be far better for the community's next generation and those to come, if the best in school facilities could be made available. They visited their neighbors over picket fences, while shopping, at social gatherings and public meetings; wherever people came together the problems and virtues of centralization were discussed. District Superin- tendent of Schools Reginald Bennett gave unstintingly of his time and thought as he was called on to answer questions in fire halls and meeting houses in the three towns, or at conferences in Albany and Kingston. Some of the trustees of the one room school houses worked in this same way to support the central school. It is the belief of those closest to centralization that the biggest single factor in bringing it about was the discussion among neighbors, over the years forming an everwidening circle, until their united faith and strength actually laid the foundation of the beautiful and practical Onteora Central School nestling in the valley on the Onteora Trail. The 4th Supervisory District of Ulster County was designated as a potential area for centralization by the Rapp Committee, a joint legislative body set up to create a master plan for centralization in New York State. The resultant Onteora Central District, al- though smaller, is essentially the one proposed by this group. The Commissioner of Education finally set May 21, 1948 for the vote. A large majority favored centralization, and on that same night a board of education was elected con- sisting of 9 members, 3 from each major township. On April 14, 1950, the first bond issue for $1,850,000, and on February 13, 1951, the second one for $300,000, were voted and passed. Preceding each voting there were many meetings, which ultimately gave the people a clearer picture of the problems involved in this large project. The Board of Education, with their district superintendent and their new supervising principal, John Moehle, then concentrated on finding and securing the best location for the new school. The present site was chosen because it is the most central for all the area involved. The added advantage of 35 acres of ground allows for adequate play- ground, sport and gardening facilities. Since this centrally located site is in one of its smallest hamlets every student who attends has to be transported, whereas in most central schools at least a large percentage of the population walks to school. The task of transportation, complicated by mountainous terrain and large area, is being ac- complished by the use of the finest transportation available, through district owned and private carriers. Involved are 11 large buses, and 27 feeder buses supplied by 17 contractors. The Board of Education, with District Superintendent Bennett and Supervising Principal Moehle, travelled all over New York State inspecting different types of school architec- ture, studying school interiors, evaluating faults and virtues of existing schools, meeting with administrators and architects. The architect finally chosen, Paul Harbach, has 25 years of professional experience mainly in the field of school design. A simple ceremony marked the laying of the cornerstone on September 18, 1951, opening a new chapter in the transition from dream to reality. This school was one of the first one story K-12 schools in New York State, outstanding because the architect adapted the plan to fit the site with relation to topography. The plan was laid out for grade segregation; separate entrances were included for kinder- garten, grades one through three, four through six, constituting the elementary depart- ment. The high school section was laid out separately and divided into the junior high and high school wings. A modern central school embodies many special features. Connected with the large garage is an apartment for the head custodian so that the school can have 24 hour supervision. Every modern utilitarian concept that can make for a better school plant has been included. The music department adjoins the beautiful auditorium which seats 700. The teachers have separate rest rooms; there is a dark room for photography, a spacious gymnasium with separate locker rooms and showers for boys and girls. There is a small correctional gym; there is an elementary library in addition to the large high school library. Home economics is taught in a modern, tastefully furnished three room apartment including kitchen and bath. A glass enclosed broadcasting room is head- quarters for a public address system which can reach into every classroom. Throughout, the windows are enormously large bringing the daylight inside spacious, well ventilated classrooms. The color scheme everywhere helps to create a restful and relaxing atmosphere. The building, which took two years to construct, is sturdy and practical. It occupied, beside the architects, 4 major contractors, some sixty sub-contractors and the steady supervision of the Board of Education. It is provided with the best in educational supplies and equipment. The core of the school is the 900 students, ranging in age from five to eighteen, who recognize the Onteora Central School as their own, part and parcel of their true American heritage. It is their chance to get that training which will open the gate to higher education and to good working opportunities in our vital democracy. The faculty, with the wise guidance of Principal Roderick Ayer, Assistant Principal Howard Mosher, Guidance Director Charles Traphagen, the Board of Education and the District Superintendent have accomplished the vast project of getting the school going. Its physical maintenance involves the transportation of pupils over 700 miles of road, the operation of the cafeteria to serve over 1,000 lunches, the planning of a twelve year curriculum and putting it into practice, the extra curricular activities, the adult education program; this is no mean achievement. It represents the combined thinking of local educa- tors and those of the state. Its accredited, carefully chosen faculty is a vital, interested one. The faculty members are concerned with their pupils. They know them as individuals as well as in classes. Perhaps the underlying philosophy, so well expressed by the administration, is responsible for this fine achievement. To quote Mr. Ayer: The entire school personnel accepts as its duty and obligation the tremendous task of developing and maintaining an educational program which will, in a true sense, effect a community school. The three R's, core of the curriculum in the one room school house, still holds its respected place but there is so much more at Onteora Central. In the kindergarten the five year olds come out of their rugged individualism to discover that there is order and pleasure in being together in a group. As one little five year old announced to her boisterous three year old brother at the dinner table at home, One person speaks at a time. Even the nap is not half bad when taken with some twenty others. In the first grade, that crucial period which really sets the child's attitude toward the next twelve years in school, there is a practical yet tender philosophy; the child is taught to enjoy learning. Happy children learn easily, says the first grade teacher. To this she adds that the child must be given an opportunity to be successful in some under- taking. He needs a success experience. Around the curriculum designated by the state for each class, the faculty introduces projects which will help the pupil enjoy studying and increase his intellectual curiosity. In 8th grade social studies the students concern themselves with the immediate present as well as the historical past. The class writes letters to Kings and Queens, Dictators and Presidents and gets answers. The teacher keeps his pupils aware of their own place in the sun and they work on personal scrap books to tell their life story to a possible future employer. General science includes biology, geology, physics and chemistry. Its staff hopes to graduate better citizens. A few will major in special branches of science, but mort will be consumers in many fields. They will have learned to question and think for them- selves, not to be taken in by scientific misinformation. The various departments cooperate with each other. General science group studying volcanoes builds a volcano. General math and general science work together on practi- cal problems. An Indian village is built in art class. The shops combine with mathematics and science at every opportunity and also with the English Department for writing up projects. These are only a few examples of the interplay of departments to enrich the pro- gram. There is a visual aid program manned by students who bring film and projector to the aid of the classroom and operate the equipment themselves. Recently, with a student operator, the film, OUR TOWN, was shown to 175 English students. The boys and girls are encouraged to find freedom of expression, and to be resourceful in thinking up subjects for speech making on the charming small stage in the English class- room. These talks teach poise, diction, self-confidence. They are also an exchange of ideas. Recently a fifteen year old student held the class silent and enthralled as she made a simple plea to teenagers to go to services in their various churches. The student is encouraged to express himself through writing; by means of dramatics he is helped to self-criticism with the use of the tape recorder, so that he himself can hear his own speech faults and strive to correct them. Three languages are available—French, Latin, Spanish, with German to be added later. Since the United States is part of the all world United Nations and our youth is likely to find itself in such wide areas outside our borders, the interest in the tongues of other nations grows. The cultural advantages of knowing another language are em- phasized. The industrial arts teacher speaks for all special instructors when he says that we are all striving for a broad, general education. We live in a technical, industrial society, therefore industrial arts gives us a better understanding of our life today. The student works with the materials, tools and machinery of industry; there is the actual manu- facture of these products by the students themselves. They are helped to look at in- dustry from the standpoint of products, processes, occupations, and they study the mean- ing and development of industry with its implication on the way we live. The physical education program has a day to day routine which gives each child an opportunity to grow better physically, to develop coordination, better posture and balance, to learn how to get the maximum out of group play. The students acquire poise and ease, and social grace through the square and round dancing lessons. The health and attendance department, headed by Mrs. Hazel Osborne, is in a unique position to be helpful to the parents of the three towns. Mrs. Osborne has known the children for a number of years in the little one room school houses and they come to her as to an old friend if a sore throat or a headache overcomes them. Three doctors and a dental hygienist work with the nurse to bring children's health needs to the parents of the district, and consultations are available and encouraged. The privacy of a cot in a booth is there for the indisposed. The small gym for correctional exercises is a boon. Intramural and interscholastic sports are opening new worlds to the boys and girls of Onteora, many of whom have had little previous contact either as participants or spectators. Wide eyed and fascinated the pupils watch the 700 seats appear and dis- appear, the dividing wall fold away. Even more exciting are the cheerleaders in their brilliant Indian costumes. The music and art departments reach practically every child. All the faculty agree that a child learning to express himself through art or music finds greater freedom in all other facets of living. There is music appreciation. From the tiniest tot who colors Santa's eyes a deep purple to the serious upper classman who intends to use art as a career, the art program weaves its way through the entire program. Once the pupil has completed his elementary classes and is ready for departmental education, his interests more definitive, the central school with its space and facilities shows its real worth. From the first grade through the junior class, every student has personal contact with the guidance department for achievement, aptitude and interest tests. With the results of these before him, the guidance director plans an individual program for each student. If tests show a special aptitude in a particular field of learn ing, the student, after consultation with the parent, is permitted to advance at his own pace, thus enabling him to undertake a broadened and enriched program. Senior year, proving ground as well as the threshold to the future for the graduating class, includes career conferences where prominent local business and professional men and women come in to discuss the employment and career possibilities with the students. Work experiences are arranged for many in and out of the school. The guid- ance director makes the pupils aware of the opportunities for higher education, the state junior colleges, the various college scholarships which often go unused for want of takers. Centralization encourages the youth of rural areas to seek additional higher education along with his city brother. It also guides the mechanically apt and the agriculturally minded into their proper channels. Mr. Traphagen plans a survey of the work opportunities in this area; he keeps contact with personnel offices of industry and employment offices. He makes the students aware of the wide apprentice training op- portunities set up by the state in the fields and trades of horticulture, machines, build- ing, practical nursing, dental hygiene, beauty culture, laboratory research. Mr. Trap- hagen believes that a large percentage of the student population could go on to colleges and technical institutes if they wanted; even where finance is a problem it could be worked out. The agriculture department has organized a branch of the National Future Farmers of America subsidized by Congress. This is a live organization with conferences and contests. The agriculture department concerns itself with reforestation. It encourages students in their home pursuits. One student has a chicken raising project under way. The teacher calls there to give advice; another student who may be interested in cattle exchanges a visit and opinions with a chicken raiser. The department is planning a small truck garden at the school and also a clearance project, both for the spring. Typing, bookkeeping, shorthand, business law are available in the business school department. The teacher encourages every student to take typing for personal use. He thinks that it might be wise to have a fifth year in business education, where graduated students could come back for a year of intensive study. Even graduates of the academic course could enroll. There are two growing libraries with some 2,000 catalogued books and encyclopedias to date. This is supplemented by large libraries from the state. The librarian, working with student aids, encourages a return to the pre-television interest in reading. She sees the school library as a place where reading habits and experience in the proper use of a library can carry over into the rest of life. The librarian uses student help throughout her program. Centralization has laid a cornerstone for a new era for the children and youth of the locale. They find themselves in larger groups with a greater challenge. Through the guidance department, any who are meeting this challenge inadequately are helped in every way to adjust, through tests of their aptitudes, through conferences with parents, pupils and teachers. Already the so-called slow or fast learner is finding his proper level. Parents are invited and encouraged to a very close contact with the school faculty. Already a young but vitally interested and strong PTA is working in cooperation with the school to help it achieve its aims. Since parents have close contact it is natural that the Adult Education Program should have had a big response, some 500 people registering for courses. Viewing the beautiful auditorium and the spacious gymnasium, their possibilities for neighborly living become apparent and one understands why the Onteora Central School is fast becoming known as the Community School. Behind the scenes of the buzzing classroom the administration keeps things running smoothly. Office routines, boiler stoking, transportation, faculty schedules, the cafeteria, the health of the children—their safety, their attendance ... all are part of the vast network of administration details which concern the Principal and his assistants. What impresses an outsider, meeting with the faculty, is its knowledge of the pupil, its eagerness to help him as an individual as well as to help him find his place in the group, also the faculty's cooperative attitude toward projects of his colleagues. Throughout, there is a sense of hope and progress and despite today's pressures and anxieties, inside the walls of the Onteora Central School, the future glows luminously through the eyes of 1,000 young people preparing themselves to cope with a complex world, and perhaps help better it. MR CHARLES TRAPHAGEN Guidance Director MISS NANETTE FORLINI Secretary MANY FIELDS - MANY OPPORTUNITIES! TESTING MR. ROBERT THORNEU English GUIDANCE '3NO AddVH V SI Q1IHD AH11V3H V HAZEl OS ORNE DENTAL HEALTH IS STRESSED AT ONTEORA A PLACE IN THE SUN MR. VINCENT CAREY A field trip to the Senate House and Museum in Kingston, first Capitol of New York State. MR. FRANKLIN SMITH Mathewatia MISS EVELYN STONE Social Studies HIGH SCHOOL Elie parle francais. The tape recorder tells her how well MISS MAUREEN DAVIS languages MR BERNARD STAHL Commerce MR JULES VIGLIELMO Science and Mathematics AUDIO-VISUAL AIDS FOOD for thought SERVICE FOR MANY HOME MAKING MISS EVELYN FOLCHI 1 i ART MRS ELSIE DIBBLE KinJJrgarten MRS. FRED - WATSON Fifth - rode MR. ANDEW SHEKITKA Math 4 Science MRS. LEN LORENZ Matron MISS BETSEY MAY MRS. KATHERINE WAGENFOHl THE PAUSE THAT REFRESHES AGRICULTURE INDUSTRIAL ARTS LIGHTS-CAMERA ACTION DOGPATCH DAY SADIE HAWKINS DANCE EXECUTIVE COMMITTEE DRIVER EDUCATION ADULT EDUCATION ADMINISTRATION MR REGINALD BENNETT District Superintendent BOARD OF EDUCATION MR. LESTER SHULTIS. President Mr. FRED CURE MR. LEONARD FORD MR. PHILIP GORDON MR. JOHN HAGGERTY MRS. JANIE SILKWORTH, Treasurer MR. HARLOWE McLEAN MR. JUSTUS NORTH MR. HARRY OSTRANDER MR LAUREN PETERS MRS. MABEL WEIDNER, Tax Collector Acknowledgements SPONSORS PAUL HYDE HARBACH, I. O. A. SLUTZKY, M. KRAMER SONS, INC., FRANK H. McENANEY, INC., E. W. TOMPKINS CO., INC., Roger Baer Studios Balding Products, Inc. Century Cement Mfg. Co., Inc. Walter Davenport Sons Detroit Supply Co., Inc. A. H. Gildersleve Son T. S. Green Stage Equipment H. Horton Company, Inc. Kaplan Furniture Company King’s Landscaping Company Kingston Auto Dealers Assoc. Kingston Trust Company F. B. Matthews Co., Inc. Metropolitan Equipment Corp. Miron Rapid Mix Concrete Co., Inc. Austin R. Newcombe Co., Inc. ARCHITECT GENERAL CONTRACTOR PLUMBING CONTRACTOR ELECTRICAL CONTRACTOR HEATING CONTRACTOR J. C. Oleson Seating Co. Henry A. Olson, Inc. William O’Reilly, Inc. Pine Hill-Kingston Bus Co., Inc. Potter Bros. Sporting Goods Schwab Bus Company, Inc. Shapiro’s Paints Singer Sewing Machine Co. Ben Sklon Herbert E. Swane The Borden Company The Callanan Road Improvement Co. The Wonderly Company, Inc. Ulster Distributing Company B. D. Van Kleeck Joseph Yerry We also wish to express our appreciation to Miss Edna Ficks, Principal, Prospect Heights High School, for the quotation on page three; to Mrs. Rose Porter, without whose guidance and help this book would not have been possible; and to the members of the dedication committee. iagSggSS 5-. : v.Y'