Palmer High School - Terror Trail Yearbook (Colorado Springs, CO)

Page 16 text:

Tactful Task Masters I. Albrecht, Wisconsin, to develop initiative, good workmanship habits, visualization, accuracy, neatness, and insight with Mechanical Draw- ing. . . . E. Allen, University of Illinois to teach life's prospects and problems and control of them in respect to commercial. . . M. Avery, Olivet College, Hto make chemists think instead of jumping at con- clusions, and no memorizing. W. Ballinger, William Iewell Col- lege, through Mathematics to higher science and engineering. . L. Bateman, Colorado College, try- ing to teach English to the young. . . M. Bateman, Colorado College, to accommodate Mathematics to living problems, surveying, industry, and statistics. I. Bischof, Colorado College, to jog students awake with Iournalism and see if they can get mentally curious. . . T. Burbrink, University of Illinois, to give a rounded program of Physical Education. . . F. Carmody, University of Colorado, under- standing of speech and writing fundamentals and an appreciation and enjoyment of literature. W. Davis, University of Denver, Hendeavoring to make Geology interesting to the general student, and not a specialized science. . . . E. Dessaint, University of Wiscon- sin, to picture Roman life and civil- ization through Latinf' . . . O. Ecke, Colorado State Teachers' College, to get pupils to think accurately and to read good English. I. Erps, St. Marys College, general physical development through Physi- cal Education. . . F. Fink, H. Clark Thayer Conservatory of Music, to promote band and orchestra. . . E. Fowler, Colorado Aggies , to teach neatness and accuracy and a regular trade practice in the Print Shop. A. Freeman, Colorado College, to teach appreciation for life and cus- toms of foreign people through Spanish. , . C. Graves, Colorado College, Uto teach Biology from a cultural point of view by introducing certain fundamental facts, . . . E. Hale, Colorado Aggies , 'Ain Auto-Mechanics to teach respect for the other fellow's problems.

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ADMINISTRATION Mr. Corning . . Mrs. Moore . . . Miss Frike . . . Mr,Roe Mr. Wasson . . Miss Males . . . Miss Wiley . . . Mr. Anderson WRINKLES AND GRAYING TEMPLES arrived before their time for these conscientious workers. The Hbig boss was Mr. Corning who, as superintendent of schools, was the first advocator of the new C. S. H. S. An up and coming director, he was all for any new and modern methods of education, if he thought that they were needed and could be put to practical use. An immense responsibility is his because he has to direct the work of the entire school system. Examinations and curricula were arranged by the guiding hand of Mr. Wasson. Due to his untiring work and understanding of the subjects taught to the younger students, green grade school graduates learned something of what they might have to undergo in the big world of junior high and later of high school. Dabbling in this and that and sticking his nose into everything is our genial principal, Mr. Roe. Organist, hiker, and master of the classics, he sees to it that all noses keep to that certain grindstone and that the old school continues running in apple pie order. C. S. H. S.'s office wouldn't be the same without the efficiency of the staff composed of Miss Wiley, Miss Frike, Miss Males, and Mrs. Moore. Secretary to Mr. Anderson, Miss Wiley records the whereabouts and whatabouts of all school organizations and their money matters. A miniature F. B. I. is run by the official registrar, Miss Frike. She knows everything about everybody because she files and enters each students grades on a permanent record card. Miss Males can tell you exactly what a good excuse is and more exactly what a common alibi is, for to her ears come all reasons for tardiness, illness, and hooky playing. Worried students go to Mrs. Moore, the C. S. H. S. matron, who looks after the N. Y. A. work of the school. Chief urger-on-er and pincher of pennies is the budget balancer, Mr. Anderson. Financial difficulties are his dish, and he also sees to it that C. S. H. S. salesmen and women canvass everyone in the city and sell gobs of tickets to each and every high school activity. 11

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D. Haley, Cincinnati Conservatory and University, to train singers so they can enter any of the best choirs. . . R. Hampshire, Colorado College, 'Aa Speech course aimed to adjust pupils to their social environ- ments. . . , F. Handke, Colorado College, to teach people to be happy through their own person- alities by Speech expression, E. Hedblom, Colorado College, to make Physiology practical and use- ful. . . , C. Horner, University of Wisconsin, to teach, by Commercial Subjects, that life's pleasures depend on economic independence. . . . R. Huber, Columbia University, Hto help girls develop a sane and scien- tific knowledge and understanding of individual and family problems through Home Economics. F. Hunter, Colorado College, Alto stir a thirst in the mind that will lead the pupil to gratify himself. . . . L. lack- son, George Washington University, to teach Biology students to see what they look at. . . . L. Iohnson, Colorado College, Uto develop in- dividual thinking and make good citizens through Social Science. N. Iuden, Colorado College, to teach up-to-date business training and use of English in business. . . . F. Langridge, Colorado 'iAggies to teach the use of hands through VVoodwork. . . E. Lee, University of Denver, to teach pupils to speak and write English with special refer- ence to business situations. O. Lee, Chicago University, to develop, in History, the qualities necessary for citizenship in a democracy. . . . R. Lee, Colorado College, Hto teach the handling of Algebraic equations demanded in many branches of science. . . . A. MacKenzie, Colorado Aggies . to promote a skilled use of metals. R. Monroe, Oklahoma University, art to aid students in appreciating art and nature through theory and practice. . . . E. Parsons, Columbia University, in Art History to get students interested enough to study and learn after leaving school. . , . R, Patterson, Wellesley, to promote powers of observation and develop- ment of imagination in life.