Peru High School - Narcissus Yearbook (Peru, IN)

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NARCISSUS, 1933 G. W. YOUNGBLOOD Superintendent of Schools N the early history of our country, school cities were divided into districts administered by school commit- tees. These groups looked after the certification of teachers and their election, selected textbooks, superin- tended buildings and grounds and directed the instruction. After more than a century of evolution in school admin- istration citizens came to believe that the schools of a city could be better managed by a group of people called, in many states, the Board of Education, but in Indiana Peru Public School System By G. W. YOUNGBLOOD called the Board of School Trustees. The Board of Edu- many as forty-three members. work more economically and large body, consequently the reduced until a board seldom cation in some states had as A few persons can always more efficiently than can a number has been gradually has more than five members. Peru has only three. The members of the Peru Board of School Trustees are elected by the city council for a term of three years. The Board of School Trustees, as the representatives of the people, determines the general policy of the school system. After a policy has been determined its execution rests with the executive officer employed by the Board, the superintendent of schools. He directs the school organiza- tion and supervises the instruction given therein through his principals and supervisors. The Clerk of the Board keeps necessary records and furnishes information for the administration of the finan- cial matters of the Peru School City, and for the purchase of supplies. The stenographer, Miss Dora Toepfer, attends to the correspondence of the superintendent and assists the clerk in record keeping. The public schools constitute the greatest institution in Peru. Approximately twenty-five hundred children attend the Peru Public Schools, of Whom eight hundred fifty are in High School. It is through the schools that our democ- racy has existence. Government by the people would de- teriorate Without publiC schools. fcontinued on Page 282 BOARD OF EDUCATION A. H. COLE J. H. JENKINS ROSCOE COOMLER GLADYS MCITOWELL President Treasurer Secretary Clerk 4

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W THE THE NARCISSUS Published Annually By THE SENIOR CLASS QF PERU HIGH SCHOOL Peru, Indiana i933 STAFF W Editor-in-Chief MARJORIE BEAL Business Manager ROBERT McCLAIN Associate Editor HUBERT BRUNNER Junior Assistant Editor LOREN CUNNINGHAM Junior Business Manager ALBERT COLE School News and Calendar KENNETH GRIGGS ELIZABETH HUNT Humor KATHRYN HEBBE RUTH HICKERSON JOHN RIDENOUR STANLEY EGNEW Athletics SUMNER OGDEN CHESTER HOWENSTINE Art PAUL EBERLE EVELYN HOLLARMAN Sales Publicity LEWIS GREENWALD JOHN BETHEL FRANCIS WILSON Typists MARGARET KOEHNKE MARIE GREENWALD Reporters KATHRYN LOUGHRAN VERA MORRIS LORNE DOUD EDWARD MOSHER MARY ELLEN SHARP MARY HELEN WENDT RICHARD BRINER Circulation WILBERT THEOBALD, Mgr. FREDERICK HAAS CATHERINE GAMBEE MARY ROBERTS JEAN ALLEN ROBERT SMITH NOLAN WORL AUDREY GURTNER SHIRLEY TILLETT Faculty Advisers LEOLIN E. LONG - CARL JENKINS CONTENTS Peru Public School System G. W. Youngblood SS,..,,.,, a.aSSa,a.....,.. ,.,a Faith In Education, J. P. Crodian Slaa,.,,,SS History of Peru High School ,........l..,a, Classes Seniors SS...SSSSaaa......ll.SaaSaaS ..... Post Graduates I .... ..i.. . . Juniors ss,...,,s..,,,....s, Sophomores ...,..si,l , Freshmen ss..s....is..... . ...... Student Improvement ..,,.... English .......Ts..,,sssss..,sss,,,,........ssis Mathematics ,.ss,ss Science ..i..,s,,. ssss History .,,s.ss,s. Narcissus sss.,ssss Peruvian .,ssss....., Yss, Commercial .sl,,..,,., Industrial ,...v,sss,,,s..,.....,,.s Home Economics ,ss,...,.... Foreign Languages ssssss.... Art .i,..v,........... s,.........,........sYs,ss Bible .........si,s.s..,,.sss,..i...w..w.,. Library ,i.,., Music ........ Health ....i,... Athletics .....s,i ..,s..sss........s...,srs Calendar .,,Yss..s...s, .,,......,.,............s,..., Advertising and Jokes PAGE 4 5 6 7-20 22 24-25 26-27 30-31 32 34 36 37 38 40 41 42 44 46 47 I 48 49 50 51 53 54 64 66 IQRINTED BY ENGRAVINIIS HY SENTINEL PRINTING co. edfgirlv THE FORT WAYNE LNCRAWINC ro pERU. INDIANA FORT WAYNE. INDIANA

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FAITH in EDUCATICN by J. P. CRODIAN NE sometimes comes to feel that on the shoulders of the school is laid the burden for all that is wrong in modern life. Confusion in government, confusion in business, confusion in morals-all are laid at the door of the school. There is apparently, too, little realization of the fact that the school is only one of the cooperative agencies which support and advance civilization, and that it cannot take the place of all. We are molded and shaped by the forces of our environment as a whole, not altogeth- er by any one part of it. The neighborhood, the home, civic influences, movies, radio, popular literature, newspapers, personal examples and influences in business, in the pro- fessions, in politics, in public and private life-all of these work to set and determine standards. I do not believe that any attempt to justify what education in the American high school has accomplished can be complete or accurate that does not take into account the fact that the school has to do its work against many things in our life that tend to de-educate. We try to develop a certain intellectual and yet all about our students are powerful maturity, appeals addressed to the immature mind-the more sen- sational of our newspapers, a Hood of cheap magazines, bad movies, a whole equipment for developing and fixing a stock of ideas at a permanent childhood level. We try to speak of civic responsibility, and yet we know how much there is against us in American life. We work for character formation, in an age that is confused and uncertain regarding its own ethical standards. We cannot judge the results of what we do as though formal educa- tion were the only force at work in our lives. What hap- pens to the individual is the result of the complex inter- relation of the whole battery of forces, of which the school is but one. I do not believe that, judged in such terms as these, we need to apologize for our results. The American high school, like all human institutions, has its limitations and its failures, nevertheless, the officials of the school always look to the future for ways of improvement. Let us not forget this fundamental fact: that it has opened the door of increased opportunity, usefulness and happiness to millions of American citizens. Our system of education, broadly conceived, is and must be the main reliance of our country for its future. Out of these troubled times there comes a new challenge to us, a challenge to our faith in education. NARCISSUL1933 J. P. CRUDIAN High School Principal Sixty-five years ago the Southern states found them- selves in a condition of destitution such few regions have faced. Every institution was bankrupt, currency was without value, the best of the South's young men were dead on the battle field. What lay ahead was a rebuilding from the foundations. It took a generation for the South to be able to satisfy the elemental necessities of its life. It could do very little beyond that. But as hope came back, and the people began to have a little leisure for thought and for anticipation of the future, they began to be con- scious that among a self-governing people the road to ad- vancement must lie through education. Governor Aycock of North Carolina spoke with the voice of that generation when he said, in a phrase which embodies a whole philos- ophy of education, We in the South are too poor not to educate, and, today, in the midst of our difficulties, those who have a genuine faith in education and in what it means to a self-governing people must agree that we are too confused, too depressed, in too much trouble not to educate or to seek an education. The school can no longer live apart from the realities of American life. The American tradition, American as- pirations, the conditions of American life today-economic, political, moral, aesthetic-must be subjects of study in the American school. A large number of educators of to- day believe that education will be far more significant in American life in ten years than it is today. The American people have not lost their faith in education. They are clamoring for more education. They see that education is indispensable. Modern society does not welcome the rough diamond. His popularity vanished with the fading of the frontier. Education, that is, refinement, has become The immediate jewel of our souls. 5