Peru High School - Narcissus Yearbook (Peru, IN)

Page 14 text:

i Our Superintendent The schools of Peru during the last three years have been under the able management of l. P. Crodian. He has grown into his job and has brought to it an ability and experience that has given him vision of its future needs. Mr. Crodian is a real Peruvian, pro- moting all civic activities, cooperating with state and local authorities, serving on committees of the Kiwanis Club, of which he has long been a member, and earning a reputation as an able leader. l-le was graduated from Indiana State Teachers College, received his A. M. degree at Columbia, and has attended Chicago University. l937 marks his thirteenth year in the Peru schools, first as a teacher, and afterwards as prin- cipal of the high school. This back- ground of teaching ability and civic service combines to make him the suc- cessful and popular superintendent of schools he is. Miss Virginia Guisinger is clerk in Mr. Crodian's office. l. P. CRODIAN, A. M, Choose Carefully -- Plan Wisely Most people are following a career into which they were led by accident, pressure, or opportunity. The minority are engaged in pursuits which they deliberately chose while young and for which they specially prepared themselves. lf we keep pace with the on- ward march of progress of this age, we must appreciate the big things done in a big way. Cities are expanding into the prairies, buildings are rising eighty stories into the sky, air- planes are soaring among the clouds and over the North Pole. To be a worthy citizen we must take part in this great activity. To do our part well, we must choose carefully and plan wisely our life career. lt is true that many persons have drifted into their vocations without choosing them carefully or without preparing for them, and the results are seen all around us. Many to- day are discontented and dissatisfied with their lot in life because they have not chosen their vocations with care, but have merely drifted into them. Many are still drifting, and thus what might have been a useful and happy life is wholly or partly wasted. Even though some realize their folly as they grow older, it is often too late to begin at the bot- tom of some other trade or profession and learn it. You can profit by avoiding the experience of those who failed to plan their careers. The tendency today is to choose wisely and carefully the vocation in which we are not only interested, but for which we are best fitted. We realize more and more that each individual has some native talent which fits him to do one task better than another. lt is our duty to find that native ability we have so we may choose the vocation which will enable us to contribute most to humanity and which will in turn make us happiest. We are, therefore, charged with an immense responsibility if 'r'lff we are to be successful. Miss Virginia Guisingcr ioj

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I H. IENKINS GLADYS McDOWELL W, A. CUNNINGI-IAM W. A, HAMMOND TREASURER CLERK PRESIDENT SECRETARY The Power of The Schools The philosophy underlying the public school holds that in a democracy education must strike its roots freely into the subsoil of society and draw from it new and fresh elements of life and power. lt also holds that the diffusion and the advancement of knowledge among all the people should be the first great care of any commonwealth. The more widely the school seeks to diffuse and advance knowledge, the more faithful and farsighted does the commonwealth become as the trustee of a sacred inheritance, and the deeper is its sense of responsibility. The public school, despite the obstacles in its progress, has given the American people opportunities which they could not have enjoyed in equal measure by any other means. Underlying the school is a wholesome phi- losophy which has served and continues to serve a noble purpose. lts power is in its aim. Our own local school board has accepted this challenge and is endeav- oring to provide opportunities for the youth of our city.

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Schooling for Constructive Citizenship It is not a difficult task to chart the business gains for any given year. Such is not the case with education. The growth of boys and girls in learning, attitudes and charf acter is elusive, intangible, and difficult to measure. To be sure, trends in education can be shown in number of pupils, teachers, buildings, and total school costs. Yet, these are only surface trends. Schools in a democracy exist for something far more fundamental. They exist to bring about changes in the way boys and girls, men and women think, feel and act. ln l937, we are unable to answer the question, What did the schools contribute to the nations advancement and culture during l93E5? Time alone must answer this gues- tion. .Schools are of vital importance in creating and maintaining a democracy. Although the depression hit the schools a severe blow, the public of today, with more money in workers' pockets and with bigger profits from industry, is coming more to the support of the new educational programs. Progressuze schools realize their-the citizens of-tonrofrow musfbe trained to solve the social, economic and political problems that they will eventually faceg they realize that knowledge of subject matter alone does not prepare boys and girls to solve the many perplexing problems that arise in a complex social order. The most useful schools in creating an intelligent and enlightened citizenry teach life problems. They place a new emphasis upon the study of crime, politics, money problems, home relations, distribution of income, campaign issues, world politics and many other such topics. American schools are changing. No longer do they plod along on the three Rs They deal directly with life. Will todays children, grown-ups of tomorrow, vote, buy, live with more understanding than those of today? The answer lies in the support given the schools by the citizenry of today and the way in which the schools react and use this support. -V. F. DAWALD. Our Principal Mr. Dawald was born and received his early education in this county. His first two college years were spent at Indiana University, the latter two at Manchester College where he received his A. B. degree. His desire to keep abreast of teaching requirements is shown by the fact that he afterward spent a year at Indiana State Teachers' College where he received his I-X. M. degree. Mr. Dawald has completed a years work beyond the Masters de- gree, preparatory to a Ph. D. degree at lndiana and Wisconsin Universities. Combined with his zeal for teaching is a keen interest in public service, for much of his time has been given to civic betterment, He has been president of the local chapter of the Red Cross and a member of various committees on public welfare and civic development. The modern requirements of community service and public interest which must be combined with teaching ability ar well shown in Mr, Dawald, our princ - pal.. Miss Helen Greiner of the class of l936 is clerk in the principals office. MISS HELEN GREJNER V. F. DAWALD, I-X. M. fill N 0