Peru High School - Narcissus Yearbook (Peru, IN)

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Mr. Delph .... transferred from Iunior High at mid-year .... worthy addition 100 FCLLIES CF TI-IE FACULTY RDMINISTRATION- - Mr. Godwin .... kept us all in line .... assumed the Mishawaka principal- ship immediately after Christmas. Mr. Bateman .... we have found our new leader capable and progressive . . . .we like him. . . .favorite quote. . . . Those are some of the things that we should think about. OUR BRAIN BUILDERS- MATHEMATICS DEPARTMENT Miss Wilson .... efficient assistant principal .... stoocles always have their lessons-for her .... teaches geometry. Miss Reed .... math is her forte .... sponsors Student Council .... her room rivals a greenhouse. Mr. Rufe .... the Don Iuan of the math department .... helps keep Peru High funds straight. SOCIAL SCIENCE DEPARTMENT Mrs. Challis .... makes history lively .... common threat- Go to the office . . . .an individual we'll remember always. Mr, Gilbert .... springs tough tests on freely-perspiring, unsuspecting in- mates of cell 310. . . .best known for Hi-Y sponsorship. Mr. Middlekauf .... teaches safety .... coaches tennis team .... same old racket .... believes that brawn is important .... also assists at football and basketball. to our faculty .... teaches Problems .... senior sponsor. Tt-IE PRINCIPAL SAYS: High school students today as never before need to build for the future. At one time in the history of our country one could allow his or her future to take care of itself, and it usually did to the mutual advantage of the individual and society. Tomorrow's future, in our age, will not take care of itself. We must build and prepare for our futures. Build your futures not of inferior materials that are easily destroyed, but construct them on solid foundations that will be of everlasting satisfaction to you. Build your objectives and aims for life so that failure due to malad- justment will not be your reward for a life-time of effort. Build not for today but for the tomorrows that are to come. ' -Mr. Bateman.

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TI-IE GUIDING FCDIQCES The Board of School Trustees of the School City of Peru consists of persons who take their task of promoting popular education with exceptional zeal and earnestness. They aim to take a progressive attitude on all problems affecting the schools of our community. ln this direction they have thus far manifested constructive leadership. Under the capable guidance of the Board, kindergarten education has been made available to children, a progressive city-wide health and recreational program has been organized, school grounds have been expanded and beau- tified. Climaxing their constructive administration of this year will be the com- pletion of the new high school addition and gymnasium. The members of the Board have sought to articulate the work of the school with that of the business and industrial life of our city, thus preparing the youth of our city for their life work. We students, our parents, and citizens of Peru are indeed fortunate in hav- ing such a well-qualified Board to carry on the business of our public schools. Tt-IE SUPEIQIIXITENDEIXIT SAYS: The Peru public schools are attempting to present the max- imum of educational opportunity to all the children of our com- munity, and to cooperate to the fullest extent with agencies for social welfare and character building. The Peru schools recognize their obligation to the individual child. We are aware that great individual differences exist among the twenty-five hundred school children in the city. The schools should provide an opportunity for each child to make continuous growth at his own rate of development, based upon his native ability. We must respect the personality of the child and see to it that he has an opportunity to develop to his fullest capacity for living a happy and effective life. We accept the principle that the social development of the child requires opportunities for participation in group activities. We believe that learning takes place where there is purposeful activity. Furthermore, we think that learning is effective only when accompanied by the emotional factor which we call in- terest. Every lesson must arouse some emotional response within the child which stimulates his purpose and drives him to the performance of a worthwhile task. The Peru schools are attempting to train pupils to think clearly about social problems, to teach tolerance of other peoples opinions, cooperation in worth-while tasks, fair play and honesty, both in and out of school. These ideals have been accepted and tested throughout the history of our American democracy. -Mr. Crodian.

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