Polytechnic High School - Polytechnic Student Yearbook (Los Angeles, CA)

Page 33 text:

EugeneSmith M. Sturdivant E. Zechmeister F. Ai, ., .. . M. Gardner J. Carrick G. Davis P. French J. Chernus A. Takahashi G, Brigantino E. White Mr. Pratt M. Messina J. Van Nada Earl Smith GIRLS ' SELF-GOVERNMENT Mrs. Dasso, Adviser Mary Sturdivant President Fusako Aizawa Vice-President Minnetta Gardner Secretary Gertrude Davis Desk Chairman Alice Takahashi Halls Chairman Edith White Treasurer BOYS ' SELF-GOVERNMENT Mr. Pratt, Adviser Eugene Smith President Eugene Zechmeister Vice-President John Carrick Mario Messina Earl Smith James Van Nada Gus Brigantino Paul French Joseph Chernus Secretary Bounds Chairman Assistant Bounds Chairman Cafe Chairman Campus Chairman Desk Chairman Halls Chairman 2 9 SUMMER 1935

Page 32 text:

D. McCauley A. Barcellona M. Katich M. Sturdivant P. Jones F. Taggawa F. Aizawa M. Pressler J K.illDlrh L Diiiv R. Gwartney C. Zink M. Manning W. Haggerty E. Gehl Mrs. Dasso GIRLS ' SELF-GOVERNMENT Mrs. Dasso, Adviser Pauline Jones Maxine Manning Antoinette Barcellona Fusako Aizawa Mary Sturdivant Eloene Gehl Louise Berry President Vice-President Secretary Desk Chairman Halls Chairman Campus Chairman Student Adviser BOYS ' SELF-GOVERJNTMENT Mr. Pratt, Adviser Dan McCauley President First 10 Weeks John Kalinich President Second 10 Weeks Fernando Taggawa Martin Pressler Carl Zink Richard Gwartney Mike Katich William Haggerty Secretary Bounds Chairman Cafeteria Chairman Campus Chairman Desk Chairman Student Adviser WINTER 1935 2 8

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SELF-GOVERNMENT REPRESENTATIVES Outstanding in the advancement of secondary education during the three hundred years of its evolution is the for- ward step youth has taken in becoming an active participant in school affairs. Ideas of education based on the principle of harsh discipline by a government in which the student has no part or feels no sense of responsibility, have com- pletely disappeared. In their stead has developed a new policy. Tbis places a share of school supervision in the hands of its young members to the extent that they partici- pate in directing not only all extra-curricular activities but also a great deal of their own discipline. This policy has focused a new light on the position of the American teacher. No longer is the instructor the old type of schoolmaster conspicuously leading his classes with a rod in one hand and a textbook in the other. Educational advancement has placed the pupil beside the teacher. Now the latter ' s function is that of companion and adviser. He provides friendly, helpful guidance, teaching young people how to work and how to put their knowledge into practice, but he does not solve their problems for them; he encourages initiative and creative effort rather than imitation and mere repetition WINTER 1935 3