River Rouge High School - Vigilant Yearbook (River Rouge, MI)

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eg 3 PRINCIPAL HARVEY M. ROSA THE VALUE OF DRAMATICS IN HIGH SCHOOL Jus+ why Dramalics in High School? A generalion ago lhere were few people in high school who were noi definilely planning fo enler college. Dramalics, as such, in lhe minds of lhe men who were responsible for college enlrance slandards, had noi apparenl value as prep- arafion for college. Those men were concerned only wilh lhe candida're's knowledge ol concrele facls. As The high school enrollmenls increased, due Io changing modern indusirial and economic condilions, a lesser propor- lion of graduafes planned fo enler college. Il became neces- sary, lherelore. lo lhinlr of lhese high school graduales largely as fufure cifizens of Their communify and noi as po- leniial candidales for college degrees. Since only a small number oi Ihe qraduales of high schools conlinue in college, if becomes of vilal consequence Ihal' during lhese four years every efforl' be pu? forlh lo discover lhe polenlial possibilifies of lhese young people. If is, lherefore, our definile obligalion To prepare Ihem. as com- plelely as 'rhe fime spenf in high school will permif, Io become useful cilizens of lheir communify. Dramafics offers a wonderful opporluniiy for 'rhe develop- menl of Ihal human qualify which we have seen Iii' 'Io classify as personalify. No ofher subiecl' which Ihese young people may choose offers The same advaniages for Ihe developmenl of poise, ease and grace in meeling people, and fhe ability io carry on a fluenl and enlerlaining conversalion-all of which go info ihe make-up of personalily. Whefher a young person is evenlually lo become a parl' of an induslrial con- cern, lo manage a beauiy parlor, fo lill a posifion in some office, or lo be lhe proud 'falher or rnofher in a happy home, lhese qualifies are imporianl for his success. Thus, we have Dramafics in high school. -H. M. Rosa. I 1

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SUPERINTENDENT ALEXANDER MCDONALD DRAMATICS IN THE MODERN HIGH SCHOOL The average cifizen has many misgivings abouT whaT con- sTiTuTes an educafionz neifher are The educaTors Themselves in full agreemenT. To define whaT educaTion is gives him much Trouble buT he will agree wiTh you ThaT educafion is a wonderful Thing and accordingly believes ThaT every high school should give some evidence of iTs promoTion. Moreover, The many direcfions in which The high school pupil is sfimulafed Today puzzles ofhers. The field of drama- Tics is one of Them, Always desiring To be chariTable when iT comes To The evaluafion of dramafics, he concludes Thaf All work and no play makes Jack a dull boy and leTs iT go aT ThaT. ln ThaT conclusion we believe ThaT he is cynical as well. Thaf fellow usually measures educaTion in Terms of one's capacify To make a living only and overlooks anoTher valuable elemenT, how To live-one of The greaT fundamenfals of a well-balanced life. ln dramaTics or acfing, The porfrayal of oTher people, The sTudenT sTeps ouT of hirnself, as iT were, inTo The life of an- oTher. To do so wifh ease, fidelify, grace and skill requires Thaf he inTerpreT The inTenT and The ThoughT of him inTo whose shoes he sfeps Tor The Time being. ThaT underTaking requires self-analysis: How can I, an awkward and Timid creaTure, represenT Trufhfully The characTer ThaT I am To as- sume: To avoid The piffall of uTTering his words in a parroT- like, sing-song manner, words ThaT convey no meaning? To suiT The word To The acfion required is no easy Task, and does noT come abouf by merely memorizing a few lines alone, and Then repeafing Them on The sfage before an audience and expecT The laTTer To supply The deficiencies Thaf may Thereby occur. Anyone in doubf has buf To ask a parenf whose son or daughTer has aTTended The seemingly endless rehearsals required by The able dramaTics Teacher,Mr. Corda Horfon oT The high school sTaff. To make a long sTory shorT, The sTudenT derives many life benefifs from masTering The lines of any worfhwhile characTer and suifably porTraying Them in appropriafe acfion. OuT of ThaT Trying experience, well done, The sTudenT has had many opporTuniTies of how and whaT To Think, and acT. From iT he gains poise, modulaTion of The voice To suiT The acTion needed, ease and grace of body, and movemenT Throughouf The play. The analysis of self in Terms of all The acfing done by The casT oTfers a mosT fruiTful source for personal developmenf. AnoTher benefiT from acTing Thaf is a greaf value Too is ThaT of cooperaTive endeavor, a fundaa menTal need in a democraTic socieTy. One can noT live and work successfully alone in America. Moreover, There is add- ed, if The drama selecTed is good, many new words, expresa sions and ideas Thaf widen The sTudenT's horizon. DramaTics Therefore has a legiTimaTe place in any modern high school curriculum, nof To sTress iTs excellenf public relafions value. -Alexander McDonald.

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J. I. HARRINGTON MYRTLE I. HAYNES EUGENIA KOSINSKA RAYMOND H. LA FREY VIRGINIA DEAN EVERETT TRACY F. DENNINGER HELEN BISHOP EUNICE BRAKE DORIS BUTLER ROGER H. CARRINGTON GEORGE COOPER MARGARET DALY HELEN BISHOP Commercial J. I. I-IARRINGTON Assisianf Principal I-lead of Social Science Deparlmenf Universiry of Michigan, A.B. ancl A.M. EUGENIA KOSINSKA English, Social Science Universily of Michigan, A.B. VIRGINIA DEAN EVERETT Home Economics Michigan Slale Normal College. A.B. MYRTLE I. I-IAYNES Social Science Wayne Universify, B.S. and A.M. RAYMOND LA FREY French, English Wayne Universify, A.B. Universify of Paris TRACY F, DENNINGER Social Science Michigan Slare Normal College. A.B. I 3 Ferris Insliiufe, B.S. ROGER I-I. CARRINGTON Indusfrial Arls, Pulolicalions Sfouf lnslifufe, B.S. Wayne Universify. A.M. EUNICE BRAKE English Universify of Michigan, A.B. and A.M. GEORGE COOPER Science Weslern Sfale Teachers' College B.S. DORIS BUTLER Girls' I-Ieallh and Physical Educalion Michigan Slafe Normal College B.S. Wayne Universify, A.M. MARGARET DALY Science, English Marygrove College. A.B. Universily of Michigan, A.M. I I