Sharon High School - Mirror Yearbook (Sharon, PA)

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f. o o 0 0 i MISS McBRIDE miss McMullen MRS. ROBERTS 0 MR. REANEY 0 § a MISS FLEMING MISS BROWN MISS MADDEN MISS BOYD © 0 O O

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o • $ o Administration Department The duties and problems which devolve upon the Administrative Department of a large school are many and varied. Unless considerable time and thought are given to planning and organizing, much aimless and ineffectual work may be done. Like generals, planning for a battle, so must the faculty devise, as it were, the plan of attack for the school. One of our objectives is to offer a curriculum of different courses so that the students may prepare for college, or prepare to go directly into an active world of various vocations. Here we face the task of meeting the college entrance requirements, the requirements of the State Department of Education, and the immediate and practical requirements of the vocations of our community into which a majority of students enter immediately after or before graduation. It is, therefore, our purpose to teach the student to master the different subjects in the course which he chooses, so that he may use them as tools in carrying out a life of usefulness for himself and his fellows. We plan to give students a knowledge of the world’s principal vocations, showing their requirements and their returns, thus helping them to make a wise choice of their life’s work. We aim also to give an appreciation of our inheritance of a great government which our forefathers wrought out in toil and sacrifice. Here we may learn the functions, the problems, and the needs of our government and thus be able to understand and practice good citizenship. To develop cooperation and the art of self government, we encourage student participation in the management of the school. Here we would insert a word of appreciation for the fine and helpful attitude of our student body. The selection of texts which effectively fit into our courses in point of content and time is a difficult and important problem. A text may be an efficient and pleasant guide or may be the cause of educational indigestion. Hut more important than the selection of texts is the selection of the faculty. Blessed is the school whose faculty is made up of able, well trained, healthy men and women, who understand boys and girls and who mainly count their gain in the joy that comes from seeing young folks develop into the finest possible types of men and women. Here in the faculty lies the power, the light, and the life of the school. There are a multitude of details such as record keeping, the promotion of cultural and practical projects, school publicity, health promotion, and development and maintenance of the school’s physical equipment, but our page has room for only one more major aim, and that is the development of a fine school morale. A desirable school morale is the something that makes our hearts sing a warm song of loyalty to our organization, that makes us take pride in raising our standards to higher levels, that fills us with a spirit of helpfulness and cooperation, that makes us unconsciously thoughtful and courteous toward all, that banishes petty fault-finding, black gossip, selfishness and low desires, and that inspires us in all we do as individuals or as a group, to do with an efficiency and with a dignity that is uplifting. P. A. Jones

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 0 0 0 English Department When the pupil enters High School, he is equipped with the simple English fundamentals which he has acquired through the lower grades. In the Eighth Grade a review of these fundamentals is given. Here the teachers impress upon the minds of their pupils the importance and practice of speaking and writing good English. The pupil must now further th's knowledge, not through memorizing rules, hut through a practical method. When he enters the Freshman class he learns different me.hods of dealing with the difficulties of grammar, but still has his book of rules which now he may call a handbook. Through the study of such books as “The Merchant of Venice,” “The Sketch Book” and “Ivanhoe,” and through oral and written original productions he puts into practice what he has learned. Here more emphasis perhaps is placed upon the original composition than upon anything else. The Sophomore, more accustomed by this time to High School requirements, pursues his advancement in the study of English by studying types of characters. To this end he is encouraged through the authors, Scott, Elliot, and Shakespeare. In the Sophomore year too, is stressed the review of rules. The book report here as well as in other classes is an important part of the work. The Junior English class enters a world of still greater interest. The study of the classics is contrasted with the work of modern writers. Unlike former years the Junior year is almost purely literary, and it takes up the study of American writers. It is in the Junior and Senior years that the most emphasis is placed upon originality. Original familiar essays both for class and “Mirror” production form as much instruction as the text-book. The Senior year is also devoted to literary work chiefly. The student, while studying the beginning and progress of literature, must try his own hand at writing sonnets, lyrics, ballads, and essays. Milton, Shakespeare, Tennyson, and Jonson serve as fitting examples for this work. After the completion of such an English course the student ought to be well equipped for whatever he may do in the future. Elizabeth McMullen Thiel College, A.B. Columbia University, M.A. Eng. IV-III Rowena McBride Grove City College, Lit.B. Eng. IV Maude Blair Roberts Allegheny College, A.B. Eng. II-III J. I. Reaney Westminster College, Ph.B. Eng. I-II Virginia B. Fleming Ohio Wesleyan University, A.B. Eng. I Kvelyn Brown Oberlin College, A.B. Eng. I-II Mary Miner Allegheny College, A.B. Columbia University, M.A. Eng. I-II Bessie Eckles Ohio Wesleyan University, A.B. Eng. ii-m Florence Boyd Westminster College, A.B. Eng. VIII Estella Madden Pennsylvania State College Eng. VIII • • O -3D • OS O ' 0 © 0 0 0