Sharon High School - Mirror Yearbook (Sharon, PA)

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□□□□ □□□□ BBSS □ □□□ □ □□□ W □ □□□ □ □□□ □ □□□ □ □□□I □ □□□ □ □□□ □ □□□ □ □□□ □ □□□ □ □□□ □□nn □nan □□□□ □□□□ □□□□ □□□□ □□□□ □□□□ □□□□ □□□□ □□ □□□□ nni !□□□□ □□□□ I an □□L □□□□ □□□□ □□□□ I r i nm i U T Administration Department HE Administrative Department functions just like other organizations. It determines the course of action and correlates the activities of the departments to conform to this plan. 'Pile Sharon Hoard of Education is the governing body. The Superintendent of Schools is their executive representative. They determine the rate of taxation and control the expenditures. They plan new buildings and supervise the operation of those in use. They determine salaries and hire the teachers. In addition to working on these problems, the Superintendent has active charge of all Sharon schools. Die administration head of Sharon High School is the Principal. Working with him are the Vice-Principal and office force. The operations fall into several groups. First, a curriculum must be planned which meets the demands of the State Department, college entrance requirements, and local vocational needs. Four courses are offered so each individual may find the preparation he needs toward his life work. Then the pupils have to be assigned to classes. This work is complete when school opens in September. During the year constant supervision must be given to the operation of the school. Discipline must constantly be maintained. This means more than meeting unpleasant situations. It means planning in such a way that the normal boy or girl will be happy in the school life. It means creating an atmosphere of co-operation between the teacher and pupil. This attitude is helped by the guidance of the pupil into work for which he is fitted and from which he can secure practical results. Adequate records are concrete evidence of a pupil’s accomplishments. Grades are put on file so one may secure a record of his high school work. It is gradually being recognized that grades alone are not a sufficient index to one’s worth so a character record is compiled. This is valuable when a recommendation is desired. Attendance records are reported to the State Department each month. An accurate history of school affairs is compiled from newspaper clippings. More comprehensive records are being demanded so an accurate picture of each pupil can be given. This should be considered thoughtfully since a good record is a valuable asset. Thus briefly it has been shown that the Administrative Department is a sort of mainspring to the entire organization. The efficiency with which its work in done, determines to a considerable extent, the degree of success of our school. W. HAY IRVINE. □ □ □ □ □ □□□□ □□□□ □□□□ □□□□ □□□□I □□□□ □□□□ □□□□ □□□□ □□□□ □ p53n n □ 3 □□□□ □□□□ Tins—□□□□□□□□□□□ □no !□□□□□□□□□□ '□□□□□□□□a ananciLin □□□□□□□□ • • • • 1 • • • • • • • • • s • • • • •. • •[ • • Til ■ JL. • w 1 X . X • X Tl T • T j g • J □□□□□□□□□□nan □□□□□UDUDDUaD vl □□□□□□□□□□□□□□□□□□□ ggggggggggggg gBSRggggSggggag nnnnnaaannnnaaa Eleven

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□□c jnnnacaci nn inpaanuaDi □□□□ □□□□ □non □□□□ □ □□□ □□□□ I • ,• • □□□□] □□□□ pane □□□□ □□□□ □and □□□□ □□□□ □□□□□□□□□□□□□□□□□□□ □□□□□□□□□□CCDQ □□□□□□□□□□□cnnl MISS STEWART MISS REED MISS BROSIE □□□□ □□□□ □ □□□ □ □CD □□□□ □□□□ □□□□ □ □□□ □ □□□ □□□□[ □□□□ □□□□ □ □□□ □□□□ MR. ROSENBERG MR. GRIMES MR. CURRIER MR. MINK History Department □□□□ □□□□ □□□□ □□□□ uucu □□□□ □□□□ □□□□ uunn □□□□ UCCD □□□□ Little did the ancient Egyptians think, when they buried their kings in magnificent tombs surrounded by all the riches and culture of the time, that they were storing up a section of their lives for us to uncover thousands of years later. Little do most of us realize that we to-day. in our newspapers, our books, our motion pictures, and our news-reels, are storing up the account of our lives for those who will live a thousand years from now. A history student in Sharon High has the advantage of a well-planned course and well-trained teachers. The course is arranged with regard to the chronological order of history and the development of the student’s mind, the more complex parts of history being left for the older student. The freshman is given the opportunity, through a half year of vocational civics, to choose an occupation and to shape his high school education toward that choice. A half year of Ancient and Medieval history gives the freshman a background for further study. As a sophomore he watches, in Modern European history, the rise of democratic governments from the despotic kingdoms. The junior traces the developments of his own great republic from thirteen weak colonies. And finally the senior, through Problems of Democracy, learns to live in accordance with the laws of his countrv and humanitv. nnan □□□□ □□□□ □□□□ □nan □□□□ □□□□ □□□□ □□□□ □□□□ □□□□ □□□□ □nan nnnn nnnn nnan nnnn nnnn nnnn nnnnnnnnnnncnnnnnnnnn nnnnnnnnnnnnnnnnnnanni □□□□□□□□□□nnnnnnncnnn nanoannaannaaennanana GRETCHEN STEWART Grove City College, A.B. American History and Mod European History. HE! EN REED Wellesley, A.B. Ancient and Medieval History and Vocational Civics. HARRY GRIMES Allegheny College. B.S. American History. STANLEY CURRIER Grove City College, Medieval History and Vocational Civics. JANE BROSIE Grove City College. Lit.B. American History. TED. A. ROSENBERG Grove City College. B.S. Problems of Democrac . DAVID MINK Bucknell University, A.B. General History. B.S. Ancient and □□□nnnnnnnnn □□□□□□□□□□□□ □□□□□□□□□□□a □□□□□□□□□□□a nnnnnnnnr □□□□□□□□□ □□□□□□□no □□□□□□nan □□□□ □□□□ □□□□ □□□□ □□□□ □□□□ □□□□ □one □□□□ □□□□ Thirteen