Sinking Spring High School - Imago Yearbook (Sinking Spring, PA)

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Perfect Attendance Enrollment In spite of the large number of absences through epidemics throughout the year 106 pupils made a perfect attendance record. FIRST GRADE—Hilda Stibitz, Georgene Stoudt. Alma Stutzman. Marion Stiely, Correli Ritter. SECOND GRADE — Albert Beyerie. Carl Greth. Franklin Krick. Eugene Sowers. Jean Fisher. THIRD GRADE—Ralph Fromm. Richard Helser. Catherine Balthaser. Pearl Fromm. Vivian Gring, Feme Koehler, Coleen Moore. FOURTH GRADE — Leon Greth, Joseph Heiser, John Ludwig. Rea Rentschler, Minnie Stiely. Anna Wartzenluft. Fern Wartzenluft, Irene Williams, Kath ryn Dunkelberger, Virginia Fisher. Mary Jane Lambert. LeRoy Furlow. FIFTH GRADE —James Gromis, Lynn Harpel. William Koch. Robert Snyder. Richard Stahl. Luther Sweigart. George Steffe. John Stutzman. George Wanner. Ralph Zechman. Edna Harpel. Fern Schuler. Ruth Sweimler. Dorothy Burgner. SIXTH GRADE—Ruth Balthaser. Clara Fahren-bach. Myrtle Fromm, Pauline Gottshall. June Hafer. Louise HefTelflnger, Louisa Royer. Grace Salladc. Ruth Schroeder, Marcia Zechman. Paul Freeman. John Fromm. SEVENTH GRADE —Mark Dunkelberger. George Fromm. Vernon Hiester. Lester Moyer. Madeiyn Burg, ner, Grace Gassert. Elsie GraefT, Grace Hafer. Mary Harpel, Ruth Keener. Pauline Kerschner. Madeiyn Noriheimer. Grace Ruth. Miriam Stover. Jacob Hartman. Harold HefTelflnger. EIGHTH GRADE—Thelma Bickel. Robert Epler. Irene Foret. Paul Hafer. John Moyer. June Moyer. Emily Yoh. NINTH GRADE—Lillian Balthaser. Betty Binkley. Margery Cassel. Marilouise Freeman. Mary Miller. Thelma Stover. George Beyerie, Walter Flamish, Robert Hafer. Norman Hartman. Paul Weber. William Weber. Victor Weidman. Elmer GraefT. TENTH GRADE—Charles Alspach. Daniel Dunkelberger. Alfred Flamish. Albert Wartzenluft. Bernice Behrenshausen. Roberta Cassel. Margaret Hawthorne. Marie Lutz. Elsie Moyer. ELEVENTH GRADE—Donald Ganser. Harvey Mogel, William Wertz. TWELFTH GRADE—Miriam Schrack. Paul Sal-lade. Attendance Report During the winter quite a number of the children suffered illness through epidemics. This was felt severest in the first three grades. However, in spite oi these conditions the attendance as a whole was good. Following is a table of the attendance by grades: Boys Girls Total Grade I 91 p.c. 91 p.c. 91 p.c. Grade II 94 p.c. 95 p.c. 95 p.c. Grade XXL 95 p»c. 98 p.c. 96 p.c. Grade IV 96 p.c. 99 p.C. 97 p.c. Grade V. 97 p.c. 92 p.c. 96 p.c. Grade VI. 98 p.c. 97 p.c. 97 p.c. Grade VII. 99 p.c. 99 p.c. 99 p.c. Grade VIII. 97 p.c. 97 p.c. 97 p.c. Grade IX. 98 p.c. 98 p.c. 98 p.c. Grade X. 99 p.c. 99 p.c. 99 p.c. Grade XI. 99 p.C. 97 p.c. 98 p.c. Grade XII 95 p.c. 96 p.c. 95 p.c. Totals 96 p.C. 96 p.c. 96 p.c. The enrollment in the first nine grades is what would be normally expected. The low enrollment is found in the Senior High School. This condition, however, is changing rapidly. While the graduating classes have been averaging 8 to 10 students, in the next two to three years will be doubled that. The retaining power of the High School is becoming evident. While the graduating classes are small on the other hand the beginner classes are running high, averaging as many as 40 pupils. The reason for the retaining power in high school may be partially explained by the fact that boys and girls under 16 years of age have been released from employment to give place to men and women who are idle because of the present economic conditions. Again, the local high school may increase its retaining power, by virtue of the fact that diversified curricula are being offered. The enrollment by Grades Is as follows: Grade Boys Girls Total Grade I 22 20 42 Grade XX. 18 14 32 Grade III. 13 16 29 Grade IV. 20 16 36 Grade V. 21 14 35 Grade VI 7 23 30 Grade VII. 7 19 26 Grade VIII 12 14 26 Grade IX. 15 9 24 Grade X. 9 7 16 Grade XI 4 5 9 Grade XII. 7 2 9 Total 155 159 314 m sm Si WHAT THE SCHOOL BOY TOLD IE By Arthur Dean I know you are the teacher, but don't fire it in my face. I d learn a lot better if we sort of learned things together. Just please step off that throne and come down here where I sit; Then I’d listen because everything would be so cozy. Now don’t get sore when I tell you I don’t care much for preaching A lot of your high faluting words are way out of my reach. So Just be yourself - good, kind and understanding like: Then I’ll feel mighty mean if I don’t hand you back all you sent me. I don’t always understand all you say about these fine, big things of life. If I did I’d be up where you are. But just between ourselves let me give you a tip:— If you’ll do these things yourself I’ll learn all about it by your example. As for these books. I know there's a lot in them that's going to be useful some time in life. But can’t you once in a while show just where I can use them now? A small boy like me cannot look ahead like a big man like you. They say you’ve got eyes in the back of your head and can see anything anybody does. Now won't you please look clean through my head and see why I can’t do this example no matter how hard I try? Surely you. who are so smart, can see into a boy's head. And please look into my heart and see I mean well; and into my home where dad and mom work hard and think a lot of me; and into that something or other which I’ve got inside of me that’s going to make me a great big man. You know how a fellow feels. So Just help me.

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Class History of Class ’32 As time rolls on its ceaseless course, new seasons come and go. A year is soon completed and finally an epoch reached. Today, you are closing one of the greatest periods of life, that of graduation. With this event before me. my mind revolves, and I am suddenly confronted with your class on the threshold of your high school career. You were like the spring of the year, young, vivacious, and full of energy. There were 2r class members who entered on September 4th, 1928. One of the new members who joined you at the beginning of your freshman year was LeRoy Degler. and with him was accompanied Miss Helen Dise who also played an important part in your Freshman year. Your first great achievement after completing your registration was to make friends with your sister class, the Juniors. You would have been overtaken by tear, ignorance, and discouragement, which so often beset the path of Freshmen, had it not been for this new founded friendship. Although you make friends with your cousins and sisters, yet they were ready to initiate you. When you came to school they were standing with their broad paddles. At this time there were savage tribes who were blocking your path. These fierce people were known as the Sophomores, a group to be feared and avoided by Freshmen. For the purpose of your own safety and protection, the Juniors helped you to organize your class with the following officers: Chester Bright. President; Samuel Hetrick. Vice-President; Miriam Schrack. Secretary. After the organization of your class came the big event which was your doggie-roast along the Cacoos-ing stream. The upper classmen were at hand to annoy you. You were scared by the wind noises you heard, although you pretended to be brave. The best part of the evening was spent by canoeing and playing games. The Sophomore tribe became less daring, the faculty gave you their seal of approva and you were beginning to secure a permanent place within the walls of the Sinking Spring High School. See how the Spirit of your Freshman season is interpereted in dance. After a happy vacation fifteen of your class cam? back to school. You had grown from the seed planted in the spring to flowering plants of summer. Whil? you were not weighted down with the fruits of knowledge. you were beginning to blossom. Your greatest glory consisted in occupying the strongholds of last year's Sophomores It was noted that you were mentally alert, physically strong, but morally weak. You were officiated with ‘'Sophomore-itis,” which could be cured only by torturing the Freshmen. Your mental growth was developing rapidly, you even started up in the poultry business which consisted of chancing off white ducks and turkeys in order to raise a fund for your class with which to go to Washington. It so happened that Donald Ganser. a Junior, received the turkey. After having the turkey run around in the coal bin. it was no longer white, but black as the coal itself. In athletics you were outstanding, your basketball team was one of the strongest in school. All too soon you reached your vacation season which was characterized by song and dance. The seeds of knowledge which were sown in your Frechman year and blossomed while you were Sopho-mores, were beginning to ripen into fruit in your Junior year. You were beginning to reap the rewards of your first efforts. When you came back you felt quite lost not having our Principal. Mr. Weidman; our English teacher. Mrs. Snyder: and Mr. Gates, our Science teacher, who were with us so long and whom you always liked. In these persons instead came Mr. Sowers. Miss Snyder, and Mr. Merkel who have filled their positions satisfactorily. Many things were calling your attention at the beginning of this year. First, there was your class organization which was so Important at this rlpenea stage of your growth. You elected the following offi- cers: President. Eugene Weidman; Secretary. Miriam Schrack. Baseball and basketball games were developing you physically as well as bringing honor to your class and school. Near the end of your Junior year. Mr. Merkel planned a trip to the St. Lawrence Dairy. You all went by machine and among the machines was an Amos and Andy Ford in which was Chester Bright. Charles Ruth, and “Christy” Harnish. although they planned to go to the dairy, they never reached it with the whole group because they were either too late or too early. As the year drew to a close you decided to put out a year book. With the aid of the teachers you accomplished this aim. Full grown Seniors, nine in number returned last September. Eugene Weidman as President with an efficient group of officers assumed their new duties enthusiastically which has resulted In one of the bes: organized classes in the history of your school. Your Senior year has been spent largely in gathering fruits that were ripened and storing them away for the future. The annual Senior play has absorbed most of your time outside of the class room. On this momentous occasion. Hollywood would have been proud to have claimed the dramatic talent so well displayed. The last few days here have been quite busy in making your final plans to enter another cycle of seasons when the great clock of the Universe shall chime the hour for your departure. Dorothy W. Cassel. 8SSSBS88S88S8S8 Visual Education Recent experiments and tests hove proven that knowledge acquired through the eye has longer retention than that which may be acquired any other way. The motion and still pictures are the agencies whereby these channels of learning may be brought into 'he school. Through the lunds acquired from school activities a Victor Motion Projector has been purchased on in stallment rates. During the year 15 reels of motion pictures were used in class work. Last year a Spencer Delineascope was purchased through these same funds. The science department has used this projector quite frefuently throughout the year. Promotions The end of the school year is always bound to record a list of failures. Much though we would like to reduce the percentage of failures to zero it is impossible to attain such a standard. There are always a number of children who are either physically or mentally handicapped who cannot hope to advance regularly, and to advance them would be unfair and a hardship upon both pupil and teacher. There is another group of failures who fail by virtue of the fact that they refuse to apply themselves. This group makes teaching disheartening. Of the 28 failures this year 13 of them can be classified in this group. Following is a table showing the percentage of promotion: Grade Enrollment Promoted Percent Grade I. 42 40 96 Grade II 32 32 100 Grade III. 29 27 93 Grade IV 36 33 92 Gradve V. 35 33 94 Grade VI. 30 27 90 Grade VII. 26 19 73 Grade VIII. 26 20 77 Grade IX 24 23 96 Grade X. 16 15 94 Grade XI. 9 9 100 Grade XII. 9 9 100 ■ — . 314 287 91

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Objectives of the Sinking Spring School by Prof. Harry E. Sowers 1. To guide and counsel the children in their study, in their social dealings, and in their moral aptitudes. 2. To make our instruction thorough and equip our pupils completely before we pass them on to the next teacher or dismiss them from school. 3. To train the pupils in the manipulation of the tools of learning. 4. To develop more self-expression and initative on the part of the pupil and the constraining on the part of the teacher of too much talking and lecturing. Guidance Failure in school work, waywardness and shiftlessness, undetermined and unpurposeful objectives and aims in life have been due to the lack of guidance and counsel on the part of the teacher. Every teacher should be able to assist and direct to some degree, the pupils who come under her care in these all important problems. Every teacher, both in the elementary grades and high school will be called upon this year to play an important role in this work. I. Guidance In Study. Do not feel satisfied that all pupils are learning with the same ease and speed . You have pupils with weak mentalities who need constant help, you have others who have not grasped the fundamentals and consequently are laboring and yet not getting anywhere, the result.--failure. Let us reduce this condition to the minimum by devoting more time to the weak. Teach them how to study, how to interpret the printed page, how to attach or approach the problem. Check and re-check, drill and re-drill until you find marked improvement, until you see they have discovered the secret. Once they have arrived at that point they become happy and contented children and their learning improves in leaps and bounds. You. too. shall be happy in knowing you have brought to light one who has been fog-bound. II. Moral Guidance. There is a great need these days for guidance of this type. The most potent factor in this wort is. without a doubt, the teacher. Children fashion after and copy their teachers. When they seek confidence they come to the teacher, when they would have help or advice they call upon the teacher. How can we shirk our duties and sidetrack the issue confronting our social order to-day? Do not forget that a child gone astray because the teacher would not heed the appeals when help was needed brings disgrace and remorse upon the teacher. On the other hand, any good advice and counsel given, as well a a helping hand extended when in trouble, rebounds with honor and glory to the teacher as th young man and woman succeeds in life. Let us show our interest in those who fall short of good moral influence in the home. Many homes have been saved by what teacher has said to the pupil. But. on the other hand, let us be careful of our own moral character before we attempt to impress too vividly our personality and character upon others. III. Educational and Vocational Guidance, ibis phase of the guidance program applies chiefly to the adolescent child, those in high school. All of us teachers are not thoroughly prepared to handle this type of work as it should be don ■ but we are all in a position to do some helpful work in the field. Our daily contact in subject fields will help us a great deal to advise. After all. the success and progress in the subjects bears greatly upon the kinds of professions and vocations which mav be selected. Again the subject teacher may discover an interest or aptitude in a pupil which another teacher or counsellor would not find out. Let us help the youth to find themselves and set them thinking about their future career. Many young men and women graduate from college without the faintest idea of why they went to college. We can avoid this to a marked degree. After all. there is nothing more gratif ing to those of us who are engaged in the teaching profession than to know we have had a big share in the shaping of the career and success of those who have been under our tutelage. Throughness of Instruction During the past school year a great deal was done by the entire teaching corps in this direction, but we found ourselves chiefly engaged in doing “patching-up” work and consequently we lost our step wkh the program as originally planned. This was more clearly noticeable in the high school than in the elementary grades, but since the elementary grades prepare the way for the entrance into high school, the teachers must be all the more alert in teaching the fundamentals and basic principles. Instruction in Manipulation Too few pupils and students are able to use the texts and books, as well as the supplementary materials. which are available to them. They have not been Instructed sufficiently in the use of them. Consequently they become parasites, constantly relying upon the teacher and the parent to tell them where and how to find or search for the desired information. The ability to use the Table of Contents, Index, Because of the several curriculums in the high school we must outline our program definitely and insist upon thoroughness. There will be rigid supervision this year so as to check upon the progress of the leaching and the learning. The Department of Public Instruction of both the State and the County are pressing the supervision program and consequently the local supervision must co-operate with the superiors. of the Tools of Learning Appendix, and Glossary in a book is of inestimable va'ue to time saving in learning. For those who are in the Junior-Senior high school a great opportunity is offered in the new library where instruction will be given to assist the pupil and Interest him in search for material. It is hoped that it will lead to more research and laboratory work.