Summit High School - Top Yearbook (Summit, NJ)

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I I A 2 ' x 3, - -4 1 if HILIP HOL ER Prf.rirle11f ROBERT Secretary -Treavurcr -- '-3 m 'n .,.,-L- rn ' ' in ,..,,,.z, q, . Y' 9 1 U ' I I I 'ERELEVAN SOPHO ORE CLASS nf '15, MISS ELIZABETH IE' M Q f MRS. JEAN DE VRIES 029 ,I,- , Q g is,-sf 15 MISS ESTELLE VAN PATTEN

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280 OUR STUDE T BGDY Continued from Page Tuenly Four do not use the organrzatnons facnlntres regularls and 68'L are not members Durmg the present year hundreds of schools rn varlous parts of the country have had to alttr drastxcally thelr program rn order to meet the problems of students workmg 1n lndustry Thus IS not a graxe problem rn Summlt, but to what extent do our school population engage 1n part tnme work and how do they drspose of the monev earned nn thrs way? The facts are rcvealmg Thirty per cent of our students, the poll shows, have regular weekly jobs, 32 1 rrregular, no paymg jobs 38QQ And for the past summer whnle 9 f were v1s1t1ng frlends or relatxves, 8', were at camp and 25', were helpmg out around the home 58' of us were working at regular summer jobs Of the money earned at these jobs, 317 kept the greater part of lt, 16QZ turned over part to therr famllres, whrle 95 gave nt all to thelr famnlres Contrast thls wnth the fact that 45 f of the student populatnon recuvt a generous weekly or monthly allowance, 25', a small allowance, and 32', no allowance Comrng now to matters more closely touchmg the school, let us see the reactlon of our student body to the schools extracurrrcular program and see too the extent of thenr partncrpatlon nn rt The results of the poll are not surprnsnng The varrous clubs, sports, commnttees, etc , comprlsxng the pro gram are regarded as the best part of their school experxence by 12 of our group, as next best by 74Q,, as of lrttle value by 14 Closely corre spondmg with these figures are those showing the degree to whrch we partxclpatc nn the actrvmes avanlable Forty three per cent of us take part rn more than one actnvnty, 37 rn at least one, makmg a total of 80', who are sharmg nn thns phase of our school work, whlle the remammg 20', take no part rn nt But IS thtrt a fur balance between what rs strlctly academlc and what rs extracurrncularf Our students thmlx so Snxtx seven per cent of them feel that the balance be tween the two ns good, 24' behest there are too many actnvltnes and the remainder 9 . that there are too few Next the currrculum rtself from the vrewpomt of the student Perhaps t e emphasns of war ns shown nn the poll on the relatxvt popularlty of the various branches of studles ofltrtd ln school Thxrty seven ptr cent of the school group lrktd sclence best, 16',, languages 14 Englnsh 13' hlstory 11 busrness, and 9 1 mathematics And rn preparatron of lessons, l1', of us estlmate we devote more than three hours daxls 41' more 8 less than an hour An essentnal part of the program too ns the servnce of our advrsers, those members of the faculty who advrse with students rn the planmng of therr schedule of courses Have the students found their advrsers efforts helpful? Twenty five per cent feel these specralxzcd mem bers of the faculty have axded them a great deal 54' that advlsers have been of some help 14 that they have been of lnttle help, and 7 of no help A good test of the value of one s hxgh school education rs the extent his followlng a particular course of study has prepared hrm for further tralnlng rn a chosen field judged on thxs basns, we have reason to be proud of ourselves Sxxty seven per cent of our students are S3,IlSHEd the currnculum has been adequate for the trammg they deslred, 232 that nt has been Inadequate whle I0 thunk rt has glven them very lnttlt tranmng The subject of preparatron for a vocation leads rnevxtably to a consrderatron of formal education Conimued on Page Tbfrly Two . l Y- I I I ' 5 1 I - 4 K . ' ' t . . , . . . l U h V A' 4 ' I , . A , 1 . . . . 1 1 , , . , - . , . 1 . . L . . . Y l x l . 1 , . , 1, . . . , ,1 , ,1 1 . . . . . . 1!, G lvl - ' f . . , - 1, . . ,H ,1 , ,l , . than two hours, 40 more than one hour, and V ' 1 . , , fr . I . . . . . X 11, ' f . . , V- I . I 3 - f T 5 f' ' , . I I 1 , ul , If . - 1 1 1 1,4 . 1 1 7 ' - . . . - X . . . , . 1 111 1 - I D 1 1 7 I If ' ' ' s . - ' . lf' 1 . . 1, . fl' U 1 f

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