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Page 16 text:
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DRAMATICS Evelyn Jones Mitchell Gerbick MATHEMATICS Edmon Goforth Virginia Comeford HISTORY . George Crane Anna Marsh Gharles Wise COMMERCE Wanda Stevens L. Corinne Resetar An important factor in our daily lives, our teachers have helped to cultivate our minds and mold our lives. Day after day, despite the fact that all things did not run smoothly, the faculty carried out their tasks tire- lessly and efficiently. These tasks, preparation of assignments, recita- tions, tests, papers, and reports, were endless and often thankless; but they were done. Besides keeping abreast with new methods in teaching the fundamental subjects, our teachers were constantly alert to modern knowledge of sewing, cooking, art, the shops, music, and dramatics, which would teach a student the means of helping himself in school and in his future. Offering, gratis, their leisure time, many of the teachers sponsored clubs and directed extra-curricular activities. They returned evenings to guide the dances and pitched right in on all the hard work. Setting outstanding examples for the students, our teachers were the foundation for everything fine and good for Tolleston High School.
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Page 15 text:
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Students fortunate enough to have occupied the new building found that even by the end of the year, the thrill had not yet worn off. In- stituted were many new study aids such as indirect lighting and green blackboards”, which were very restful to the eyes. As fur- ther aids to good study habits were found new and more comfortable desks, yards of bulletin boards, and sound proof rooms. In the spring the teachers noticed the at- tention of their students wandering; for, with a slight turn of the head, the students were able to gaze out at the wide open spaces” visible from the many windows making up one complete wall. ide, light green corridors, lined with new lockers and designed to make traveling in the hall safer, completed the innovations found so pleasing to student, teacher, and principal. A sight not very often viewed by most of the school personnel was the beauty of the buil- ding in the silence and dark of evening. Only to those attending night school or to those coming back at night to work on special pro- jects, like the annual or dramatics, was the majesty of the school itself noticeable. The empty corridors, devoid now of the clamor and turmoil ot the students, seemed to assert its own personality—but seemed, also, only to be taking a respite before the onrush of the morning and the invasion of the student body.
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