Woodrow Wilson High School - Campanile Yearbook (Long Beach, CA)

Page 25 text:

li-I Iwontn I-Iisrom'-Ez-ini.isn+Woodwnrcl, Lee, Sieninpt-I, Thomas, French, M. Hansen Scimrts Dunkle, March, Lowry, Hunt, Denman, Shnllcnbcrger, Voisnrd. LANGLIAGES-Blackwood, johnson Oxley Scott. CHOOSING INTERESTS I FREE PERIOD PLAN-At the personal request of Principal Harry Moore, :wo noted educators, Dr. Harold Hand and Dr. Paul Hanna of Stanford University, made a survey this year of Wilsoii's free period system. Their report highly praised the theory of the A and B period plan, designed to allow students opportunity to select their own interests in free periods. Their recommendations and those of Mr. Moore will go into effect next semester in a revised plan. The program next semester includes three recitation periods weekly in each class, a supervised study period, and a free period daily. Lack of teacher-pupil contact when classes meet only twice a week, and the feeling when students are asked to report during periods were criticisms of the present schedule.

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20 isocl.-u. Scnmrzn-Pierce, Hart, Robinson, Garlick, Eggenht-rger. MA1'nEuA'rtc:-Baklcen, I. Hansen Meeks, N. Hansen. ENGLISH-Townsend, lrcdell, Krythe, Sullivan, Grimes, Dougherty. Second row: GM lick, Harrison. USING FREE PERIODS l FREE PERIODS-XWilson's unique free period plan, originated by Principal Harry Moore, went through its third year of operation under the interested scrutiny of educational circles throughout the nation. Desiring to set up a program which would he flexible enough to vary the stu- dent's time according to his needs, to get away from the old, traditional type of recitation period in which the time is used to repeat material already learned, and to teach in a democratic manner the best use of free time, the pre- sent system of two free periods daily, with recitations on alternate days, was first put into effect in 1934. The plan tends to follow the theory that class per- iods should be used for further advancement, that class textbooks should be eliminated in favor of individual student research, and that research findings should make up class discussions.

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I AR'rfBurdirk, Connor, Chalk:-r. Coxmincmr-Blackmail. Nlakepeatc, Hr-nnrs, Hilcs, Fran:l:, Wad dell. Second row: F. Smith, Nurrer. lNnus'rklAl. ARTS-Morrison, Blanton, Edwards, Bnvce. BACK TO THE BUILDINGS l BACK TO THE BUIl.DlNGSfSWECPll1g joyously into their modern new build- ings, l75O students of Wilson, the iirst school in Long Beach to he rehoused after the earthquake, marched through spacious, stately corridors, inspected gleaming desks, lockers, strolled in the patio . . . hack to the buildings again. The discomforts of Tent City, post-earthquake home of Wilsoii's hundreds, were soon forgotten in the warm, sunny buildings and the cheery, :lean patio. Conveniences undreamed of in the tent era, such as the broadcasting system and the room telephones, masses of sunlight became commonplace. During the year, showers and oflices for both the physical education departments were constructed. The student body store celebrated with a grand opening in Jan- uaryg the roomy cafeteria, and the airy, dignified library hecame popular meet- ing places. Lacking an auditorium, assemblies were held in the patio.