Woodward High School - Treasures Yearbook (Cincinnati, OH)

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ASSISTANT PR Mr. Arfhur Vigard, who has been assislanl principal of Woodward Senior l'ligh School since l956, has a variery of responsibililies, lhe maiorily being classified as supervisory dulies and adminislrralive aclivilies. Mr. Vigard is delegafed 'rhe responsibiliry of supervising +he science, mafhemalics, and business deparlmenls and spends a considerable porlion of his lime in visiling classes, as well as giving assisfance +0 indi- vidual leachers. l-lis adminislralive responsibililies include as- sisling in lhe general adminislrafion of Woodward. Pupils in lhe senior high lcnow him besf as lhe admissions officer who handles Jrhe enrollmenl of new pupils and lhe wilhdrawal of Those who leave, as well as rhe one who handles allendance and discipline problems. MR. ARTHUR VIGARD INCIPALS Mr. Eugene Shrimplon, assislanf principal for lhe Junior l-ligh School, is new 'ro Woodward in lhis capacily. l.as'r year he was 'rhe acfivilies co--ordinafor along wilh 'reaching social srudies. As assislanl principal for lhe Junior High his respon- sibililies are mainly concerned wilh adminislralive and super- visory funclions. ln 'rhe aclminisrrarive field, Mr. Shrimplon 'fakes charge of 'rhe problems of discipline and allendance, which brings him info close conlacf wilh The iunior high pu- pils. Meelings wilh parenls, communily relalions, Teacher appraisal, and lhe studenr slore are some of lhe olher dulies which consume his lime. l-lis supervisory capaciries include The Social Srudies, lnduslrial Arls, Home Economics and fhe Arr Deparlmenls. MR. EUGENE SHRIMPTON 1,9 16 wif?

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The Theme oT The l959 TREASURES, 'lThe Three Dimen- sions oT Woodward, is very very Timely, The greaT inTeresT oT The American people in The currenT discussion oT wheTher or noT The modern high school is eTTicienT indicaTes The im, portance oT seTTing TorTh The dimensions oT The responsibiliTies Taced by The school. An insTiTuTion cannoT perTorm iTs Tunc- Tions eTTecTively if iTs purposes have noT been clearly speci- Tied, and as our communiTy has noT previsely deTined The pur- poses oT Woodward, we welcome The eTTorTs oT The TREAS- URES. lntellecTual growTh is The TirsT dimension which musT concern Teachers and sTudenTs. The school provides The learner wilh The condiTions, and The help needed To recognize problems, To use eTTicacious means oT arriving aT soluTions, and To carry These soluTions inTo appropriate acTion. lnTellecTual growTh is only aTTainable by Those who acguire TaciliTy in The Tundamen- Tal slcills oT learning, ThereTore, The abiliTies To speak and wriTe wiTh clariTy, To lisTen and read wiTh undersTanding, To use maThemaTics inTelligenTly in pracTical liTe siTuaTions-all musT be a primary responsibiliTy. AnoTher prereguisiTe To inTellec- tual growTh is an undersTanding oT and The abiliTy To cope wiTh The world in which we live. A concern Tor The wise use oT The resources ThaT provide Tor man's needs is necessary iT we are To appreciaTe Those aspecTs oT our surroundings which have social signiTicance and conTribuTe To a happy and useTul liTe. The second dimension oT Woodward's program is The eT- TorT to aid in TosTering in The individual The moral and spirie Tual values oT The socieTy in which we live. Teaching a sTudenT To respecT, To undersTand, and To live well wiTh oThers is a prime concern oT The school. The esTablishmenT oT habits oT honesTy, TruThTulness, respecT Tor The righTs oT oThers, loyalTy To Tamily, Triends and SOCieTy are buT a Tew oT The eThical values toward which we sTrive in all TaceTs oT The program. The Third dimension oT Woodward's responsibiliTy is con- cerned wiTh The developmenT and mainTenance oT physical and menTal healTh. lT is obvious in working Toward This goal ThaT This is a widelyfshared responsibiliTy, Tor an individuals healTh needs are dependenT upon The good healTh and saTeTy Malring cerfain physical plani is in good condiTion Talres Time Q 3, . f s Ready for anoTher day af Woodward Mr. Moeller checks on a sTudenTwiTl1 Miss Schwarh pracTices oT his Tellow pupils, oT his communiTy and his naTion, and even oT The world communiTy oT naTions. The school also encounTers limiTaTions in promoTing each sTudenT's emoTional wellfbeing. CerTainly, we aTtempT To give each learner The Teeling ThaT he is wanTed and imporTanT. The greaT wealTh oT opporTuniTies and The varieTy oT worThwhile experiences oTTered in The ToTal program are an eTTorT To provide Tor The needs oT each individual. We are cerTain ThaT if sTudenTs have warm and pleasanT Teeling Tor Their school we shall more nearly reach The goals Toward which we sTrive. MR. W. L. MCDELLER

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Mi, John McConnell, Miss Zerla Sch arlz M ss Geo g e Black ell An imporlanl key opening lhe door lo success for all slu- denls is held by lhe counseling slafl. Al Woodward we are lorlunale lo have Mr. John McConnell counseling lhe lwelllh and hall of The lenlh grades, Miss Zerila Schwarlz aiding lhe elevenlh and lhe olher hall of lhe lenlh grades, and Miss Georgie Blackwell coping wilh lhe seemingly overwhelming problems of lhe sevenlh, eighlh, and ninlh graders. The counselors inlerprel lo The enlire sludenl body 'rhe academic program of Woodward which is planned and ad- minislered by The principal and lacully. The galhering of exlensiye inlormalion on each sludenl lhrough a series of lesls enables a program lo be planned by counselor and sludenl' in lhe lighl of lhis inlormalion. The counselors are conslanlly evalualing and making all necessary changes. THE COUNSELGRS