Education: Ebensburg Cambria High School, 1935: Ebensburg, Cambria Co, PA File contributed for use in USGenWeb Archives by Clark Creery. USGENWEB ARCHIVES (tm) NOTICE: All documents placed in the USGenWeb Archives remain the property of the contributors, who retain publication rights in accordance with US Copyright Laws and Regulations. In keeping with our policy of providing free information on the Internet, these documents may be used by anyone for their personal research. They may be used by non-commercial entities so long as all notices and submitter information are included. These electronic pages may NOT be reproduced in any format for profit. Any other use, including copying files to other sites, requires permission from the contributors PRIOR to uploading to the other sites. The submitter has given permission to the USGenWeb Archives to store the file permanently for free access. ___________________________________________________________ EBENSBURG PENNSYLVANIA 1935 ORACLE EBENSBURG CAMBRIA HIGH SCHOOL FACULTY: E. M. Johnston - Principal Alvin T. Buck Jane Allison F. M. Thornton Amelia M. Cooch Earle L. Edwards Dorthy E. Davis Claude Larimer Elizabeth Fleming J. H. Gibb Mildred M. Hetrick Gordon Williams Mary Ann Hobaugh Frances Oddi Martha H. Jones Bernice Jones Delores O'Hara Marion Thomas Josephine Wishart ---------------------------------------------------------------- Class Officers Chester Singer - President William Evans - Vice President Jane Kinkead - Secretary Frances Gillin - Assistant Secretary Dorothy Moore - Treasurer John Revy - Historian ---------------------------------------------------------------- Class Colors - Blue and Silver Class Flower - Yellow Tea Rose Class Motto - Tonite we Launch, When shall we Anchor! ---------------------------------------------------------------- Seniors Adams, Ross Aroney, Julia Asashon, Catherine Askew, Clair F. Balsinger, Hugh Conrad Barnes, Audrey A. Berringer, Evelyn Alline Brown, Irene M. Byrne, Arthur Byron, Leonard Byron, Leta C. Cameron, Clyde C. Catherman, Minnie Cozzi, Mary G. Craft, Lois Davis, Elizabeth B. Davis, Martha Elizabeth Denlinger, Richard G. Dishong, Elfa A. Dixon, Milton A. Dougherty, Gerald Empfield, Grace E. Evans, Alvin William Fleming, Hilda M. Gibson, Erma Gillin, Frances C. Gittings, Ward Good, Helen Bernice Good, Marion Louise Gray, John L., Jr. Griffith, Robert C. Harclenrode, Paul Havern, Mary L. Himelright, Mable Howell, Kathryn Lois Hudak, Michael Hughes, Cora Mae Johns, Kenneth Johnson, Pearl Irene Jones, Edythe M. Kinkead, Jane Lawler, Philip F. Lewis, James P. McCulloch, Margaret E. McHenry, Mary Ruth McMullen, Ann E. McMullen, Genevieve McMullen, Margaret M. McWilliams, Howard Clifton, Jr. Mihalik, George J. Moore, Dorothy Murray, Paul Nyland, Roland O'Hara, Robert L. Reese, Merle Revy, John Riddle, Ruth Ritter, John D., Jr. Schettig, John Senko, George E. Sheftick, John Sherry, James V. Shively, William Simmons, Edward J. Singer, Alice Virginia Singer, Chester J. Smith, Jean Stolz, Margery Sullivan, Joseph James Thompson, Mary E. Thorne, James E. Tirabassi, Fred J. Valeri, Helen R. Valeri, Mary L. Vaughn, Margaret Vorhauer, Ray W. Wharton, George Wolf, Donald Zawiskie, Andrew Class History In the accepted order of things, a class history is a narrative, in chronological order, of all the class's accomplishments. However, merely to mention the class's outstanding feats is not enough. If such a definite pattern is followed, each succeeding history becomes, in its turn, more cut and dried, even when clothed in all the bombast a Senior can command. This is inevitable, since the history of every class is basically much the same and every history is a reiteration of what has been said before. In harmony with a policy of non-conformity, I shall endeavor to present a new type of history -- a discussion of the effect of the high school career on the individual. The four-year period of secondary education is the period of profoundest change in the student's intellectual makeup. At least, it is at this time that the change is most apparent. And rightly so, for Youth is a plastic stage, in which each experience leaves its impression. Take your Senior as a Freshman; compare him to the young lady or young man receiving a diploma. And lo! The intended comparison is a contrast. Pictured visibly are two definite stages of development. From coarseness, to comparative suavity; from blind, unreasoning acceptance, to thoughtful investigation; from newness to the tested product; from "Lead, I follow", to "Follow, I lead"; from the flighty, to the dignified; in short, from a Freshman to a Senior. Such is the history of this Horatio Alger hero. However, to claim that this is the history of every Senior is to reason fallaciously, but, for the class, as a whole, this short biographical sketch holds fast and true. And now that the doors close behind us, never again to receive us as students, we are imbued with sadness, a sadness tinctured with eagerness - eagerness to be off, to put to use this mass of knowledge; to face the world; to give our education the acid test. Here was the Child; here is the Youth. To paraphrase Longfellow, "A tear stands in his bright blue eye, But still he answers with a sigh, Excelsior." By John Revy '35