The Winkler County News (Kermit, Tex.), Vol. 28, No. 1, Ed. 1 Thursday, May 9, 1963 Page: 3 of 25
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Thursday, May 9,1963
THE WINKLER COUNTY NEWS, Kermit, Texas
Page 3—Sec. 1
■ ■
* INSPECTS STORAGE AREA — Mrs. W. H. Me- which have been built in Girl Scout Little House. The
Clure, chairman of Kermit Girl Scout Neighborhood fireplace is at one end of the new large room. (News
Association inspects one of the new storage areas Staff Photo)
Quality Gifts for Mother’s Day —
from from Hermit’s Leading Dept. Store
^a % „,/ # -
2 Top Styles • Over-blouse and Tuck-in
LADIES' BLOUSES
98
Others 3.98 - 4.98
Presenting our new — Spring into Summer
WAMSUTTA PIMAPOISE
100% Wash-N-Wear Pima Cotton
Wto JLf
SHIRTWAIST
DRESS
Pretty Print • Lace Trimmed
Baby Doll Pajamas
The perfect Wash &
Wear Sleepweor
DACRON Polyester
NYLON and COTTON
LADIES' BAGS
We've got em!
One of the most outstanding collec-
tions ot beautiful bags we have ever
presented Brand new 1963 spring
styling in an array of the most popu-
lar colors. Masterfully detailed to look
like much more expensive bags. Plan
now to see these, there is one to help
compliment each of your new spring
outfits.
Other Bags 4.98 to 7.95
Ladies’
LORRAINE
NYLON
SUPS
3*
Others to
$5.95
Choose from our out-
standing collection of la-
dies slips . . . select sev-
eral In all the new fashion
colors—at great Anthony
savings! Fine tailoring,
pretty nylon lace trim.
Becoming fitted bodice,
adjustable shoulderstraps,
pleated nylon and lace
at the bottom. Sizes 32
to 40.
Soft-sleep Baby Doll Pajamas
fashioned in easy to care-for
Dacron, Nylon and cotton blend
print fabric. Perky lace trim-
med yoke with inserts and bows.
Ruffle-hemmed pajama top,
cute bottoms. Pink, Blue or
Maize. Small, Medium, Large.
Fine quality nylon half slips, rich
imported lace trims. Boil proof ny-
lon elastic waistband. White, Pink,
Blue, Beige, Black. Sizes: S-M-L.
Others 1.98 to 3.98
Dacron®- Nylon - Cotton
• Every Garment First Quality!
PLUS
TAX
HALF SLIPS
New Fashions
Waltz Length Gown,
Airy Sleep Coat
Ladies’
Costume
Jewelry
Necklaces
& Earrings
Large selection
Sizes: Small, Medium, Large
B. Small price to pay for soft slumber-
ing and leisure lounging! Easy
to care for Dacron, Nylon and
cotton fabric. Front button closure,
lace trim, puffed sleeves. Pink, Blue,
Maize
Styled in Dallas for Anthony's
95
* Black * Blue * Pink * Mint * Sandstone
Easy to Care Fabric
A. Flowing waltz gown graced
with a bottom ruffle and
lace-n-bow front insert.
Just right for o beau-
tiful night's dream-
ing in Pink, Blue
or Maize. Always
fresh looking,
practically
care-free.
98
* EACH
to Choose from.
Special from our Quality "Lorraine" Line
LADIES1 NYLON
Favorite styles, favorite summer fabrics—Dacron polyester and
cotton blend. Choose white or pastel colors. Sizes 32 to 38.
Big savings at Anthony's.
The shirtwaist dress that has everything and even
more than you would expect in a much higher
priced dress. Masterfully made of soft, smooth
Wamsutta Pimapoise pima cotton with fash
ionabie Italian collar, matching button
front, popular roll-up sleeves, matching
belt with non-slide buckle. You will
adore the 112 Inch full flare skirt
with butterfly pleats, 5 Inch hem,
taped inside waistband. Action
free inverted pleat back. Complete-
ly machine washable, just tumble
dry, permanent wrinkle resistant.
Compare stvle and quality In every
k detail.
SIZES 6-20
Spotting Would-Be Drop Outs Is Vital
tep in Solving Problem in Schools
(Editor’s Note: A horde of toms that are not so easy to
idle youngsters roam the na-
tion’s streets looking for jobs
that aren’t there — for them.
New ways are being explored
to change them from useless
minuses into social pluses. This
is the third of a four-part series
examining this problem.)
THE THREE U’s
By Paul C. Tullier
Senior Editor
World Book Year Book
Part III
. A million of them are now
idle.' . Millions more will follow.
What can we do to hold those
millions in school? How can we
salvage those already out of
school?
Tfierb are no pat answers to
the first question. But a search
for one is under way. “We must
catch the would-be dropout
early,” says Robert C. Taber,
director of pupil placement and
counseling for the Philadelphia
s||jio^l system. “By the time a
pupil reaches high school, he
has usually decided whether he
will finish school or drop out.’’
4||t, he says, “by starting in the
early school years we stand a
^ood chance of influencing and
reducing the number of drop-
outs.”
The way to “catch” the would-
be dropouts is to recognize their
symptoms. Some are easy to
detect. Playing hookey is one.
Tardiness, day after day, is an-
other. A report card filled with
low or failing grades is a
third. But there are other symp- her class.
spot. Typical examples of such
behavior patterns can be found
in pupils who have passing
grades but who often daydream
in class. Brash youngsters who
talk back to their teachers or
who are continually bullying
their classmates are suspects.
Painfully shy students who have
little to say either in the class-
room or on the playground need
watching. Each in his own way
may be flashing an SOS for
help. More and more teach-
ers are on the lookout for such
signals. Sometimes, of course,
these traits are found in the gift-
ed child as well as in the drop-
out, and teachers are aware of
this.
Once the would-be dropout is
spotted, the school staff closes
ranks and works as a team.
Youngsters with “behavioral
problems” — the shy ones, the
aggressive ones, the insolent
ones — are dealt with more un-
derstandingly. Or they are re-
ferred to specialists. Family
troubles that are affecting
their schoolwork, or even school
attendance, are handled by the
school authorities or turned over
to social agencies. Most of all,
the teachers look for the young-
ster’s special interests.
An example of such team-
work at the grade school level,
and what it can result in, comes
from Robert Taber. “Mary Ann
was a shy, retiring girl,” says
Taber. “She was also a poor
student, unable to keep up with
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In her second year, Taber
continues, she was placed in a
special class for retarded chil-
dren. Her teacher worked close-
ly with her, looking for ways to
cut through her indifference.
When Mary Ann showed an in-
terest in drawing, her teacher
encouraged her. Soon the coun-
selor and art director were
drawn in. Special instruction in
art was provided.
“The changes in her attitude
soon became evident,” says Ta-
ber. “The scowl left her face.
Her interest in schoolwork im-
proved. She returned to regular
classes. She was no longer con-
sidered retarded.”
Mary Ann’s talent was further
developed in junior high school.
Later, she received a high
school scholarship. Her academ-
ic grades were satisfactory,
and, after graduation, she won
an art scholarship and subse-
quently went on to earn honors
for herself in the professional
field.
“Not every student has spe-
cial talents like Mary Ann,”
said Taber, “but it’s a good ex-
ample of what teachers and
counselors can do to help a
child.”
Almost every school system
now has some kind of special
program to help backward stu-
dents. Some, like . the one in
Cheyenne, Wyo., are on the
lookout for possible poor read-
ers as early as kindergarten.
Other systems have corrective
reading courses all the way
through grade school into high
school. Some cities, such as
Union City, N. J., and Medford,
Mass., have introduced special
teacher programs to improve
reading instruction.
Reading ability is one of the
foundation stones of a Chicago
program designed to help po-
tential dropouts and reclaim
those already in that category.
Known as the Great Cities
School Improvement Program,
it is one of 10 such projects fi-
nanced by the Ford Foundation
in U. S. cities. The Chicago ex-
periment is a good example of
well as their minds busy,” says
Mrs. Isbitz. “Blank walls too
()ften encourage daydreaming—
a luxury these youngsters can’t
afford.” Some classrooms have
pictures of Lena Horne and
Louis Armstrong cheek-by-jowl
with Ralph Bunche. “We try to
Inspire the children with pride
of race,” says Mrs. Isbitz. “We
try to raise their sights and en-
tourage them to believe that
they, too, can amount to some-
thing if they will only make the
effort.”
All of these innovations have
paid off. Pupils are rarely
bored. Their reading skills have
increased, their vocabularies
have enlarged, and even their
way of dressing has improved.
School counselors work closely
not only with the children, but
also with their parents. Field
trips are made to museums, to
concerts, to plays. All these
forces, combined, have achieved
the main goal of the project. Of
420 youngsters involved, all have
remained in school.
Part Two of Chicago’s Great
Cities project involves those who
have already dropped out. Head-
quarters are at the Paul Lau-
rence Dunbar Vocational High
School. Early in 1961, teams of
teenage volunteers made a door-
to-door survey of the school dis-
trict, seeking out youths of 16
or over who had dropped out of
school. Later, the youngsters
were invited into the project of-
fice at Dunbar for personal in-
terviews and counseling in the
after-school hours.
“In many cases,” says Gil-
bert Sims Derr, guidance coun-
selor in the special project of-
fice, “we were the first persons
these people met who took the
trouble to listen to them. Most
of their experience had been
failure. Many of them couldn’t
believe that they actually would
get another chance to complete
their education and learn a
trade.”
A measure of the program’s
success is reflected in a special
needle trades pilot program
which was set up by the Board
of Education with the co-open
the originality being shown by ation of the Amalgamated Cloth-
each of them.
Part One is devoted to hold-
ing the would-be dropout in
school. It involves pupils 14
years or older who are still in
elementary school and almost
certain to drop out. Classes are
held at the Stephen A. Douglas
School.
“Mail Order” Learning
New subject matter and new
ways of teaching have been in-
troduced. Two unusual “text-
books,” for example, have been
added to the usual list: the
newspaper and mail order cat-
alog. “The newspaper,
Mrs. Helen Isbitz, assistant
principal in charge of the pro-
gram, “has been called the
‘poor man’s university.’ And be-
cause it is an up-to-the-minute
record of current events, it is a
university in print.” As used at
the Douglas school, the daily
newspaper becomes a tool by
^hich the youngsters improve
reading skills, learn to “skim,”
and improve their vocabularies.
They jqarn history through cur-
rent events. They discover sci-
ence. They learn practical arith-
metic by “shopping” the ads.
The classrooms themselves
are vibrant with color. Large
bulletin boards are filled with
posters, pictures, and student
projects. “We keep their eyes as
ing Workers of America, the Il-
linois State Employment Ser-
vice, and three clothing firms:
Hart Schaffner & Marx, Kup-
penheimer, and Weinberg Cor-
poration. A 10-week course was
given. At its end, 23 of the 24
persons origianlly enrolled re-
ceived certificates of comple-
tion in the needle trades course.
All were placed in jobs. The
missing 24th had been injured
in an automobile accident but
planned to continue after recov-
ery. Most important, all 24 had
taken steps to complete their
saysjhigh school education.
“This year,” says Mrs. Louise
Daugherty, director f the Great
Cities project in Chicago, “we
hope to do even better. We’ve
got v to. These youngsters are
not just statistics, or bodies.
They’re people. They need en-
couragement; they need sym-
pathy; above all, they need un-
derstanding.”
NEXT: The nation alerts it-
self to the needs of its “citizens
of tomorrow.”
BUSY MAN IN TOWN
HOPEDALE, Mass. — A busy
man is W. Chester Sanborn of
Hopedale. He is police chief,
tree warden, sealer of weights
and measures, dog officer and
a lieutenant in the civil defense.
1
1
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Williams, Nev H. The Winkler County News (Kermit, Tex.), Vol. 28, No. 1, Ed. 1 Thursday, May 9, 1963, newspaper, May 9, 1963; Kermit, Texas. (https://texashistory.unt.edu/ark:/67531/metapth982333/m1/3/: accessed April 24, 2024), University of North Texas Libraries, The Portal to Texas History, https://texashistory.unt.edu; crediting Winkler County Library.