Auburn High School - Bulldog Yearbook (Auburn, NE)

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 SCARLET I! llli . 1 Ipppppui? 111 -AND SF555 w. ktar,pr Liliilifl tm LILAC F. LASH “Quiet—unlike most girls.” Girls Glee Club (4); Class Prophecy (4); Senior Play (4); Girls Basket Ball (3); Class Day Program (4). PEARL I. KLEIN (P. K.) Literary (2) and (3); Liberal Arts (3); Girls Glee Club (4); Junior Program (3). T) GWYNDOLYN CONNELY (Connely) “A man of practical tliot.” Class Pres. (Fairmont) (2); Operetta (3); Junior Program (3); Class Play (4); Buffalo (4); Glee Club (4); Tri B Club (4); Delegate to Y. M. C. C. (3) and (4); Scarlet and Green Critic and Literary Editor (4); De bating Team (4); Liberal Arts (3).

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and —n G R. SPrrpfc”! -ihii MARY D. MUTZ (Fuzzy) “A live wire.” Literary Society (2); Basket Ball (2) and (3); Liberal Arts (3); Junior Program (3); Operetta (3); Mo lida Club (3) and (4); Athletic As sociation (3) and (4); Opera (4); An nral Staff (4); Cirl■; Glee Clul) (4): Tri B Club (4). CLARENCE L. DAWLEY (Dawley) A fellow worth knowing.” Track team (1); Athletic Association (1), (2), (3) and (4); Vice Pres. Athletic, Ass. (4); Liiterary Society (1) and (2); Secy. Literary Society (2) ; Vice Pres. Liberal Arts Foci-1 (3) ; Quartet (2); Class Pres. (2) and (3); Tri B Club (3) and (4); Buffalo: (3) and (4); Auto Club (1) and Junior Class Play (3); Operetta (3); Opera (4); Class Play 14): Glee Clo' (4) ; Debating team (3): Editor in Chief Scarlet and Green (4). DOROTHY GAGNEBIN (Dot) “Brink to me only with thine eyes.” Literary Society (2); Liberal Art Society (3); Junior Program (3): Class Play (4); Opera (4); Athletic Association (4); Girls Glee Club (4). 7v) )

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w! • ) t h H; [ y t The Teaching Problem Board of Education, Faculty of the Auburn High School, Classmates and Friends: Our class has now come to the branching of the path. Four years ago, from many sources, we came together as Freshmen. Since then we have had many common interests and pleasures. Now, each one will pursue that course, which interests him the most. Some of us will attend University or college, others will take up some industrial work. Since about half of our class are planning to teach in the rural schools the coming year, it would be well for us to consider some of the problems which we will meet. We have been thinking very seriously about these matters for some time and so we feel that we need not ask with Kipling “What shall we do, now there is no one to teach us to go wisely?” Let us consider some of the problems that we, as teachers, shall have to face- First of all. there is the attitude of the teacher to the district. Just what is her relation to the school-board? They are not merely a group of men from whom she expects a pay-check each month, but a very real factor. Is a teacher to give up her own personality and opinions to become a machine to do blindly what they say, or is she to do what she pleases without regard to their wishes? No one can say “do this” or “do that,” but each condition must be met as it arises and met tactfully and sympathetically. Then, too. the parents in the district have a claim upon the teacher. She is responsible to them for the child, physically, mentally, and morally while he is under her control. More than refusing to take part in any neighborhood quarrels, she may even become a peacemaker in the district. She must make parents as well as pupils trust in her and believe that she is doing everything for the good of all. On her depends the kind of