Grand Junction High School - Tiger Yearbook (Grand Junction, CO)

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R 4 I, PM 4fMff«M»g Rats” Mt. Lincoln High School (I) (I) (9) “Baby Curia '' I.ROliA RI.IM Bob GIp Club (1) (21 Operetta 12 Basketball (3) (4) D. P Club (4) “Any Time, Any P1a«e Any Wncr«. BARR V! Mwy Mt. LtncoVn Hi rh A-bool l) $ “TV (riTl of My Dream . “ av9 efficient feae.hevs, ter hnir trained educational experts, and aii-ro-und general educational and vocational ronraes of study, Akm witr tab efficient organization mmt go a strong on la administrst tot . This year Or and Junction U going to begin the new period of growth that v »li make her ventuaoy a city of remarkable power and influence. We are beginning now to tap our real resources. Great wealth will continue to come from our fertile valleys, but this will now be greatly augmented by the wealth that lies in our mountains and in the bowels of the earth under our deserts. New people are becoming; Interested In the development of our bountiful natural resource . They are coming to Grand Junction to make a home and a fortune for themselves and the organizations they represent. Will they come and bring their families? This all depends upon the educational opportunities we have to offer their children, if we i an offer good schools, a good school organization, fine buildings, the best teachers and thorougn courses along all lines, they will come and live here. If not, these oil shale men. these petroleum people, these rnen of good sound business judgment will leave their families and children in educational centers like Denver, Moulder and Colorado Bpring-, and our new development will be largely a stag affair. We have no institution of higher learning like other cities that have grown up; therefore, we must develop our public school system so there whl he no doubt about its having and holding first rank. An efficient s» bool system does cost money, but It is worth all It coats. Without it, every child born and reared in the community starts out in life with a handicap that will he with him as long as he lives. This is the reason why we are trying to expand the school system and enlarge the scope of the whole school organisation, ho iim to make it appeal to the lass of people whom we desire to have interested In the welfare and prosperity of our city and community. If we can maintain first-clues school equipment and Secure well trained teachers, who will exert a strong influence over the lives of the pupils, and if we can offer a wide range of educational opportunities to children of school age, we will have the first and most important requisite for a city of some consequence. When Tulsa, Okla., began the growth that soon placed her in the first rank among the cities of that great state, she first expanded her school system so as to make it the best in the country. The next tiling site did was to go out to a neighboring town and buy Henry Kendall College and move it into Tulsa. This made her the great financ ial, industrial, commercial center and home building city ««( ttfgt ttrrttorx ll the other towns I or a ra din of tfcO miles and more became stag towns; some of them were as favorably located as Tulsa, but they did not have sense enough to develop the things that are necessary where children are reared and educated. Today Tulsa business men go hack and forth over a large territory, looking after their oil wells, refineries, rectories and other places of business, but their families live in Tulsa, where the best educational opportunities are offered This is the way all real cities are built, and Grand Junction must profit hy the example of those that have made a success of city building. 1 cam 15lay in the Class Room IV have all seen fine, interesting and enteral 7 :a-.nlng basketball games this past season. What was it that made those games so Interesting? It was the fine team work of the players. We can have our school work as Interesting and as entevtaining. if we will work together as we would if we were playing an athletic game. Team work counts as much in the class room as elsewhere. if we are working to win. W'e would not keep a player on our basketball tea n if he would not work with the rest: so why should we keep KATHARVXK BROWN “Jumbo” Glee Club (1) (2) (3) (4) Operetta (1) (2) (3) (4) Ju«t Snap Your Fingers at Care.” M tHCTS HltOW X “Monk Exchange Editor of Orange and Black (4) “I Strive Each Day.” CATHKRIXK RKV.E “Oat (Pee Gab iM «2♦ 3 «) Orchestra t 2 ■ tJD Operetta 11 11 ill 11 Hoc!-Ross Business College 4414 “Now and Then.

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 'ii hlbs 1 v.!on •’Chuck” Class President 4) Football (4) G. J. Basketball (4) G. J. Track (3) (4) G. J. Baseball (4) Operetta (4) East High School. Salt Lake (1) (2) 3) I’m a Little Fairy.” LUCILK JONES “Jonsey” Vice Pres. (4) Glee Club (1) (2) (3) (4) Mandolin Club (2) (3) Spanish Club (4) Operetta (1) (2) (3) (4) ”I’m Glad You’re Happy Again. VIRGINIA CALLAHAN “Swede” Glee Club (1) (2) (3) (4) Operetta (1) (2) (3) (4) Sec. Treas. (4) Orange and Black Staff (3) (4) Class Poet (4) Class Play. Idling.” School Work a Real Job QUPILS and parents sometimes fail to realize that school work is a real job and that IjL really affords enough actual material to consume the energy and take up the time of the pupil. Frequently we find pupils who enter school apparently in good faith and with a fair appreciation of what the school is able to do for those who avail themselves of the opportunities it affords, but back in their minds they have reserved the privilege of working at some outside job during half of their waking hours, or of fiddling away half of the waking hours in loafing or attending some frivolous social function or sentimental entertainment. Su h pupils are sure to fail. They cannot possibly make a success of school work when they are giving their time and energy to other things. Their experience so far as life's training is concerned will be like all who choose the foolish, trivial things, and then expect some day to realize something substantial out of the husks or “fool’s gold” which they foolishly collected. The school fails in a good many cases to secure results. The teachers and the entire school organization regret exceedingly the fact that it does fail to enlist the interest and attention of every individual. Failure is not the common thing, however. It is the exception to the general rule. The large majority of boys and girls in school win success, and it is from these good students that the world is systematically selecting its leadership. Now, when a student is failing in school, it is the business of the school to check up on the boy or girl to discover if possible the reasons. First, it is important to know whether the student is capable mentally of doing his work in school. This is a psychological problem. Then the next step is to find out how the student spends his time in school and out of school. It is necessary to know how much outside work is done by the individual, what his percentage of absence and tardiness is, whether he loafs his time away outside of school, and whether he keeps late hours on account of outside interests. The school must know all of these things in order to be able to place the responsibility for failure where it belongs. Card indexing is quite personal, but it is very necessary when accumulative information plays any part in the factors of success or failure. When a student is failing, it is necessary to bring him face to face with facts regarding his expenditure of time and energy. If he does not react favorably when his attention is called to these facts, then his case is practically hopeless. The following interview from Thomas A. Edison should make every school boy or girl sit down and meditate on his own school career, unless he is so confirmed a yap or bonehead that thinking is impossible. Mr. Edison was asked if he could give advice for success in life, and he answered as follows: “I can’t give any advice on that subject. If a young man has reached 21 and is dead mentally, no amount of advice, example or experience will ever change him in the slightest. If, at some period between 12 and 16 years of age, he can become interested in a subject and grow enthusiastic, then he will advance and become a high type of man. If not, his mental machinery will atrophy and he will become a mental ‘dead one’.” Good Schools Necessary J HE value of good schools to a community can-l J not be overestimated. When we say “good schools,” we mean a modern, progressive school system, with good buildings, well trained E. ALLACE MAST Socrates” Pres. Boosters’ Club (4) Oratorical Contest (3) (4) Brooking S. Dakota High School (1) (2) “Wait Till I Put On My Crown.” ALMA BOYER “Dooma” Valedictorian. Glee Club (1) (2) (3) (4) Operetta (1) (2) (3) (4) Pres. Spanish Club (4) “Oh Girls. What a Boy.” ANNA WAGLER “Bumpo” Salutatorian. “When I Discover My Man.

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KATHRYN BURNS Kitty” Mt Lincoln High School (1 Spanish Club (4) Just for Awhile.” CORA MAY BRADLEY Coremay Lincoln High School, Calif. I’m a Lonesome Little Raindrop.” ISABEL BROWN Izabul” Orchestra (3) Two Sweet Lips.” someone who is always pulling the wrong way in our lass rooms? Take our English class, for example. We go in there a great deal of the time knowing nothing about the day’s lesson. Our instructor wears herself and her patience out trying to pull what little we do know out of us. We term her cranky at these times. A few enter into a discussion, speaking so low or just to the teacher that the rest cannot hear, or don’t try to do so; they either sleep or carry on a conversation with their neighbors. We are bored to death and heave a sigh of relief when the bell rings to pass. So; let us change our ways and make this class the most interesting of the day by good strong team work. Most of us are in the habit of bringing to the class just what is required of us—no more. The more preparation and individual responsibility that is put into our school work the more interesting it will become. If we fail to prepare our day’s work, it too often means that we are too lazy to make the effort. What athletic team would tolerate a member who was too lazy to get up to play? Like the lazy one is a student who does not volunteer to share his knowledge because he is not required to recite, though offering it would add to the interest of the class. When one of us is called upon to recite, we often just make a statement of facts. It is all right, perhaps, but to some it means nothing. Why not explain your statements? They would be much more interesting and therefore remembered longer. We lack individuality and independence. We show this by making an effort to say what we think we should say, rather than what we really think. We all make a great mistake by not reciting for fear we may not be right. This is not showing the team spirit. Because we are afraid of making mistakes—afraid to ask questions,— many suggestions of value are lost and many points of importance are left undiscussed. The habit of laughing that some of us have when an individual makes a mistake, or asks a question that to us seems simple, has a tendency to add fear to the person, who in time will refuse to recite. It is a breach of courtesy on our part and shows very poor taste. A hypercritical attitude, either of amusement or contempt, creates an atmosphere that makes good team work almost impossible. It is such little acts of unkindness, discourtesy or inattention that rob work of its pleasure. Those who indulge in them should realize that they are taking time from someone who may wish to put it to good use, even if they do not care to do so. Our instructor has her moods as well as we do. She has a great many different qualities of ability and preparation to meet in the class. She is aware that the brighter students of the class are bored when she is trying to get the best from the dullest student. The more brilliant students should remember that they are not the only ones in the class to be considered, and that it is their duty not only to advance themselves but also to help the teacher to encourage the duller student. Team play always means subordination of self-interest to the general welfare. By practicing these steps in team work we can learn kindness, unselfishness and courtesy and find interest in our work. It is not only our instructors who should be courteous to their students and their opinions, but students should be courteous to one another and to our instructors. By following this suggestion, I believe a greater interest and pleasure would come from our school work. —Marjorie Paige. The Boosters’ Club of This Year and Next believe in the Boosters’ Club because it has contributed much to the fine school spirit of our High School. It has frequently had charge of the assembly meetings, and these meetings have awakened a great deal of enthusiasm for various THERON BORSCHEI I. “The Mamma’s Boy.” HELEN BIRDS ALL “Amelia” Operetta 1 (2) (3) (4) Glee Club (1) (2) (3) (4) Vice Pres. (3) Hoel-Ross Business College (4) KATHERYN CAMPBELL The Hump” Mt. Lincoln High School (1) (2) (3) Basketball ((4) G. J. A Young Man’s Fancy.”