Grant High School - Memoirs Yearbook (Portland, OR)

Text from Pages 1 - 164 of the 1974 volume:

mj GRANT’S FIFTIETH A Book of Dedication Written and Illustrated Published Jointly by Trade Typesetting and Metropolitan Printing Co. Portland, Oregon by Grantonians 1974 FOREWORD We are all riding Space Ship Earth into a new century. Portland, Oregon, Grant High School Students, Parents, Teachers, Custodians, Secretaries, Administrators, and many others, arc part of its amalgamation. We have been, we are, and are becoming something more. We have been fellow travelers in a long line passing the same way hearing, seeing, and feeling; dreaming, planning, learning and yearning in and out of the same portals of a location termed GRANT ... in fifty years, approximately 25,000 graduates of us, and who knows how many more in eons to come. a memento of happiness, of spirit, and of history of a part of your life to you. YOU were there! And so was Miss Ethel Euer, for 38' 2 years, who deserves special commendation along with Perry Buck, a student of 1974, and Miss Lydia Anderson, for their superb research and writing ability. Maurice Binford captained the whole project, ably assisted by Steve Gann. Dr. L. Mila Warn wrote the Foreword and edited. The names of the rest of your crew who attended meetings and contributed in many important ways are: Chairman Maurice Binford To this Blue and Gray line this book is tenderly dedicated. It is the result of an imaginary Sidewalk Superintendant’s knothole view of fifty years of ceaseless activity in which everyone, who touched or breathed Grant in any way, contributed, sometimes pioneered, and, again, helped to create the Grant Image, a GRANTONIAN. Your committee has attempted to show you a picture, bits and pieces gathered, blended, and kaleidoscopcd into something that only YOU can finish. YOUR eye must do the seeing, add the vision, supply the final color and nostalgia of the laughter, tears, and ad-dended anecdotes not in print . . . YOUR OWN MEMORIES . .. drawn from a word, or a picture, a glimpse again in times, perhaps long lain fallow, but now once more blooming and freshly green in retrospect. If, to some, this book seems too saccharin, to others incomplete, and to still others, “I would have done it so and so,” forgive us. Lack of Omniscience, limited time and space, or funds to pay anybody, has created only a work of love. Everyone who gave of self is repaid with satisfaction in having tried to bring Co-Chairman Steve Gann Editorial Lydia Anderson Perry Buck Dr. L. Mila Warn Ethel Ewer Steve Gann Tom Lapsley Pictures Memoirs Oregonian Oregon Journal Pageant Magazine Finance Committee Frank Chown, Chairman Ray Conkling Dr. William Farr Robert W. Hocks Dr. Nick Marineau Howard Patterson Louie Sherzcr Hall Simons Tom Williams Jan Cram Christine Gann Helen Stone Kalman Jim Niell John Rumpakis Beverly Smith Irv. Walsh Page Yaw THE SHAW FAMILY JACK ’38 TOM ’47 JERRY ’49 GEORGE ’51 JOHN 75 MARY 76 PAT 77 Accolades, too, are richly deserved by those who so graciously sponsored individual pages to pay for the printing, but most of all credit goes to YOU who lived the GRANT SAGA. We are all brothers and sisters of the same association, none unimportant, though some have been more visible than others. We’re terribly sorry if any who should be named or viewed are not present. Thank you for being a GRANTONIAN. You are Someone Special. Without further apology now, we, your fiftieth anniversary staff, salute YOU who began it all . . . YOU who continued it . .. and YOU who are yet to evolve on the march to Anninvcrsary ONE HUNDRED, and Beyond_________ May the inspiration and loving effort of our minds and hearts reach out and touch yours! May you enjoy learning ... or remembering when . . . from the fifty year log of a ship within a space ship, THE ULYSSES S. GRANT. Dr. L. Mila Warn AND AWAY WE GO! ACCOLADES AND APPRECIATION TO ALL COMMITTEE CHAIRMEN AND HELPERS. SO MANY HAVE DONE SO MUCH. WHETHER ON THE LIST OR OFF, THANK YOU SO MUCH FOR YOUR IMPORTANT PART IN MAKING GRANT’S FIFTIETH YOUR SUCCESS! Greetings from the Dimilre Family as we reach 25 Years of Grant attendance BOB DIMITRE '36 MONY (FOWLER) DIMITRE ’38 DON DIMITRE ’62 DIAN (DIMITRE) WARRENS '65 DAVE DIMITRE '68 DEBBIE (BEACH) DIM1TRE '68 DEB DIMITRE 77 II Grant High SCHOOL History By Perry E. Buck itizens of Portland learned from their morning newspapers of March 21, 1922 that at a special meeting held the previous evening, the city school board had approved and passed along for the electorate’s approval a six-million dollar school construction program. This program, which the voters would agree to finance at the school election held the following June 17th, among other things called for construction of a modem high school in northeast Portland. The ten-acre site chosen for the projected high school was an old brickyard adjacent to an area under development as a public park. Fern wood school (a local landmark since 1911) and a few scattered houses were the only buildings in the area, while streets such as Fremont and 33rd Avenue were little more than country lanes. Mud, standing water, underbrush and heaps of broken brick graced the area. Yet the city was growing. Real estate ads and hucksters proclaimed the glories of life in Rossmerc, Rose City Park, Hollywood and a dozen other now forgotten sub-divisions. Moreover, other areas such as Dolph Park, Laurel-hurst and Irvington were already wealthy, established suburban neighborhoods. Unless a new high school was built, the children from these areas would overtax the capacity of the city’s seven existing high schools. Hence the voters, cognizant of these facts, approved the sale of three million dollars of school bonds and, in addition, agreed to a three year tax hike totaling another three COUCH STREET GALLERY MARY MALETIS iii million dollars in order to pay for the building program. Within a fortnight of the day the voters gave their consent, architect W.C. Knighton of the firm Knighton ■ Howell was selected by the school board to begin preliminary drawings of the unnamed city high school. Knighton’s original drawings submitted in the fall of 1922, pictured a large complex of buildings located on an attractive and spacious campus. The main building was depicted with a peaked roof straddled by a cupola, which made it resemble contemporary Franklin High School. Both the north and south wings were also surmounted by dormercd, peaked roofs, as were the swimming pool bathhouse and the gymnasium. Incidentally, the latter building was shown on the south side of today’s varsity baseball diamond, near U.S. Grant Place, a location which would have given the campus symmetry but which would also have meant a long hike from the gym to the swimming pool. In January 1923 the school board, pleased with a modified version of Knighton’s blueprints, voted unanimously to begin construction of a flat-roofed fireproof building at the northeast Portland site. Estimated cost of the structure was $232,000 with additions to bring the total cost up to about $400,000. Meanwhile the school had been given a name. At the school board meeting of Wednesday evening, September 13th, 1922, George E. Sandy, a military veteran and commander of a local V.F.W. post, suggested the name of General Grant as a suitable title for the new institution of learning. Pressed by Sandy into immediate action, the board unanimously adopted the name “Ulysses Simpson Grant High School” for the new school. Construction on the main building and gymnasium began in early 1923 and by autumn of that year it had progressed to the point that a formal cornerstone laying could take place. On the chilly day of October 8th over 300 spectators and dignitaries assembled before the hugh steel, concrete and brick framework located near the intersection of N.F . 36th Avenue and Thompson Street. While the crowd listened patiently the national chairman of the Knights of Pythias spoke of the importance of education and of the fine example set by U.S. Grant for the youth of America. Next, School Director Clark praised the modern facilities of the school and pleaded for more public school funds in the form of tax dollars from the public. The final speaker was Mayor George L. Baker, who orated in favor of tighter immigration laws. He opined that good education was the best moral, spiritual and intellectual safeguard for the American people, and pointed out that backward countries have difficulty raising their standards of living because poor educational facilities, such as existed in many foreign countries in 1923, result in large numbers of people being unable to raise their personal standards of living. After this series of addresses the polished granite cornerstone, which had already been emplaced, was sealed. The rectangular hollow chiseled stone had enclosed in it a small American flag, some newspapers, rosters listing all officials and workmen responsible for the school’s construction, and a hand-written account of the early planning for Grant. The cornerstone, which measures thirty-five inches by thirteen inches, still rests solidly amongst the bricks on the right-hand side of the school’s front portico, and presumably still contains its mouldering treasures. Work continued on Grant into 1924. After a careful, scrutinizing inspection for structural flaws, the school district chose to accept it in the summer of that year. PORTLAND GENERAL ELECTRIC “Keep on Watching Watts” 621 S.VV. Alder Portland, Oregon Shortly after the school opened, it became apparent that it was too small for its rapidly growing student body. Half-a-dozen portable classrooms and a temporary wooden cafeteria were placed along the west side of the main building to ease the crowding, and, in April of 1925, the construction firm of Stebinger Brothers was awarded a contract to build the school’s north wing after submitting a low bid of approximately $115,000. Included in the new wing were several biology labs, cooking and domestic arts classrooms, manual training shops and a study hall which could also serve as a small auditorium. This sixteen-room wing was completed late that year and was occupied in the spring term of 1926, thus serving to alleviate the classroom crisis. A similar wing on the south end of Grant, containing physics labs, mechanical and freehand drawing rooms, as well as typing and bookkeeping classrooms, was completed later, in about 1928. In that same year the auditorium, built to accommodate 1800 students was finished. The annual school play, which in this particular season was a whimsical piece entitled, “The Boomerang”, was the first of many attractions to be presented there. Not only was the student body pleased with this play, presented in late April; it was also happy that the school now had permanent cafeteria facilities. They were situated directly below the auditorium. Meanwhile other changes were taking place outside the building itself. Muddy grounds, crossed by rickety boardwalks, were giving way to lawns divided by smooth concrete sidewalks. Handsome lightposts were sited along nearby streets in 1927, and rows of trees were planted not only on the school grounds, but in nearby U.S. Grant Park, too. Swimming pool and tennis courts were built in 1926 and 1927 as part of the city’s development of the park, and Grant bowl, situated in a natural depression, was excavated to a depth of twelve feet, then banked, graded, and landscaped. In those days the American flag waved proudly on a pole placed above the rim of the bowl. The Grant neighborhood, stimulated by its new focal point was being improved as well. Eugene Street, running along the south side of the campus, was renamed U.S. Grant Place. Soon sturdy, comfortable houses were built along it as well as along other streets near the school. For nearly twenty years after 1929, economic depression and war occupied the minds of taxpayers; further construction ceased for a long period of time. Not until the early 1950s when Grant’s enrollment, which had declined for a time, again passed the 2000 mark, did parents and administrators begin to worry about overcrowding in Grant’s aging facilities. With forecasts predicting the size of the student body to pass the capacity mark of 2400 in 1955, expansion was seriously considered. At the school board meeting of Thursday, October 25, 1951, Ward Cook, president of the Grant Dads’ Club, urged improvements in the school. He pointed out that Grant’s gym was totally inadequate for a comprehensive physical education and athletics program. Laurence E. Winter, director of secondary education, advocated plans providing for addition of a new gym as well as construction of a wing containing shops and homemaking rooms. Winter’s plan also called for a re-arrangement of the library, offices and counseling rooms. This plan ultimately went into effect, but not all at once. The modern, $281,687 northwest wing containing art, home economics and shop classes opened in 1953 but the construction of the new gym was not completed until the autumn of 1957. Mineral Aggregate Industries Service Consultant Service to Quarries, Crushers, Sand and Gravel Operations ADA (PACKARD) I.OFTS 13825 S.W. 27th Portland 646-6200 Oregon State University Alumni Association sends best wishes to Grant High School and its Alumni on the occasion of its Golden Anniversary celebration. The next piece of construction opened at Grant was the new library wing, replacing the old library which is now partitioned into rooms 219 and 220. Grant’s $179,677 library is the design of the firm of Whitney, Hinson and Jacobsen and has shelf space for 15,500 books. Some 200 students can be seated in the main library, and two additional classrooms provide room for drama classes. As Grant’s enrollment passed the 3000 mark in the early 1960s, planning went on for the new science wing, located south of the auditorium. At first the wing was planned as a two-story structure, connected to the second floor of the main building by an enclosed ramp, but prohibitive costs doomed that idea. The actual structure cost nearly $200,000 to build and equip, and is the design of Stanton, Boles, Maguire Church, architects. This wing, a one-story adjunct containing four biology labs, two chemistry lecture rooms and a chemistry lab, was occupied on January 31, 1967, nearly a year after construction began. In all likelihood, the science building will be the last permanent addition to be made to Grant. Madison and Adams High Schools have relieved the burden of students from outlying areas, and shifts in population have caused Grant’s enrollment to decline from 2500 to 1800 over the last four years. But no matter what the age or size of the buildings, there will always be a thirst for knowledge at Grant High School, and a rapport of SPIRIT second to none. HARRIS ENTERPRISES INC. Premium Oil Co. Harris Distributing Co. Harris Oil Co. JERRY HARRIS DICK HARRIS 1717 S.W. Madison Portland 222-4201 vi STEP’S LOG FOREWORD GRANT HIGH SCHOOL HISTORY CHAPTER I - THE LAUNCHING W. T. FLETCHER - 1924-1928 1 CHAPTER II - A NEW PILOT A. F. BITTNER - 1928-1943 19 CHAPTER III - RUGGED SAILING COLTON MEEK - 1943-1957 37 WORLD WAR II PERIOD 47 PAGEANT STORY - THE BEST HIGH SCHOOL IN AMERICA . . . HOW DOES IT COMPARE WITH YOURS? 51 CHAPTER IV - CALM AFTER STORM HAROLD KLEINER - 1957-1965 ACADEMICALLY SPEAKING 71 CHARIER V - SMOOTH VOYAGE ROY D. MALO - 1965-1970 85 THE AMERICAN FIELD SERVICES SCHOLARSHIP PROGRAM 91 MONDAY, DECEMBER 8TH, 1941 92 PUBLICATIONS AND WRITING AT GRANT 94 CHAPTER VI - STILL AFLOAT GUST KANAS - 1970-1974 105 CHAPTER VII - FIFTY YEARS OF SPACE WORTHINESS 111 ETHEL EWER 117 SPORTS 119 FAULTY OF GRANT HIGH SCHOOL 131 GRANTS 50TH COMMITTEES 139 THE BANK OF CALIFORNIA, N.A. SPARKS-WAGNER, INC. Products for Industry - Fasteners, Hydraulics, Filters and Clutches STAN WAGNER ’46 1106 S.E. Taylor St. Portland, Oregon 97214 234-7213 WENTWORTH IRWIN, Inc. 1005 WEST BURNSIDE PORTLAND, OREGON x W. T. FLETCHER ANDREW D. HRESTU Founder To The Men Who Started The Ball Rolling in 1924 We Salute You PORTLAND BOTTLING COMPANY PHYLIS HRESTU ROUCHES 57 ELAINE HRESTU STERNBERG 50 VVM. FLETCHER First Principal RASMUSSEN PAINTS Paints — Wall Coverings — Art Supplies SIl) RASMUSSEN 35 644-9137 Beaverton xii NATIONAL MORTGAGE CO. JAMES K. NEILL '35 305 S.W. 4th CHAPTER I WM-WM THE LAUNCHING Early on the morning of September 2, 1924, the Ulysses S. Grant High School opened its doors for the first time to welcome 662 students, an oleo of second through fifth termers and of first termers who were to become the first all-Grant graduates of June 1928. out-of-state schools; the rest, transfers from other city high schools. Summarized briefly, pupils and teachers from 85 widely scattered schools were coming together to begin the history of U.S. Grant High! By October eighth, one hundred thirty more were added making a total by terms of 84 fifth, 62 fourth, 170 third, 170 second and 306 first termers. Already the infant school had growing pains. The main building had been readied for an expected 500 students. It consisted of twenty-seven classrooms, fifteen down and twelve up, three laboratories, two lecture rooms, two boys’ and two girls’ lavatories, a women’s restroom, and a library. Not all of these rooms had been furnished. With the unexpected enrollment, more rooms had to be equipped and additional teachers hired before classwork could begin. A word here about those first 662 Grantonians. They came from 26 grammar and private schools and from twelve preparatory and high schools. They represented schools from 29 Oregon towns, fifteen different states, and two countries — the Philippines and Canada. Those first 23 teachers had come from five Oregon schools outside the city, from four To this conglomerate mass, gathered in the gymnasium for its first assembly, Mr. Fletcher spoke of the problems facing them, of his desire to make this a really great school, and in general, of the ideals toward which he hoped they would all, hopefully, strive. After that assembly, all went outside the gym, where they watched Grant’s Old Glory raised for the first time, following this with a solemn salute. For better or for worse Grant had begun its long road to fame! Right here, let us record two Important facts about those 306 freshies. One hundred of them were already planning to attend college, aiming their courses accordingly for the entrance examinations required in Eastern as well as Western colleges. 66 of these youngsters were already either partially or wholly self-supporting! Quoting from the first publication: “At last! We’re high school students. Three hundred and six of us are enrolled in Grant High School. Maybe we’re green freshies, but nevertheless, we are ambitious. We are DON AND JEAN THOMAS Class of ’.36 1 The Class of June, 1927 striving to absorb all that this institution offers, and in return, to give our very best to Grant. Notwithstanding the opinion of the upperclassmen, we feel that upon us, not upon them, depends the establishing of the ideals of our school. We shall be the first class to have taken our entire course at Grant; our graduation will mark the fourth year of its existence. A great responsibility rests upon us freshmen; we are the builders, the ones to form, as well as to live up to the traditions of Grant.” To prove it, we find these additional facts about that amazing class: Over half of the girls’ glee club were freshmen, and thirteen of the boys’ glee club. A freshman girl was secretary of the student body council. A freshman boy was tackle and guard on the first football team. Many turned out for basketball practice, but no team was formed. Five freshmen boys were charter members of Grant’s first club. The faculty for the fall term of 1924 were: Mathematics Latin Science Mrs. Allene D. Baker Louise Brace Elsie Claire Caroline Friendly Clarence B. May Frances Young Celia Davis Grace Haines Alice Gilstrap Mrs. Grace D. Hiestand History Mary E. Jones A. C. Runquist Sam Simpson Harold Wharfield Music Commerce Mr. E. E. Homing Art Josephine Croxall English Sallie Burns Maude Cooke Ella Gunderson Margaret Hanck Georgiana Stout Mildred Whittlesey E. Maldwyn Evans, Glee Secretaries Physical Education Robert E. Millard, Esther Riele Jennie Hunter, Girls Orchestra Helen Snow, Asst. Leon Fabre, Boys FROM AN OLD LINCOLN GRAD C.lass of '28 French Elsa von VVintzingerode Spanish Mrs. Ida Chaney Domestic Art Mrs. Winifred Smith Librarian Adeline Cook 2 To these thirty, ten more were added in January, 1925. Mathematics A. F. Bittner Celia Wilson Latin Mrs. Elizabeth Stephenson Spanish Alice Van Schoonhoven Science Mr. A. Rickies English Mary Evans Ethel Ewer Alva Jarbeau Mrs. Dale C. Thompson One of these additions, a transfer from Jefferson, Adolph F. Bittner, was to become successively, head of the mathematics department, vice-principal, and finally, principal. From the time Grant opened for business, it grew like the proverbial dandelion. In January 1925, so many, both freshmen and transfers, were added that Mr. Fletcher threatened to assign classes to the office safe, he was that hard-pressed for room. More portables were added; A, B, C, and X, Y, Z to house the freshmen, and a North Wing was started but was not ready for use until the spring term of 1926. The Cafeteria, for the first three and a half years, was a portable back of the school. The early graduates will doubtless remember the country-school atmosphere. Some of us recall the faculty Chirstmas parties held there, the singing of carols and Mr. Comstock, in the role of Santa, handing out “joke gifts” and candy canes. In the fall of 1926, the Student Council initiated a cafeteria board consisting of two boys, two girls, and two faculty advisors. This board managed finance and employment, dealt with complaints, efficiency, cleanliness and quality. By June 1927, the cafeteria was accommodating about twelve hundred students daily and was yielding a reasonable profit, despite its lack of room, insufficient and inadequate equipment. In the fall of 1927, the board hired Miss Barbour, daughter of the then Commissioner Barbour, and an O.A.C. (now O.S.U.) graduate, as the cafeteria supervisor. In January of 1928, the Cafeteria Board was modified to include besides Miss Barbour, (the manager) Mrs. Grace Hiestand (faculty advisor) and four students elected by the Student Body to serve two terms. Joy, oh, Joy! Shortly after the beginning of that year, the new, well-equipped cafeteria in the basement of the Auditorium became a reality. The neighborhood had begun a building boom now that the brickyard was extinct. New houses popped up all about Grant; and the residents — you guessed it — all had one or more potential Grantonians to contribute to the cause of making Grant, soon, the largest high school in Oregon. Naturally, those of us who watched this spectacular growth were eager to see it become not just the largest, but the best school in the state. Incentives for scholarship excellence were provided and moral codes were exacting. ASSOCIATED PUBLICATIONS, Ine. MARGE (BITAR) RAIES. Publisher MELANIE RAIES ’67, Circulation Manager JENN1 RAIES 70, Staff Editor JIM SLEEPER 9, Editorial and Advertising Director 3435 N.E. Broadway 288-1290 3 For the first few terms, letters were awarded for scholarship, but in the Spring term of 1928, the Council discussed but did not decide upon a plan which was adopted shortly thereafter of giving a gold G pin to any student with all E’s for three terms. (Grades were then E, G, F, and U). Each term thereafter a pearl would be added to the G until the eighth term. If any student managed to make E’s in all his subjects for eight terms, he was awarded a diamond. Mr. Fletcher repeatedly reminded his faculty, “We are all here learning to live together.” This implied friendliness and cooperation and understanding. Interviewing prospective teachers, he was as selective concerning their character and personality as he was of their scholastic preparation. Out of such an heterogeneous mass of humanity as was Grant in September 1924 came a solidarity of purpose and ideals, not just of scholarship, but of sportsmanship. What a thrill it was to watch our cheer leaders trot out on the field or into the gym and lead a first rousing yell for — the opposing team. What a glow resulted from seeing our Student Body back a losing team feeling that “winning isn’t everything; it’s how you play!” And that, dear Alums, is another reason why Grant is truly great! In the spring of 1926, Grant athletics for the first time members of the basketball league, were City Champions. In the falls of 1926 and 1927, they were city football champions. Our students had already set scholarship records, won typing awards, achieved baseball and tennis victories. The school was on its way. We should, perhaps mention the fact that one of Grant’s sports participants also had the highest scholarship of any athlete in the city with a 98.6 grade average for four years. George was one of the most lovable and most popular boys at Grant, and if I recall correctly, the only black student in the school. Fall 1927 — June 1931 — During these fours years of E grades, (note: George was taking the classical Course - see below ), he found time to be a cashier his fifth and sixth terms; be an active member of the Faraday (Science Club); Quirites (Latin Club); the Royal D’s; the Glee Club; Track ‘27, ‘28, ‘29, ‘30, ‘31; Football ‘28, ‘29, ‘30; and the Fire Squad. What a record! There were three courses available to high school students in Portland. 1) The Classical which was required for entrance to the Eastern “Ivy League” colleges. It consisted of four years of English, three years of Mathematics, four years of Latin and at least two of another language, one year of either Physics or Chemistry, and two years of History. This was a total of 32 credits in required subjects. Only the best students attempted this course. Not only was it just plain hard but there was little if any time for electives one might want. To take typing or art one had to carry five subjects besides his physical education. 2) The College Preparatory course was also for college bound students, but it met the requirment for Western colleges. In the state at large it required three years of English, two years (Algebra and Geometry) of Mathematics, one year of a laboratory Science (they would accept Biology for this) one year of American History, and two years of any Language. Grant required four years of English. This made a total of twenty required credits, and the student could elect, from art or industrial or home economics or any other subject offered, enough to make a total of 32 credits. 3) In the General Course students were MAIL-WELL ENVELOPE CO. Envelope Designers and Manufacturers BOB HORNING '35 BILL LORD '36 CHUCK SHERWOOD '38 EARL WALTER '41 2515 Mail Well Drive 654-3141 4 required to take seven terms of English, one year of History, one of any Science, and a year of Math which did not need to be Algebra or Geometry, to make up a total of thirty credits. Subjects such as Cooking, Sewing, Art, Typing, Mechanical Drawing, Manual Training, and Music were only one half credit per term. There are some interesting statistics for Grant’s first year: at the end of the year 1924-25, there were 478 girls and 375 boys. The average attendance was 852.7. The average absence, 37.5 or 195.7 attendance rate. There had been three suspensions. But lend an ear! 499 girls and 532 boys were tardy - a total, if you please, of 1031! Let us hope most of those were racked up by a dozen or so late risers. A more gratifying set of statistics concerns the interest in Science. During the spring term of 1925, 176 were taking General Science; 164 Biology, and 54 Chemistry. There were no seniors to take Physics or Trigonometry. Most of the freshmen took Algebra. Grant offered courses in Art, Mechanical Drawing, Manual Training, Domestic Science and Art, Vocal and Iinstrumental Music. Physical Education was required the first two years. Students were not free to dress as they wished. The writer recalls an effort made by the students to adopt and wear a school uniform thinking it would be both attractive and democratic. If I recall, some of the parents stopped that. Miss Henderson, on occasion, sent some girls home to clean their faces of makeup and to don more suitable classroom attire. A few years later, under Miss McGaw, girls who came stockingless to school were sent home pronto! “Grubbies” were allowed for after school wear when students were working on various booths or in other activities about the school. Even as late as 1961, Ahmad Khan, an exchange student from Pakistan, was required to shave off his moustache. There seems to be a direct relationship between the lowering of appearance standards and the increase in careless behavior patterns! Students were training to take their places in an adult world, and every effort was made to fit them for a responsible place in that CLASS POEM High School is a mountain steep. That must be climbed in slow degrees By every member in the class— It cannot e'er be scaled with ease; It takes four years to reach its peak ; For thirty credits we must seek. In September ’twenty-two We all entered some High School. As Freshmen toiled we through the year And learned a different kind of rule. As Sophomores we climbed ahead. And passed examinations dread. To U. S. Grant, our own new school, As Juniors we together came : And since there was no class ahead We added dignity to fame; So we became the leaders then Among our younger fellow-men. But now at last we've reached the top. And as our graduation nears We thrill with pride to contemplate We are the first,—the pioneers. First, from this crest to see life’s star To which our mountain led us far. —Frances Murray. :26. J. J. CONSTRUCTION CO. Complete Remodeling Service Since 1935 JERRY JONES JIM KIRK DUANE SCHWARM GERALD BROWNHILL 1836 N.E. 82nd Portland, Oregon 97220 255-0415 5 world. Summing up Plato’s ideas about a liberal education: “To develop in the future rulers the power of independent thought, to open to them the secrets of the Universe, and to help them, as they increase in knowledge, to be filled with an intellectual love of God.” This was what Grant educators were trying to do. Perhaps that is why so many Grant graduates have forged ahead in fields of Science and Medicine as well as in the Arts. Both men and women have also entered the ministry as well as the many other professions. The murals in our auditorium in memory of Mr. Fletcher show the idealism that was Grant’s during its beginning. They aim by line and color as well as by subject matter to interpret the ideals of education. The chains of young people, hand in hand, climbing, step by step, striving toward ideal conceptions of manhood and womanhood — these are intended to symbolize all education. Mr. Fletcher was an educator who inspired all who knew him. By both precept and example he taught that one’s life should be a balance of all things of value; one should strive toward an ideal. His belief in God and in man was a vital part of his dynamic personality. Mr. Fletcher, Grant’s Pioneer Principal, saw the little first termers of September 1924 become the Pioneer Graduates on June 14, 1928. Then, on July 9, he left the job of building upon the foundation he had laid to those who had been working with him. Under his four years of leadership, the Student Body had grown from less than seven hundred to over 2000 members. It had a Fire Squad of seventy members who could clear the building of its 2000 students and 79 teachers in 90 seconds. Instead of eight tiny clubs, it now had twenty-two. It had a 47 piece band and a 21 piece orchestra. It had a Traffic Squad of 32 members who directed traffic and kept order in the congested halls at Assemblies and during lunch period. From its beginning. Grant had self-government. The students were represented by two councils: Executive, which was composed of the president, vice-president, secretary, treasurer, editor-in-chief, athletic representative, fire chief, and after the organization of the Boys’ and Girls’ Home leagues, those two presidents. The Advisory Council constituted representatives from every registration room and club in the school. These Councils had joint meetings about every three weeks. They planned Hilarity Shows, Carnivals, candy, doughnut, dill pickle sales — in fact, all the money-raising events. Student Body officers were elected at the end of the term by members of the student body. Student Body membership was open to all for a fee of fifty cents. If a student could not afford that, jobs were available in the student body office or school office so that he could earn the amount, no stigma attached. Any student who was worthy and eligible could be elected to any office if he had a G average and was a member of the Student Body. Regular school assemblies were free, but others with outside speakers were planned for student body members only. In the fall of 1926, the Student Body took over the “General News”, gave it the new name, “Grantonian”, and distributed it free to all Student Body members every two weeks. ROSS HOLLYWOOD CHAPEL 4733 N.E. Thompson St. Portland, Oregon 6 DEHEN KNITTING CO. BILL DEHEN 404 N.W. 10th Ave. 222-3871 Another big step forward that term was the organization of the band. The majority of members supplied their own instruments, but a few less common ones were bought by the school. How’s that for achievement? To organize a club, a petition had to be submitted to the Council. All club members had to be student body members. That year, the Council also bought a phonograph for general use. In the Spring of 1927, the Student Body bought silk flags for every room in the building and history reference books for the library; gave fifty dollars to the Rose City Library fund, established a Lost and Found department, revised their Constitution to meet the needs of the larger Student Body, added an assistant treasurer who would succeed himself the following term as treasurer, adopted a book plate for Student Body use, selected a school song, secured snappy new uniforms for the band, and provided for two orphans of the Near East Relief. It is interesting to a present-day student how profits gained from Auditorium programs were spent: 5% for Scholarship fund, 2% for library fund, 1% office fund, and the last thing decided upon by the Fall 1927 Council was to take care of one Armenian child. Right here, I’d like to mention how those precious young Grantonians reacted toward the needy. Besides Community Chest drives held in the school, ever so many registration rooms and or clubs, at Christmas time would secure names of needy families with names, ages, and sex of all members. Then they set about planning — not just for one meal, but securing things that would carry over a few days. They KLEIN JEWELERS For Fifty Years Manufacturers of Grant Club and Class Pins See Your Pin on Display in Center Hall 912 S.W. Morrison 226-6748 7 brought clothing and toys. One or two of the youngsters would call and make arrangements with the mother for a day they could play Santa Claus for her children. On that day as many students as could would go. They would give out the toys and play with the youngsters and then as a surpirse for the mother, leave a nice box of staples and extras. Everyone had fun. It wasn’t charity. There was no condescension. It was compassionate, spontaneous love! Those irrepressible, rambunctious, overflowing, wonderful Grantonians! One would want to wring their saucy little necks one minute and love them to pieces the next. Another thing you grads might like to remember (or forget?) was that to be an officer in the Student Body one had to have a G average (79-89) and members of organizations had to be passing in three subjects. Flunkers weren’t popular with athletic coaches either. Among other interesting memorabilia of those first four years, we might mention that to get the Student Body treasury started in the fall of 1924, we borrowed $500.00 from Benson High School Student Body. This was lent without interest for a three year period. Grant was able to repay this debt in the fall of 1925; and to show our appreciation, we presented the Benson Student Body with a beautiful picture - a covered wagon scene - for their library. Under the picture was inscribed, “Pioneers in Friendship.” Although the Drum Corps, organized by Robert L. Dick with the help of his buddy, John Dean Goss, had played at games and rallies, it was not officially recognized until the Council in the Fall of 1925, financed their spiffy new uniforms. our first class play, “Come Out of the Kitch en”, May 21 and 22, 1926, were both presented in the Washington High School Auditorium, for Grant, as yet, had no Auditorium of its own — all assemblies being held in the gymnasium. A little anecdote may be told here of a young teacher who assigned the short story, A Cask of the Amontillado, by Poe, to be read by her fourth term English classes. The following day, before she could ask the students how they liked the tale, one smart young man (there’s one in every class) announced, “That’s a terrible short story but it would make a darn good play.” Without batting an eye, the teacher said, “Okay, you write it, I’ll direct it, and we’ll give it here at Grant.” She had not the slightest idea he would accept the challenge. Was she ever wrong! He did - so she did, and at the May Carnival that year (1926) these intrepid and inexperienced young Thespians presented a travesty which probably set Mr. Poe’s eternal rest back a hundred years. Room 232, at that time, had a skylight. Tar paper was secured, and fearless fourth termers climbed the dizzy heights to make things very dark for the play. No night activities were supposed to take place at the Carnival. All concessions were closed by seven-thirty or eight. As it turned out, this was the — but wait. Admission to all concessions, purchase of all goodies, was done by tickets which were sold in strips of as many ten cent (or was it five cent) ducats as one could afford. The first play, an all school production of “Daddy Long Legs”, sponsored by the Buskin Dramatic Club, May 15, 1925, and the second, Who could ever guess that so many youngsters would save four of their tickets to see such a play? Congratulations from Oregon's Otcn Bank OREGON MUTUAL SAVINGS BANK 8 Teacher and cast were in the tiny dressing room trying to make the villain and the hero look like Italian Aristocrats. The stage was all set with BONES from the stockyards - to look like the catacombs. One wonders if the catacombs smelled like that! A brisk rap sounded on the door. Then Mr. Fletcher was saying to an unbelieving feminine member of his faculty, “We can’t let any more in to room 232. It’s packed beyond the Fire Ordinance, and there are many more with tickets waiting to get in. Can you give this twice?” Stunned, the teacher said, “I’ll ask the kids.” The kids? Well, of course! The next day, Mr. Fletcher said to the cause of all this confusion, “You might like to know that one of those trying to get in to see your play last night was a member of our School Board. He wanted to go home and forget the whole thing — tickets and all — but his family insisted on staying. He stayed, but he said to me, ‘Fletcher, one thing I know, at the meeting tomorrow night, Pm voting for your new auditorium here. It’s badly needed.’ ” At that Board Meeting Grant received the “go-ahead” for its new auditorium. An amusing sidelight before we leave this gruesome play may arouse memories for some of you grads: the boy who was the victim being chained and walled up in the catacombs to die, was supposed to scream when he ASSEMBLIES IT is very unfortunate that at the present time Grant has not an assembly hall where all of us may gather and enjoy a good assembly; but it is sincerely hoped by all. students and faculty alike, that in the near future we may have the use of a good auditorium. In the meanwhile it is our duty as loyal Grantonians to make the best of the situation and co-operate in every possible manner to make our assemblies worth while to us and to our visitors. Our highly-esteemed principal, Mr. Y. T. Fletcher, has on a number of occasions asked us in assemblies and has requested the teachers to ask us to co-operate by good behavior and suitable attitude in assemblies. but for some reason many of us do not seem to remember what he says. Let us remember, however, that what Mr. Fletcher says is for the good of all and not for any one group. His purpose in requesting such behavior is to raise the standard of our school above the others or at least to a level with the others so that when visitors come to our assemblies either as speakers or as onlookers, they may be able to compliment conscientiously the behavior of the students in assemblies. It is not necessary for us to play with the gymnasium apparatus or to stamp our feet, shout, and clap boisterously to show our appreciation for any entertainments given 11s in assembly. In fact, it is as bad taste to clap excessively as not to clap at all. Let's get behind this and correct the situation with some loyal Grant Spirit. If we do our part and the others do theirs how much more proud we can feel of our school and the assemblies. Be loyal Grantonians at the games by shouting and yelling, but be loyal Grantonians in assembly by sitting quietly and respectfully. There is a place for everything. —Orrin A. Scovill. N. E. W. S., REALTORS® Fremont at 42nd E. JOHN RUMPAKIS, President Graduate ’49 9 sobered up enough to realize that Mentresso was not playing games — but alas, he was a quiet, reserved lad without a scream in his lungs. At a rehearsal, the director said to another boy, “Paul, can you show Millard how to scream?” It might surprise some of you to know that in 1927, Grant had a radio club, the very first club organized at Grant, called “The Dial Twisters,” later changed to DeForest Club, and it was mentioned in “The Radio News,” a New York publication, which listed the Dial Twisters “as one of the stable, organized radio clubs of the United States.” An unearthly, ear-shattering scream was his immediate response. As a result, Paul was hidden in the darkness of the stage, and became the “scream of the evening.” A banking program — its goal, thrift, was run through the registration rooms, each with its own cashier (later, an assistant was necessary). Four head cashiers were in the Student Body Office to take care of and bank the money. In one term, the number of depositors was nearly doubled, and its continued growth was gratifying. Clubs covered all areas. There were clubs for those interested in French, Latin, Spanish, debating, hiking. International Relations, science, mathematics, dramatics, writing, literature, swimming, tennis, art, music, and finally a letterman’s club called Royal Gs. There were also Hi-Y, Girl Reserves, and later, Tri-Y. With so many students in halls, a traffic squad was organized. The topics debated in that period by the Christos and Philadarians may interest some people today. 1. Resolved: that the Japanese should be excluded from the United States 2. Resolved: that Capital punishment should be made a part of the State penal code. 3. Resolved: that the Twentieth Amendment should be adopted. Remember, those were the days before a radio could be found in any home, or as is often the case today, in every car or pocket. In addition to the interest clubs, there were two leagues formed, one for girls and one for boys. Every student in the school was a member of one or the other. These were to encourage fellowship. No one could feel left out. In the Boys’ League statement of purpose we read: “to find fellows who are capable but not recognized.” Not a bad purpose for any group. The first student body meeting was held on November 19, 1924 at which time names were submitted for the Grant publication. Memoirs was an almost unanimous choice. The first four of these were like a small magazine rather than a newspaper. They contained few if any pictures, some news items, and much creative work. In November of 1924, the Community Chest had its first Drive in the school. The first Open House was held on November 21, 1924. It consisted of a short assembly, talks by the principal, by Mr. Grout, the then superintendent of schools, Mr. Pickering, Chairman of the School Board, Mr. Keyser, assistant director of the Park Bureau, John Paul Jones, the first student body president, and Mr. Whitney, assistant Superintendent of Schools. GUS DUSSIN GEORGIA DUSSIN DARIOTIS ALICE DUSSIN POULOS SALLY GROMAN DUSSIN MIKE DARIOTIS SHELIA BREESE ESCH 10 After the assembly, parents visited all the departments of the new school where teachers and students had arranged displays of their class work. In those early days, students bought their own books. There was a locker for every two students, and all were urged to rent and use one of the combination locks supplied by the student body for fifty cents and to keep their lockers locked at all times. Most of us remember how proud we were of our school and of our students. Most were not affluent but they had an air, an aura, that made them outstanding in any crowd. They knew how to wear their clothes and how to conduct themselves in public places. They were probably the most democratic student body in the city (1 am sure 1 am not prejudiced). Race, creed, or color had nothing to do with acceptance, nor did money. One young man, earning his way by working after hours as custodian, just missed election as Student Body President by three votes. He was extremely popular. Two anecdotes before we leave this Fletcher period may be of interest. They do show a lighter side of Mr. Fletcher’s personality, his comradery with his faculty. My second term at Grant — I was still a timid probationer — my first termers were learning to diagram simple sentences. One sentence, “The man sat up in bed,” was under study. I corrected her: explaining that up is an adverb, not part of a preposition. She looked surprised, then said, “Father told me it is part of a compound preposition.” Now, being new in these parts, but wishing to correct both father and child, I said, “Let’s ask Uncle Noah.” Over to the dictionary we went to discover that “up” in such a sentence is an adverb, that at one time it would have been considered part of a compound preposition. Such a designation was now obsolete. What teacher could resist an opportunity like that? I smilingly patted Elizabeth on the arm and said, “You go home and tell your daddy that he is three-hundred years behind the times.” The next morning, as I was signing in, a big, booming voice sang out from behind the desk, “So I’m three-hundred years behind the times, am I?” That voice was coming from a very handsome, very important man, Mr. William T. Fletcher. One very unimportant, startled teacher suddenly wished she could dissolve into thin air. A sweet little girl named Elizabeth had done it like this: Then Mr. Fletcher laughed heartily, and the aforementioned teacher went on her wiser way, glad that her principal had a sense of humor. man sat bed How on earth could she have known that that little girl in her freshman English class was the Principal’s daughter? METROPOLITAN PRINTING COMPANY Maurice Binford Orm Binford Helen Binford Kirsch 1 1 Another little anecdote may give you pleasure. It can do no harm since three of the actors are no longer living. It happened at one of the last open house nights held during Mr. Fletcher’s principalship. This event was similar to the first one mentioned earlier, but had a larger attendance. There were still exhibits in the classrooms, but mostly, the evening was spent visiting with parents. Usually these chats would begin with, “Mr. Jones? Are you my child’s history teacher?” or “Miss Smith, do you have my Mary in English?” About 9:45 or 10:00 p.m. the lights would blink, a signal to clear the building. Shortly thereafter, tired teachers, their thirteen smile-muscles aching, would hurry out to rest for another day. One night, three women teachers were starting toward the door. Three men from the history department were coming toward them. One of the women who never ever seemed too tired for a joke, but who even when perfectly rested had a knack of blurting out the wrong words, suddenly strode forward, held out her hand to one of the men with, “Good evening, Mr. R, are you the father of my child?” Mr. R. could have ignored the slip but he just happened to be a man of caustic wit and couldn’t pass up such a golden opportunity. Without a flicker, drawing himself up to his most dignified height, he replied, “Well, really, Madam! How should know, if you don’t.” Covered with embarrassment, our lady fled. She was one of two women in the history department. Mr. Fletcher had called a department meeting for the next day. As she was about to enter that meeting, can you imagine her feelings when she heard a loud burst of laughter with Mr. topping them all? Fletcher’s big deep tones We must not leave this first period of our history without a reminder to some of you of those dreadful final examinations. Everyone, whether a scholarship student or a potential failure was required to take a final exam in each of his subjects. Examination week began at eight o’clock on Monday morning. Each test lasted one and a half to two hours. The questions were made out by the department head and mimeographed so that each student received a copy. All examinations for a department were scheduled for the same time — either 8:00 a.m. or 1:00 p.m. If a student were doubling in a subject, he would be assigned by his teacher for the second examination, immediately following the first, but probably in a different room. Since one teacher obviously could not squeeze all of her 140-150 students into one small classroom, her students were assigned to other rooms where the proctor would likely be of another department. Two different terms of a subject were assigned to each room and were seated alternately to make cheating a little difficult. At the first bell, students would receive test paper and test and set to work while the teacher walked up and down — or at least moved to strategic positions — to keep everyone as honest as possible. At the end of the period, papers were collected, alphabetized for each class teacher and put into her box in the office. The class teacher would grade them carefully, record the grades, then return the papers to the office where they were stored indefinitely in case grades were challenged. CORVALLIS SAND GRAVEL CO. JOHN H. GALLAGHER Jr. 32 Corvallis, Oregon 12 Each semester was divided into four quarters. The examination grade presumably was counted as one fifth of the final grade — but there was an understood rule that anyone making less than 50 on the exam should fail. It is very possible that each teacher used his own judgment. One amusing incident comes to mind concerning a math teacher who was proctoring an English exam. On this exam were twenty spelling words listed on a separate sheet for the proctor to pronouce to the students. Imagine the delight of the students when instead of pronouncing them, this fine gentleman wrote them on the board. In 1927, the South Wing and the Auditorium were under construction and were in use early in 1928. Grant was ready to begin a new phase of its history under new leadership. TO MR. FLETCHER by Betty Peterson “Memoirs” January 1929 A Friend and a father passes on And finds his way to the great beyond; But the world does not know, nor does it see, What has been lost by you and me. A man who has been a friend in need, At last is from his duties freed. The world knows not what might have been, But God knows best and has taken him. First man, then time, then memories go; Thus it is written, it must be so; But while Grant lives, so lives his name In all its glory, splendor, and fame. CALDWELL’S COLONIAL MORTUARY 20 N.E. 14th 13 14 DAILY JOURNAL OF COMMERCE All The Business News Of Each Business Day 16 A. F. BITTNER PEAKE INDUSTRIES - since 1915 Finest Floor - Window and Counter Coverings Draperies • Shades - Blinds • Rods DON PEAKE 35 N.E. Sandy Blvd. at 21st 233-5211 GENE GAYER JEWELER Diamonds — Watches — Rings GENE GAYER 29 314 E. 2nd The Dalles, Ore. 296-2563 FINLEY’S MORTUARY and SUNSET HILLS MEMORIAL PARK Craig Finley, Student Body President, 1933 A NEW PILOT 3n September of 1928, Mr. Bittner, who had been vice-principal since September, 1926, became acting principal. A number of boys had petitioned the powers-that-be to bring this to pass. Whether the petition had any effect or not we never knew, but we do know that from then until January 31, 1943, a fourteen and a half year period, Mr. Bittner was the pilot, steering the school through the difficult waters of the depression right into the midst of that sea of blood, the Second World War. In the June, 1929, Memoirs, under the photograph of Mr. Bittner, we read: “It is with the greatest pleasure that we learn of the appointment of Mr. Bittner as the permanent principal of Grant High School. He has filled so well his temporary position, has exercised such unerring foresight, and has displayed such outstanding executive ability that we had quite forgot that his title was but temporary until we read of his final appointment. “We who have known Mr. Bittner throughout our high school careers feel that he is especially fitted for the role of principal since we know that he has seen the school through the eyes of a classroom teacher, through those of a vice-principal dealing with personal problems, and now through those of the principal himself.” Mr. Bittner was replaced as vice-principal by Mr. Charles E. Scott and ably assisted by Miss Elizabeth McGaw, who had become Dean of Girls in September of 1927. Grant’s faculty now numbered eighty. The class song of June 1929 by Byron Hoyt, and the class poem, by Peggy K. Peck, are expressions of an idealism and a love, call it School Spirit if you will, which are typical of the feeling held by students and teachers for each other and for their school. Read them and be proud that you were, or are, a Grantonian. The Buildings and Campus of the Ulysses S. Grant High School Anonymous Sponsor Class of ’37 A. J. DAVIS SONS, Inc. Wholesale Plumbing Electric Stan Maxine Davis STANLEY L. DAVIS 37 19 CLASS SONG The days have passed, the time is near, when hearts are sad and true; We leave thee soon, O school we love, and high school days are through. For all the happy hours spent we thank thee, dear Grant High; To all who helped us on our way, we sadly say “goodbye”. Old School, Dear School, sadly we part; The fondest memories of thee, I carry in my heart. Achievement, honor, faith, and love, until eternity. Old School, Dear School, sadly we part; The fondest memories of thee I carry in my heart. CLASS POEM office and there he closed earnestly. the door saying “Will you pray for me? Mr. Fletcher was a wonderful man. He had that infectious, outgoing personality! Everyone loved him. Me they will respect but never love. I can never hope to fill his place!” That side of Mr. Bittner few people ever saw — a sensitive idealist, who could be deeply hurt but who would stand for his principles no matter what. He was brusque and precise, a personified Mr. Efficiency, but deep inside was sympathetic understanding at its best. Those students who were close to him — not the ones he had to discipline — did love him. I hope he knew it. Four years, these halls that harbor youth Have sheltered us and watched us grow. And shown us light in love and truth, When life is ours aloft to glow. We go, but deep within us is that love, That courage, shining loyally and bright, That Grant instilled, and giving, gave us power To seek in youth an everlasting right. We stand upon the threshold looking back, With eyes of pride on four years’ work well done. The world’s beyond, and we must look ahead, Where work is life and honor to be won. One time a little character who had been in hot water because of his language and slovenly appearance, met with a serious accident. He had no friends and as we found out, no relatives. As soon as I heard of his accident, I checked hospitals. No such name was on their books. Checking his card (he had transferred from Jefferson) we found he was staying with a certain family. We couldn’t get hold of them, but trying under their last name, we located the boy at Emanuel. Mr. Bittner had asked me to tell him as soon as I found out. I assumed he planned to have the secretary send the boy a card. Mr. Bittner and Mr. Fletcher had made a perfect team because with similar ideals they brought to the school two vastly dissimilar personalities. Mr. Bittner was an organizer. His desk was typical of its owner — never a paper out of place! On his first day as principal, he asked me as I was signing in to come into his inner That evening, I went to the hospital to see him. Poor little tyke. When he saw me, big tears started down his pale cheeks as he tried to get the words out: “I just can’t understand! It’s such a big school! Mr. Bittner was here, too, and you’re both so busy! Why should you come to see me?” AUTOMATIC WELDERS REBUILDERS, Inc. JAMES B. (Jim) WAHOSK.E ’34 4530 N.E. 148th Avenue Portland, Oregon 97232 254-6587 20 That, Friends, was Mr. Bittner. One wonders how many such calls he made! I do know one thing! That little freshie’s life was completely changed. Mr. Bittner used his influence to get this lad placed in a better environment on his release weeks later, from the hospital. There is much more that could be told if there were time and space, but this is supposed to be a history of our Grant High School, not a book of personal reminiscences. The Stock-Market crash of 1929 did not affect us immediately, but about 1931 we started tightening our belts. Mr. Bittner felt that neighborhood merchants had too many problems to be expected to buy ads in our publications. Our Memoirs was cut to the bone. Only things important to seniors were included: their own individual picture, group pictures of clubs, and a list of clubs with their officers, pictures of athletic teams and very brief listing of their accomplishments. From 1931 to 1954 Memoirs were very thin little books. Gone were the poems and the jokes! The Depression had its affect on the faculty. Several lost their homes when their salaries were severely cut. They received their pay in Warrants, not checks. Everything that cost money was either eliminated or reduced. Jobs were hard to get and poorly paid. But the old Grant spirit was unchanged. In many ways, the depression brought us closer together except politically. During the Roosevelt years there were very heated discussions. I remember one little boy in my freshman English class who asked me every day for after-school help. He would stay and stay. This went on for days until I was convinced that he knew more about grammar than I. One night, almost five o’clock, as he was leaving, he looked at the time and announced, “Well, I guess I helped you earn a lot, tonight, didn’t 1?” After a moment of stunned silence, I said, “What!?!” and he said, “I helped you earn a lot of overtime, didn’t I?” Greater love hath no man than one who will lay down his life for another! Before he left that night, he knew that teachers never receive overtime — either single or double pay! HOWARD-COOPER CORP. Now in Their 65th Year SCOTT CORBETT, JR. '36 IRWIN HODSON CO. Printing and Lithographing ALLAN MCDONALD '43 SHIRLEY McDonald '43 21 Another memory of our second principal lingers after forty years. A teacher of freshman English had written a test on the board. Students were busily writing when in walked Mr. Bittner. (At that time all teachers, whether on probation or not, had to be evaluated every three years. Today, by law, all teachers are evaluated every year.) Thinking this to be just an exercise, our kindly Mr. Bittner walked up and down, helping this one, correcting that one, chatting with another. Students looked at teacher. Teacher watched at first in amazement, then in amusement. After covert snickers here and there, Mr. Bittner woke up to the fact that he was the cause of all this amusement. Then laughing heartily, he remarked, “You see how scared my teachers are of me? Your teacher was afraid to scold me, wasn’t she?” In 1928, German was brought back into the public schools, and Grant added the course to its language department which already offered Latin, French, and Spanish. Much later Russian was also introduced for a few who wanted it. In the fall of 1929, the Council prepared a new constitution. At that time, too, a Red Cross Drive was permitted in the school, and as usual, Grant met the challenge. A stage crew was organized that term, a new motion picture machine purchased, and a big spotlight to improve assemblies. We now had a Student Body Store, two candy counters, and a Lost and Found department. Actually, Grant was as large as many small towns. As each need was felt, it was met. One item concerning the cafeteria shows how far we had come by 1929. The cafeteria now employed 25 people. $500 to $750 per week was required for maintenance. It used $500 worth of ice cream each month; and believe it or not, 250 salads, 35 pies, and twelve cakes were sold every day. There was, and we hope still is, a truly friendly relationship of students, faculty, and principals at Grant High School. Coaches -1929 By 1930, the faculty had increased to 78 teachers, and there were three office secretaries. Room representatives now called themselves Live Wires instead of the Student Council. Also in 1930, the Memoirs listed by terms the names of all students at Grant. There were 412 first termers! In the fall of 1932, the Fletcher Memorial Murals, painted by Carl Hoeckner, were completed and placed in the school auditorium. The dedicatory program held for the students was repeated for parents and friends. Their idealism was covered in Chapter One of this history as they rightly belong to the Fletcher period. CASCADE CORPORATION ROBERT C. WARREN 36 5319 S.W. Westgate Drive Portland 22 Torson Warren Orr Lillie 1940 1931 was the beginning of High School Rosaria Queens. A princess was selected by each of the eight coeducational high schools. The Benson boys served as escorts. Our princesses have given us EIGHT queens! Athletically Grant continued to be recognized. In 1932 and 1933, the Girls’ Golf team were champions. The first Golf Cup won since 1935, was ours again in the years of 1939 and 1940. The Boys’ Tennis Team had ten consecutive wins; then losing their coach through death, they skipped a year before resuming first place. One of those unforgettable experiences of the depression years occurred in 1936. The Grant Dramatic Club decided to present Shakespeare’s A Midsummer Night’s Dream for the May Fete Coronation. Mr. Bittner, thinking to help both his school and his country had let the contract for the making of a new set for the stage to the W.P.A. It seemed to our TURNER GROUP Inc. Public Relations, Advertising, Marketing Consultants RICHARD J. TURNER 38 1324 SAV. 21st Ave. Portland 226-6786 principal that this was an excellent opportunity. Ever hear the story about Opportunity, the creature with a forelock but no hair on the back of his head? The story says he only knocks once. Well, this time, no one wanted a repeat! The cast worked diligently, but alas, could never rehearse on the stage. The sign “Slow! Men Working” became “Slow men working!” After weeks of waiting, just four days before they were to give the play, the set was done. (I do mean done!) Eagerly the club members rushed to the auditorium. Then came the shock, and don’t think that is an over-statement! In the first place, most of the set could not even be placed on the stage. It was too tall! In the second, when what was usable was lashed together, the paint job was atrocious! Who the artists were, fortunately, we never found out. The whole thing looked like colored Easter eggs large enough for the giant of Jack-and-the-Bean Stalk fame. And the giant must have been GRANTREE CORPORATION WALKER TREECE '38 2300 S.W. First Avenue Portland 23 hiding in one of the shells because as a student entering from the wings reached center stage he quite literally disappeared. It was the most amazing sleight-of-hand act in the books; those colors swallowed the cast! The director watched for a few moments, then rushed from the auditorium — (Don’t ask why!) and when her stomach had settled, went into Mr. Bittner’s office: “Mr. Bittner, I hope you will not be offended, but--------” going to the dogs. First of all, there was Dixie, Mr. Scott’s little terrier. Dixie had a broken left foreleg and couldn’t be left at home alone. How that little pup enjoyed the attentions showered upon her! Students vied with each other to take Dixie for walks. She (or was it he? Well, this is the era of Women’s Lib, so we’ll use she) became joint owner of center hall. Even after her cast was removed, Dixie trotted along on three legs if she thought anyone were watching. She loved attention. She was still attending Grant regularly in 1939. “Don’t say another word! After one look at that, nothing could offend me.” “But what shall we do? We were counting on that for our forest scenes!” Then suddenly, “Could the Student Body afford to allow us some money to rent some real shrubbery?” Mr. Bittner said it would afford $20.00. Two of the boys who claimed some influence at Meier and Frank hastened there to see if the store would lend some rolls of artifical grass often used for show-window displays. The teacher and a few other students went to the Swiss Floral Nursery where for twenty dollars they were able to secure balled shrubs on condition they would not let them dry out. On the morning of the play everyone was happy except little Titania, who found reclining on a bed of real roses, thorns and all, just a bit needling! At the North end of the building, a “male chauvinist pig” of a dog made his appearance and soon assumed ownership. Students dubbed that brown and white, short-haired mongrel Virginia, but “What’s in a name?” One noon hour, into Virginia’s domain came a husky little black Scottie. Suddenly, that end of our building was a battlefield. Virginia was larger, but Scottie, though shorter, was quicker, and it looked like a fight till the death. Stalwart young men all wanted to stop the war before either contestant was killed, but no one seemed eager to get bloodied himself. Suddenly, from nowhere, came a slip of a girl, a little freshie. Into that mass of swirling, snarling bodies she walked fearlessly, and grabbing Virginia with one hand and Scottie with the other, pulled them apart, scolded Virginia, and put Scottie out of doors, while our brave boys gaped in amazement. She deserved a medal. Looking back on that episode, remembering the hilarious laborer scenes of the play, one is inclined to laugh, for those characters knew just about as much about drama and stage craft as the men who made that set. Take my word for it, in May 1936, it was no laughing matter! There were times in the Spring of 1937 when many of us wondered if Grant were Orders came from the principal’s office to keep dogs out of the building. When a dog with a license tag entered, his owner was promptly notified to come and get him. If anyone knew Virginia’s owner, no one squealed. What boy or girl could resist sharing lunch with or petting these canines? And many a student found it easy to let a dog slip into the building with him, unintentionally, of course! YAW’S TOP NOTCH YAW’S HAM - BLR - BEEF PACE YAW 36 YAW’S RALEICHWEST THE SPORT PAGE LOUNGE GEORCIA (BURROWS) YAW 24 One dog not even Virginia cared to tangle with was a beautiful, gentle German shepherd, about the size of a polar bear. He was a precious, well-mannered dog; always had a rubber squeaker doll with him which he would drop tantalizingly in front of some student daring him to toss it. I doubt if even Mr. Bittner made a point of barring him from the school. M - ,. . 4'. Grant also shared its campus with seagulls! When storms were plaguing our coastline, seagulls would fly in by thousands, and for anyone to walk without an umbrella was a perilous adventure. Those were the days when “ladies” wore hats on street-cars. On a certain winter morning, one teacher wore a brand new hat to school. Imagine her dismay when a seagull who may have been out at an all-night party the night before — or maybe his wife had given him too rich a breakfast — anyway, a very sick seagull, suddenly landed on our teacher’s new chapeau and added his decorative touch. Said teacher was very angry — but could she sue a gull? There were very few dull moments in that school! Those students would break out with the nuttiest crazes. A morning would seem quite normal, and then suddenly every student in the school would blossom out with an all-day sucker. One day, the girls for some reason unknown to man all appeared with scarves tied over their heads and under their chins with slicker hats (looked like those firemen wear) on top of the scarves. It wasn’t a beautiful headdress, but the fad lasted a day or two. Another day, Mr. Bittner came quite close to losing his mind when every student who could roller skate started making a rink of that long hall from North to South ends of our building. These things would appear suddenly and disappear as quickly as they had come. It’s possible they happen at other high schools, too, but it did seem to some of us that they were more frequent at Grant. Grant students were as fresh as morning dew, not in the least inhibited in the presence of a teacher. One evidence of this occurred at a time when the Traffic Squad, in order to facilitate moving from class to class, asked teachers to stand in the middle of the halls in front of their doors and keep traffic moving — not running. Teachers went along with the idea until a better way was found. One day, near the end of the passing period, we were still in place to prevent running. A tall, handsome senior lad came loping down the hall. The teacher from the room next to mine held out her arms in true Traffic Policeman form. Mr. Senior slowed down very slightly, looked down at her from his towering height, shaking his head disapprovingly, and said, “Naughty! Naughty!” and loped on. Another much beloved teacher had an upstairs room. One day she saw a football boy carrying a girl down the hall. She marched over to him with “Put that girl down!” “But she’s turned her ankle and I’m taking her to the dean.” FIRST FARWEST CORPORATION JONATHAN EDWARDS ’38 President FIRST FARWEST COMPANIES: First Farwest Group, Inc. First Farwest Life Insurance Co. NH Nat. Health Assurance, Inc. NHA Nat. Hosp. Assn. Oregon Nat. Life 25 FACULTY “Put that girl down! You may help her without carrying her!” “But I’d do it for anyone” said the persistent young man. Our teacher, who probably weighed at least 180 pounds, snapped, “Would you do it for me?” The young Sir Galahad looked her over carefully and grinned, “I’d try I” In his column, B. Mike told of a friend of his who was waiting in his four-door sedan for someone who was to meet him at close of school. He had parked, his motor running, directly in front of the center walk. Four boys came out of the school, walked down to his car which was directly in their path if they were to go to the walk across the street. Number one boy opened the back door of the car, got in, opened the other, got out and went on across the street. All four boys moved through the rear of his car, quickly, quietly and without a word, the last boy closing both doors. The man was too astonished to speak! Another thing that was a cause of wonder was the speed with which news traveled in a school of Grant’s magnitude. In the fall of 1939, Mr. Norman C. Thorne, Assistant Superintendent of Schools, insisted that one could teach English through any medium. He told them to give their classes a chance to choose any subject matter for a two week experiment. Alas, one teacher was horrified when two of her classes chose Dime Novels for their study. She was one of the lucky ones! What do you think of another’s classes who chose the Comics? But let me say right here, Mr. Thorne was a smart man. The teacher of the Dime Novel later reported how much her classes had learned about good literature from that two- Collins Erwin - Pianos Organs JOHN COLLINS '43 Lloyd Center — Portland GLASS-DAHLSTROM PRINTERS BOB DAHLSTROM - January '35 LUCILLE (RODGERS) DAHLSTROM - January '40 226-6396 536 N.W. 14th Avenue Portland, Oregon 97209 26 REMEMBER HOW THE GALS RAN THE SCHOOL DURING GIRLS LEAGUE WEEK? THEN - OF COURSE THE TINE ALWAYS CAME WHEN WE HAD TO CRAM'FOR- EXAMS. week study, and the teacher of Comics learned more than her students about the propaganda and the moral implications to be found in such strips as Jiggs and Orphan Annie. As a result of these experiments, Mr. Thorne made it possible for any English teacher to introduce a new course. All she needed to do was to outline said course, show its purpose, and within reason, she would be permitted to offer it. Several new courses were added in January of 1939, among them Contemporary Literature (Novel), Shakespeare, Debate, The Bible as Literature, Stage Craft, and Creative Writing. Some of these courses lasted over many years and enriched the lives of many students. Others were short-lived. The January 1939 Memoirs was the last mid-year publication for several years. Though the classes of January and June and the Student Body Councils were still organized on a two-term basis, the book came out only in June. Each edition showed both Councils and both classes separately. That year, the Memoirs devoted several pages to the “Andrew Carnegie Art Reference Library” presented to Grant High School in the fall of 1938. Ours was the first Portland high school to receive it. This library consisted of bound and labeled portions devoted to excellent photographs of architectural and sculptured wonders of the world; and a gallery collection of paintings of famous masters. In 1930 and 1931 our track team won every meet in the city and state besides the Vancouver Relays. Another thing to remember, the first night game of the Portland High School League was played between Washington and Grant in the fall of 1930. That was the game at which the spectators went completely wild when our Whitey Daniel ran 90 yards for a touchdown. Who could ever forget that? In the game between Jefferson and Grant, the teams were so evenly matched that the game actually simmered down to a battle for supremacy between Cannady of Grant and Grayson of Jefferson. Grant won 13 to 6. Though the Generals were not Champions that year, the season was a huge success. DAN DAVIS ASSOCIATES Real Estate Consultants DAN DAVIS S8 900 S.W. 5th Avenue Portland, Oregon 97204 226-1427 27 In the June 1940 Memoirs, faculty pictures were again resumed, a fact which points to the gradual departure of the Depression. Things were beginning to return to normal after the Depression, when suddenly, December 7, 1941, the attack on Pearl Harbor thrust us into the Second World War. Now, our students, outwardly going through the motions of carefree teenagers, felt an inner restiveness, and well they might. The senior boys were of draft age and uneasy about their most uncertain future. One young man inducted almost immediately after his graduation, returned to Grant on that final leave before being sent to Europe. Trying hard to be cheerful, he suddenly burst out with, “I am just plain scared. I don’t see how I can ever kill another human being. I don’t want to kill anyone.” Returning months later after being wounded, he commented on that previous remark. “When I saw that big fellow coming at me, his bayonet aimed at my vitals, I knew it was his life or mine! After the first one, it was just something I had to do!” Leaving the war for a bit, a few items from the 1942 Memoirs deserve a brief review. Grant’s music department has been outstanding through the years. From the June 1942 Memoirs we read: “Grant’s A Capclla Choir of 72 voices received a “Superior” or “1” rating in the 1942 Competition Festival as did all of the choral groups entered which included the Boys’ Quartet, the Girls’ Triple Trio, and the Girls’ Glee Club.” Also, for the second year, twenty choir members appeared with Paul Robeson, the negro baritone. The orchestra, too, brought home honors. In the same year book we find: HICKORY FARMS BETTY LUCKY PENDARVIS ’39 Washington Square Jantzen Beach Mall 205 Valley River Center, Eugene 28 In 1942, Grant’s football squad, for the second straight year, split championship honors with Jefferson. And, after sixteen years, Grant’s Hoopers at last tied with Roosevelt as City Champs. “For the past three years the Grant Band has won a “Superior” rating in the State Contest, and many soloists from the band have placed first in the National contests.” Athletics are not the only honor-bringing activity at Grant! However, various sports continued to bring us cups! Speaking of Women’s Lib, what’s original about that? The Grant girls, in 1942, had a Hermian Club. Whether in P.E. classes or not, In those days, to boost Student Body Card sales, Jefferson and Grant had a contest every term to see which could have the highest percentage of sales. The loser had the painful experience of painting the other school’s garbage can before a friendly yet jerring audience. The painter, dressed in grubbies and with many flourishes, slowly and deliberately trying out his brush would first paint the can gray, and then add the final touch of a large blue G. Everyone enjoyed those assemblies and this friendly rivalry boosted Student Body Card sales in both schools. GREETINGS FROM THE CLASS OF JUNE, 1940 every and any girl could enter into intramural sports of golf, tennis, volleyball, softball, badminton, and hockey. Its thirty members were selected on their interest in sports, steadiness as a member, and sportsmanship. Along with these requisites, the girls to be eligible to Hermians must have earned 100 points in school sports. The Hermian volleyball, badminton and hockey teams were undefeated in 1942 and the Grant girls won first place and runner-up in the singles and doubles respectively, in the B section of the Portland City Recreational Badminton Tournament. I seem to recall that with hockey teams came the cutting down of many of the trees in the park at the north end of the building. Some of us who had seen those trees planted as saplings felt most unhappy when the ones in the center were cut down to make a hockey field. Another recollection is that of girls playing football on that field. “Offering actual symphony orchestra experience to high school students interested in instrumental music, Grant’s 65 piece orchestra has earned “1” rating in the State contests for three consecutive years and “excellent” in the 1941 Nationals.” Nor should we forget the band. Grant’s 80-piece band! 29 Another fun-time, was the after-school game between a faculty basketball team and either a Junior or Varsity team. The teachers would put on quite an act, hounding the referees, doing all the kid stuff to make everyone have a good time. These were traumatic years for students, parents, and teachers. Friends were dying on battlefields, being shot down in planes, maimed, imprisoned; and those at home had to go through regular routines knowing full well that those boys in class would soon be on those battlefields, fighting — maybe dying. One was almost afraid to look at a newspaper for fear of hearing of another former student being killed or missing in action. War Brides, the papers had page after page of pictures of them, were rushing to a sacred relationship. Would it last? Was it just War fever? Could they take it if he returned crippled or scarred? On leaves from Boot Camps, boys would come home in their trim dress uniforms and regale us with amusing stories of their training period, but when we shook hands at parting, we both knew it could be forever. These partings were hard to take day after day. Teachers, too, have hearts. Grant dug in to buy War Bonds and to raise funds for the Red Cross. One clipping saved from that period shows Mr. Bittner and the student body secretary watching as Wilbur Carl of Oregon War Bond Staff presented our president with a merit certificate for selling S60.000 worth of bonds in 60 days! Here is a quotation from one of the accompanying paragraphs: ner, principal. This represents $28.74 per capita purchase for the period. The school has earned the right to name a United States Army fighting plane in honor of Grant students serving in the armed forces.” Where did high school students get so much money? Many of them took jobs in shipyards on Saturdays and after school. There was a very tall, broad, husky lad, who, when at Grant, went out for football, but the coach never could make a star of him. He was very gentle by nature, and fully aware of his strength, was always afraid he would hurt someone in tackling. Another student told me once of seeing this young giant pick up two railroad tics — wet ones, weighing if I recall correctly, about 125 pounds each — and with one on each shoulder, stride off as easily as another might carry a basket of apples. After being drafted and duly trained, this non-tackler arrived in England in time for D-Day. He was a motorcycle policeman. All who knew him were concerned. Then, he was missing in action! After months of anxiety, his mother heard through his one-time chaplain that he was a prisoner of war. There was still greater joy, when a letter arrived from “Prisoner of War No. 50729 M----Stammlagcr VII B Work Squad Nil 659 B Germany” Interviewed for the Oregonian on his return after the war, he described the mixed emotions inspired by the American bombers when they filled the skies over Augsburg, Germany: “We used to pray for them, but when they came, we wished the deuce they’d go away.” “Sales in November equalled $22,541 and in December $37,819 according to A. F. Bitt- In his motorcycle pocket on D-Day he had tucked his Red-letter Shakespeare book. HOCKS LABORATORIES Hearing Products ROBERT HOCKS 40 935 N.E. Couch Street Portland, Oregon 97214 30 His little Testament, fortunately, he carried in his pocket. He afterward told us that that had saved his sanity in prison camp where he had read it through many times. His Shakespeare book, being in his captured motorcycle, he was sure he would never see again. You can imagine his amazement, months after his homecoming, to receive from Germany that much-beloved book, as good as ever. Who sent it? We shall never know! The draft was inexorable. The January 1943 class president lived next door to me and I had been helping him with his speech of welcome to the parents. On the day of Commencement 1 returned from school to find this wonderful lad shoveling the snow from my walks. That white stuff had been falling steadily for hours. After chatting with him briefly, 1 entered the house where my mother had the radio going full blast. Suddenly, 1 heard a disturbing news item: Attention! All Portland Commencements have been indefinitely postponed because of the snow. Rushing to the door I called the news to Dave who ran posthaste into his house. could he return even for a day to attend graduation. On the night of the deferred events, an empty chair with his cap and gown on it saddened us all — and a classmate read the class president’s prepared speech. In the January 1943 Memoirs under his picture, is Mr. Bittner’s farewell to the class with whom he was graduating. This was a grave time. Boys were graduating to go immediately into some branch of military service, many never to return. Mr. Bittner was going to Reed College to teach higher math in a War program. His message is a fitting conclusion to this second chapter of Grant’s history. “We, principal and graduates, close an interesting period of our lives — a scries of rich experiences that have called up the best in us physically, mentally, and spiritually. “In looking back we would desire so much, to continue our pleasant way of living, but today we stop, look forward grimly, resolutely, and courageously to help free the world from tyranny, chaos, and despair, and help bring to pass, a better, brighter, and more righteous world for all mankind. “God help us in this great task. Despite frantic long distance calls, the draft board would not budge an inch. Come hell or high water, blow or snow, Dave must report for induction the next morning; nor Sincerely, A. F. Bittner” Class of June ’30 BURNS BROTHERS Inc. BOB BURNS '42 621 S.E. Union Avenue - 1-5 at Stafford Interchange 31 Congratulations Grant on Your 50th Anniversary EQUITABLE SAVINGS IS PEOPLE 32 Caffall Bros. Forest Products, Inc. JEANNE (SMITH) CAFFALL '38 5405 N. Lagoon Portland 285-8361 INTERNATIONAL FORMS Business Forms and Printing MAX HITE 46 4475 S.W. Scholls Ferry Rd. - 292-0204 34 COLTON MEEK COLE, CLARK CUNNINGHAM, Inc. Industrial Insurance Spclialists SAM GILLETTE 45 LONNIE PIERCE 44 SAHLBERG EQUIPMENT, Inc. Sahlberg Safety Supply, Inc. JACK SAHLBERG. JR. 47 Seattle - Spokane, Wash. - Anchorage, Alaska V QxOr F GRANT HIGH Srur . ,pW='°eF“,'n'e 'fT”enUl' 5PR HG 5V 0VI £T Ttttftt t M A.Y STH Vv £ V -o- 1% R' 70Vt- § W7 XtVacTl CUMMINS OREGON DIESEL, Inc. BOB CUNNINGHAM 48 AL DOCIvRELL ’44 CHARLIE PIERCE 43 TOM TAYLOR 33 IRV WALSH ’31 VIRGINIA (RODGERS) TAYLOR ’33 2257 N.W. Vaughn Street Portland, Oregon 97210 (503) 224-0800 Bend Coburg Longview Medford North Bend Pendleton 36 CHAPTER 111 7 RUGGED SAILING The transition from Mr. Bittner to Mr. Meek took place quickly and smoothly. The Second World War was like a brooding storm engulfing us from all sides. Bonds sales were handled capably by the student body office. Its faculty advisor made two trips daily to take the money and receive the certificates. He was provided with red gasoline ration stamps for these trips. Grant was buying bonds and stamps at the rate of about $75,000 each term. From January to June of 1943, they bought $85,000 worth; and in the Grantonian of September 14, 1943, we read that they hoped to better that record because 50% of the students had already pledged to buy a minimum of one bond. The year before, the students purchased enough bonds for a pursuit ship for Major Marion Carl. You may remember the Major’s speaking at one of our assemblies. One thing he said stays in my memory: “1 have never shot down another plane with hate in my heart. I do not hate the enemy. I am doing my duty for my country. That is all.” In September 1943, Grant pledged to buy a PT boat. You may remember a mural or outline in center hall of a PT boat. If my memory serves me well, it was divided into parts, with the cost of each section indicated. As enough bonds were bought, that part was painted in. By December 17 of 1943, only $52,000 of bonds and War stamps had been sold leaving almost one third yet to be accomplished. But bless those Grantonians! By May 19, 1944 they had bought $80,000 worth of bonds and stamps! The Grantonian of January 14, 1944 had this to say about the boat: “The $75,000 for a PT boat, which was promised several months ago, has been reached, and Grant has now purchased a PT boat. Because PT boats are numbered it will not be possible to select a name for it as it was for last term’s purchase of a bombing plane. Nevertheless, Grant students can have the satisfaction of knowing that they bought and paid for a PT boat.” Weren’t they wonderful? Within the building, classwork went on as usual, except for the' fact that greater effort was made to persuade boys into courses of higher mathematics. Atom bomb drills were held with regularity even after War’s end. In these drills, when the signals, different from those for firedrills, sounded, we all marched out, teachers leading the lines, the last person out turning off lights and closing windows. Going to our assigned places, we crouched on all fours, crowding close to lockers and covering our heads. JUNE S. JONES GO. Investment Securities Siru'e 1927 SHELDON JONES '44 TED PARRY 39 GEORGE SHAW DONNA (JONES) PARRY MARILYN (CHIASSON) JONES 225 S.W. Broadway Portland, Oregon 97205 224-0480 •51 37 Upper term boys continued being inducted into the service as rapidly as their draft numbers were called. Those not called immediately after graduating took jobs in shipyards as most felt entering college to be a waste of time. Girls and boys who would not otherwise have considered marriage were rushing to altars — some thinking to avert the draft, others to grab a little happiness while they could. As many as possible responded to pleas for blood for the Red Cross. A Victory Corps was organized at Grant in cooperation with the National Policy Committee which recommended the organization of such a corps in every high school, large or small, public or private. Teachers looking at their classes day by day had emotions too deep for tears knowing that some of those young people would soon be fighting along a far-flung hattlcfront in strange lands and unfriendly climates, homesick, miserable, and frightened. What help could we give them here that would strengthen them there? Almost daily, newspapers reported deeds of heroism by and deaths of our former students, hut we all tried tried hard — to keep sane and smiling. Those were hard years. Someone gave to the school some Japanese pink-flowering cherry trees to he planted on either side of the walk leading to the main entrance. To everyone’s dismay, all hut two of these were destroyed by some over-zealous, misguided patriot who failed to realize that beauty belongs to all of us. You members of basketball teams during those early forties will doubtless remember how the gymnasium windows had long black curtains and the lights all had black shades that would send the light down instead of out. Yes, those were the days of blackouts! Mr. Meek’s message to his first gradu; class, June 1943, is worthy of inclusion in this history: “It has been a pleasant experience to have worked with you the past term. Your ready HONOR ROLL Members of June Class Serving With the Armed Forces BUICK WALLACE BUICK CO. OPEL Portland’s Grant Hi District Buick - Opel Dealer Since 1950 GEORGE E. WALLACE ’ll JAMES H. BRESLIN ’37 JAMS (PETERSEN) WALLACE '44 38 acceptance of me as your principal and Iriend will be something long to remember and cherish. Grantonian of March 5, 1943 Major-General Ulysses S. Grant 111 tells his position with the government. “The past four years, and in particular, the last one, have been most difficult. With the earth caught in a cataclysm, with your own country plunged into a maelstrom, with many of the things you cherish swept away, with the whole wide world apparently calling to you, ‘Come, you arc needed,’ it has been your lot to remain calm and steadfast, to study and recite, to carry on in the usual dull routine of the school room in order to acquire more skill and knowledge. In a word, these four years bring to a consummation all the qualities embodied in the words ‘a graduate of Grant. I am sure that an examination of your record will prove how well you have kept the faith. “Now, as you leave us and go forth to lace an uncertain future, rest assured we shall follow your career with interest, secure in the knowledge that you will ‘honor your heritage,’ that you will ever be true to the ideals and inspiration of this, our beloved school.” According to Vice-Principal’s Mrs. Mary Schrocder’s diary, on March 7, 1944, General Ulysses S. Grant III attended an assembly at Grant. According to Mr. Meek, the General was quite impressed with the school, and later, wrote a nice note with which he presented a picture of his grandfather, an heirloom which had for years been in the family home. It now hangs in center GENERAL GRANT VISITS PORTLAND Yes! General Grunt did visit Portland Wednesday! Only this time it was Major-General Ulysses S. Grant 111, grandson of the Civil war Union leader and U. S. president after which Grant is named. General Grant, who was here in his official capacity as head of the protective branch of the U. S. civilian defense, was met by Mayor Earl Riley upon arrival and later was guest at local functions concerning his duties. Consequently, he found no time to visit his namesake’s school. Mr. Meek came to Grant from Roosevelt where he had served as principal. He was a product of the Portland Public Schools and a graduate of the University of Oregon. He had been both teacher and athletic coach at Franklin before going to Roosevelt. His fourteen years as Grant’s principal, especially those following the War, moved on smoothly, with very few changes. hall of our school. According to some of the rest of us who attended that assembly, he also presented the school with a sword belonging to his grandfather. If it is authentic, it seems strange that it was not placed in a showcase with proper inscription, but instead was, and is, passed from room to room, as a reward for being first in such fund raising drives as Student Body Cards or United Good Neighbors. In January 1946, the conflict behind us, we slipped back into some of the old routines. Prosperity showed itself not only in a larger Memoirs but in a book for both January and June classes. At the end of the senior picture section, one finds a list of some men who were graduating with military credit. One of those comes readily to mind. In the early days at Grant, because of overcrowding, this fifth RAY GRIMSHAW - TIRES “The Men Who Know Tires Best RAY GRIMSHAW. Jr. '39 DAN GRIMSHAW '43 RICK GRIMSHAW 70 LINDA GRIMSHAW 75 DAVID GRIMSHAW 77 39 termer had been transferred to another school. He was a most unhappy lad, and shortly thereafter, quit school, going to work for a construction company. Years later, with the advent of war, he enlisted with the Seabees, and spent many months in the South Pacific. While there, he took advantage of some courses offered by the Army, and upon his return discovered that he could have his diploma. He was ecstatic when told he could select the school from which to graduate. Guess which one he selected! No one expected that he would actually wish to participate in the Commencement exercises with a class so many years his junior, but he wouldn’t have missed that experience for all the coconut on the islands where he had served. As the graduates marched down the aisle, there, bringing up the rear, was our war hero, dignified, beaming, proud — proud that he was at long last realizing his cherished dream graduating from the school he loved! That, Friends is another illustration of what could be called “Ye Okie Grant Spirit!” In 1947, Grant suffered a very real loss. For several months, Miss Elizabeth C. McGaw, our beloved Dean of Girls, had been suffering silently but almost unbearably. She did not share her anguish with anyone, least of all her aged parents. We all knew something was wrong — but never once did we hear her complain. She went about her duties as usual though now, she carried a cane. After the close of school while going about some homely duty, she became faint with pain, and fell, breaking a hip. Those of us who visited her in the hospital found her much more interested in others than in herself. She was lively and cheerful. She was freed from her pain that August and the entire school grieved. In September of that year, Miss Mary Paraunagian, became the new dean of girls. This very capable member of the Grant faculty who had since September 1925 been teaching Latin and in later years counseling, picked up the reins dropped by Miss McGaw, and the school moved on. No one is ever indispensable. It’s like pulling one’s hand from a pail of water the level drops a bit, but to the general eye, nothing has happened. From many human hearts something very real was gone and greatly missed, but the heart of the school thumped on, never missing a beat. Also, in 1947, Grant had to part with another dear friend who had been with us, helping wherever needed, since the school opened in 1924, Mr. Catlin, our respected and loved custodian! Being a custodian is not the easiest position in the school; anything can happen and usually does, but as today’s youth would say, “Mr. Catlin never lost his cool.” We all regretted his retirement. One wonders how many of you remember that Grant’s Rally Squad in 1947, originated the idea of chanting each player’s name after the loud speaker announcement at the game instead of the usual unorganized yelling, and that this idea was quickly adopted by the Oregon State cheering section. Every girl should have one in the home. BLACK CO. Members of the New York Stock Exchange HERB BLACK. ’45 LARRY BLACK 47 American Bank Building Portland, Oregon 97205 248-9600 40 Many of you will recall the purchase, in 1948, of a Juke Box, placed in the cafeteria. This was to many a dubious, or at least, mixed blessing, but the students made such use of it that it had to be replaced about 1953. Could that come under Lunch Period Noise Pollution? Today those early juke boxes arc considered to be almost antiques. And does anyone remember how, after the 1948 Memorial Day Vanport Flood, our Junior and Senior boys were excused from classes to go out and help sandbag the place to prevent further damage? A poem by Virginia Ames in the January-June 1948 Memoirs aptly expresses the feelings of the post-war Grant students. We proudly stand, undaunted youth, Our aims and morals high. No goal too distant from our reach; No dreams too distant lie. We humbly stand, and yet we know That on our shoulders rests The restoration of a world 'lfiat hate and greed infests. We stand in reverence to God, Our prayers and dreams unfolded. In you and me, undaunted youth, A future world is molded. There seems to be no record of the particular year when the school whose princess was selected the Queen of Rosaria was given a Queen’s Rose for its garden. There is a picture in the 1949 yearbook of such a rose-planting ceremony, with our lovely queen wielding a shovel. In 1950, after twenty-three years of service, Mr. Charles E. Scott retired, and Mr. Kenneth Erickson, one time Grant student, became its new vice-principal. The school had really reached maturity, a time when its own offspring were returning as teachers. Since that H. K. LIMITED GIFTS JOHN HALESTON '46 NANCY (ALLISON) HALESTON ’48 BOB KEHOE '48 BARBARA (ALUSON) KEHOE '49 Downtown — Jantzen Beach — Eastport Plaza — Washington Square 41 time, three Art teachers and several members of other departments have been former Grantonians, not to mention those who arc teachers in, and administrators of other city schools. At this point, let’s think briefly about two organizations which have been of real service to Grant. In the fall of 1924, the Grant Daddys’ Club that’s right — Daddys was organized. Throughout these past fifty years, it has been active in many projects. Once it bought nine new jackets for the Boys’ Octet. It provided scholarships for the major letter-winner with the highest grade average. Other scholarships were also awarded. Money was donated for a baseball score-board. Another time money was raised for reforestation of the Tillamook Burn Area. Freshman Dads gave a banquet for the freshman football team. These Dads often helped with the PTA projects too. Those Variety Shows were really something! Many of the things which made Grant a nice place to be were supplied by these hard-working Dads. We arc deeply grateful! The second organization was the P.T.A. We use the past tense because recently this active group has severed its connection with the National Group and is now in a state of uncertainty. We arc sorry to learn of this. At one time, our P.T.A. was the largest in the state, with a membership of over a thousand. As the P.T.A., they achieved much of value. Here we have time to mention but a few of their many accomplishments. In 1952, they sponsored a four-year scholarship for an elementary teacher’s training. They at one time initiated a Parent Education Program. They held meetings before the children came to school to explain to parents what the school was trying to do. They helped with community projects such as polio shots and eye examinations. They raised money for tuition scholarships to college. They worked tirelessly and served wherever there was need. Their Rummage Sales were enough to drive their families away from home. In 1944-45, they set up a fund for a Memorial to our boys who had lost their lives in the War. Nothing was done with the money, however, until five years later, when it was decided to have a Sun Dial cast by the boys of Benson as per specifications for the sun dial at Lincoln Memorial. After this decision, they set about collecting old brass to give to Benson. Benson would add copper and cast the dial. This done, they discovered they needed a pedestal upon which to mount it. They found a cement bird bath to be suitable. Then they hired someone to place it in just the right position to indicate accurate time when the sun shone. This project completed, the Alameda Garden Club offered to landscape with appropriate shrubs. In 1951-52, the P.T.A. sent invitations to the parents of the 101 veterans for whom this Memorial had been established. At a most impressive ceremony, the Sun Dial was formally presented to the school. One memory comes to mind concerning the shrubs planted in the Memorial Garden. The Senior Bench was often the scene of violent struggles. Aside from bashed heads, we were concerned for the plants. After Memorial Day Assemblies it was our custom for the Student Body President to place a wreath at the base of the Sun Dial. One day we came up with an idea that solved our problem. We had an honor guard, each boy wearing the uniform of a particular military service, stationed at the Memorial all day, not forgetting, either, the formal ceremony of the changing of the GEORGE MARANDAS, Inc. GEORGE MARANDAS 50 Manufacturers of Tailored Sportscoats ARCHER BLOWER PIPE CO. Pneumatic Conveyor and Dust Control Systems JIM ARCHER '51 JII.L (INGERSON) .ARCHER '46 6200 S.W. Virginia Portland 246-7755 42 Guards. It was a solemn occasion chat with bystanders. From then garden was respected as a sacred spot. no chit on, the But plants often die of their own accord and need replacement. For years the garden club took care of this. However, at a luncheon preceding the P.T.A. Founders’ Day Assembly, 1956, it was decided that the Past Presidents would each contribute one dollar a year for maintenance of the Memorial Garden. Again we thank our loyal friends, the Grant P.T.A., for all they did to make our school a success! It seems that Grant appeared on the Ten lists of dozens of top educators. You should read the article! It is reprinted in this Fiftieth Anniversary Book for that purpose, but here are quoted two paragraphs of special interest. “The renegade student might deny it, students of rival schools might pooh-pooh it, but the fact is there is something special about Grant, something which makes undergraduates proud of it and keeps graduates from ever forgetting it.” Now, most of us will endorse every word of that, but listen to this: In 1953, Mr. Erickson transferred to Wilson High, and Mr. Harold Kleiner became the new vice-principal in charge of boys. He was a stem disciplinarian, but the boys liked him, and were not too afraid of him to prevent their having a little joke on him. Over his doorway one morning they hung a placard “Harold’s Club.” He enjoyed it as much as they did. For many years it was the custom to select two girls from each sophomore through senior class as Honor Girls. They were elected because they exemplified honesty, democratic ideals, friendliness, cooperativeness, modesty in manner and dress, and respect for teachers, friends, and laws of the school. They must also have maintained above average grades and show enthusiasm for, and participation in, school activities. They were presented to an assembly, and their pictures were in the yearbook. January 1954 was the date of the first Grant Honor Society Installation. This was later affiliated with The National Honor Society. Also in March of 1954, Grant had the distinction of being rated by Pageant Magazine as “the best high school in the United States.” “Official traditions may be added to or altered. Unwritten traditions, springing from the group spirit which has characterized Grant since it opened, are unchangeable. You don’t see ‘ducktail’, ‘swing , or ‘Boomer-boy haircuts at Grant. Newcomers who start out with them show up with a standard trim within a week or so. Circulating in corridors jammed with 1,200 or more girls. Pageant’s reporters noted only two horse-tail hair-dos, one pair of earrings, not a single pair of high heels. There aren’t any pegged pants, or extreme jackets. “Naturalness is the style. Uniform attire for girls is a pleated skirt and blouse or sweater; the boys ran to sports shirts or T-shirts, and white cord slacks. And the cords are always clean.” Have you walked through those halls lately? The only thing that doesn’t change is change itself. Its nature is to continually change. This is the warp and woof of life. Grant has been and is its reflection. Here is an item of interest from the 1955 Memoirs: “All money paid in or out of Grant, from activities including clubs, goes through the RUBEN J. MENASHE, Inc. Builder - Realtor RLBEN J. MENASHE '51 11359 N.E. Halsey Portland 255-9680 43 student body office. Approximately $80,000 is handled yearly. Seniors take the job as an Office Practice course, receiving credit for it.” Grant is not just a school! It is a business! How many of you grads recall Twirp Week? For one full week in December, boys couldn’t speak to girls unless spoken to first and couldn’t date or even telephone a girl. And do you remember the Twirp Court held during lunch period each day? And can you ever forget that first assembly in September when you as a freshman occupied seats vacated by last year’s seniors? And Sadie Hawkins Day and the Barn Dance! Wasn’t that something? Do you recall how the clubs of the school met on alternate Mondays, half one and half on the other? Those clubs were evaluated each term by the vice-president of the Student Body. Then in 1948, the Memoirs began devoting one full page to the Club of the Year, that club which best exhibited a democratic spirit of friendliness and helpfulness. In 1951 a Social and Recreational Advisor was hired, and outside clubs never before recognized by the school, became an active part of the club system. Clubs were then divided into three classifications; Social, Service, and Interest. Each classification had its own council, and each sent a delegate to the Club Cabinet, presided over by the vice-president of the Student Body. A club-of-the-term was chosen under each classification. In 1959 there were 59 clubs. In December 1954 our Grant Marching Band journeyed during Christmas vacation to Pasadena to participate in the Tournament of Roses. And thinking of Christmas, among my fondest memories of Grant was the custom started early in its history concerning the seventh period, the last period of the last day, before Christmas vacation. Someone would come by, open the classroom doors in one part of the building. The Carolers would sing Christmas songs, then move on to another area. As they left, two or more other students would enter the room and hand out candy canes to the class. It was a simple thing but made everyone feel warm and friendly. No one could fail to be touched by it. In those days there was no thought of religious prejudice. Many will recall one year when at the front entrance there was on one side a Star of David and on the other, a Nativity scene. Both were respected. What has happened in America that we should object to such things? Can’t we have fellowship with each other and enjoy each other’s beliefs as we used to do freely and happily at Grant? We did not need anyone then to tell us to respect one of another race or creed. It was an almost entirely white student body, yet a black was president of his freshman class, another of his sophomore class, another president of the Girls’ League, still another of our Student Body. They were elected because they were loved and respected. Must we allow a few self-centered people to rob us of such things? As a part of Graduation, we had a baccalaureate program. Students were not required to attend, but most did. We had representatives of the Roman Catholic, Greek Orthodox, Jewish, and Protestant faiths participating, rotating each year so that there was no partiality. We had a choir from still another denomination. It was a sacred few moments as part of our good wishes for the class. This was followed by a tea for the class, parents, and faculty. ATKINSON AND COMPANY Investment Securities ROBERT H. ATKINSON, Jr. 49 720 S.W. Washington Street Portland, Oregon 226-2458 44 Why should such things be abandoned at a time when so many of our youth are bewildered by the confused world about them? In writing this history, it has been necessary for me to look back through my year books and I have re-read many of the messages written by students who were leaving Grant lor the last time. 1 have been impressed by how many, many of those notes, ended with “God bless you!” One wonders docs this happen today? Wrho said, “Nothing is so much to be feared as fear itself? Are we all running scared? In the dedication of the 1957 Memoirs, we find these words: In 1955, the Colton Meek Hi-Y presented to the school a Memorial Bronze Plaque in honor of our boys who gave their lives in the Second World War. This you will find in Center hall. During the Colton Meek era of Grant, the school continued to expand in all directions. Athletically, within seven years it nailed down five State football Championships. Its tennis, baseball, track, swimming, and golf records were most enviable. The nicest thing about those sports was the sportsmanship! Grant’s graduates were taking their places constructively in the scientific, educational, and entertainment worlds. In 1956 there were three vice-principals Mrs. Schroedcr (nee Paraunagian), Mr. Kleiner, Curriculum; and Mr. Arthur Wcstcott. The latter had been part of the faculty as teacher and coach since September 1947. Then in June 1957, Colton Meek retired to his farm for a well-deserved rest, and Harold Kleiner became principal. Mr. Theodore Harding joined the staff as new vice-principal in charge of Curriculum. Shortly thereafter Mr. Westcott became principal of Franklin High School and Mr. Gust Kanas replaced him. “We, the students of U.S. Grant High School, dedicate this book to Friendship lor we realize that although graduation separates friends, it does not terminate friendship.” Yes, though students come and go, though leaders move on, and change is everywhere, the spirit of Grant remains warm, vital, lasting. THE NUDELMAN BROTHERS VIC NUDELMAN 38 DEL FIELDS 56 GENE NUDELMAN '56 CITY CENTER PARKING DOUG GOODMAN '51 60 Convenient Downtown Locations 45 WARD COOK, Inc. Realtors — Mortgage Loans — Insurance WARD V. COOK 51 584 S.YV. 3rd Portland 222-4211 46 Douglas Allen Glen Edwards Irving Hoyt Timothy Allen Douglas Eignor Malcolm Hutchinson Norman Angell Earl Erickson Wildric Hynes Leonard Ballif George Erzell Sam Johnson Cyrus Blair James Faubion James Johnston Levan Bogardus Fred Fawcett Lawrence Johnston Daniel Boone Don Feenaughty Webster Kincaid Ashley Calnon Irving Finlay Byron Kitching Richard Campbell Walter Ford Gary Kolb Robert Carlson Tom Freeman Dale Lasselle Recce Cartmill John Frick George E. Lavatta Roger Chapin Charles Gilbert James Lenav Jerome Cole Donald Gilbert Edwin Leslie Robert Conn Donald A. Strom Franklin Lockwood Wallace Cosper Dick Gill Robert E. Lucas Robert Culham Robert Goldman Jack Lyons Jim Cumming Donald Guild Henry Manning Roger Currier Bill Gunther Eugene McEntee Harold Davies Weber Hattram William McFaddcn Edward Demasters Richard Haynes Bruce McKean Delmar Doblie Donald Henkle Robert D. McKee Theodore Dorman Jack Hoyle Wilbur Mecklenburg Compliments of Mort Fouch, ’34 FOUCH ELECTRIC MFC. CO., INC. 47 James Mcservey Richard Metz Harold Meyer Robert Millspaugh Everett Moreland Keith Morgan Tom Moriarty Robert N. Morrison Peter Paget Harry Palmer .Alpha Powers Tom Price John Quiliin Emil Rasmussen Robert Rcigard Harold Riltfy William ‘Pete’ Riley Sam Roberts Clark Ross Bob Russell Merrill F. Sargent Herbert Schoenlen William Steele Tevis Sullivan Lloyd Tansing Tom Tarbell Stamatios Tsigris John Van Gorder Edward Weber Goodwin Wells Ashley Wclton Richard Werschkul Wade Westfall Robert Wherry Richard White William Whitfield John D. Williams Elliott Wright Eldon Wyman John Yerby Wallace Zosel Vietnam Veterans Maj. Thomas Brattain Capt. Arthur E. Lewis M.D. Capt. William E. Irwin L Cpl. Stephen Krinke BT3 Thomas L. Cogill Cpl. Steven J. Miner Sgt. Kenneth Thomas L Cpl. Gerald G. Dedmore Sp4 Dwayne McClure L Cpl. Merrick R. Pierce PEC Marc Gorham Class 1951 1955 1963 •964 1965 1965 1965 •966 1966 1966 1968 DEDICATION 4 FIRST NATIONAL With humility, yet with respect and pride, we dedicate this, the iourth wartime issue oi Memoirs, to youth. V e, the youth oi America, have thrown all the stimulative lorce oi our iierce idealism, our contempt ior greed and preiudice. behind the wisdom oi our leaders: to work, to light, and some to die ior the principles which we hold most dear. In the last analysis, our State, our Nation, our Country. is our Alma Mater, and the Rag oi our Republic our Class Emblem. Brandishing the sword oi Truth and Tolerance, youth leads, ior it is ours to lead, the march to ireedom. bank OF OREGON Six-Gun Technique Used on Germans BY KENNETH L. DIXON Associated Press Staff Writer ON THE BELGIAN FRONT, Jan. 18 (Delayed) (AP)—It took nearly six years and transfers through six outfits for Capt. James V. Johnston to reach combat, but once he did the pint-sized ball of fire from Portland. Or., became a literal legend on the western front in less than six weeks Weighing 127 Capt. Johnston pounds (with equipment) and standing 5 feet 5 inches tall, he so distinguished himself in his first action that on the third day he was given temporary command of his battalion-when the commander was wounded. In the last two months he has commanded an infantry battalion four times—a job which calls normally for a lieutenant-colonel. Maj. James V. Johnston Jr., of Portland, whose exploits against the Germans made him almost a legendary figure, was killed recently by a German shell while he was leading his troops in action. Foe Held in Contempt Six-Gun Artistry Employed He has led half a dozen “march fire assaults which consist of firing from the hip on the run as the doughboys break out of cover to attack Also, he has killed countless Germans with various weapons —three by thumb-fanning his old .45 while riding in a jeep and others with implements varying from hand grenades to a borrowed tank. Jim was too long getting into action to pay much attention to standard procedure. T w e n t y eight years old, he was graduated from Oregon State college in 1939, entered the army as second lieutenant in the reserve corps and joined the 15th infantry regiment He served with the amphibian command, army air force, and the infantry replacement training center at Fort Ben-ning, Ga.. before joining the 84th division last March. It’s a winder he lived as long as he did—men had begun to think of him as indestructible. His contempt for the enemy was complete. He liked to tell prisoners that “I have been at many county fairs and half a dozen sideshows, but I never have seen anything that could beat you squareheads yet.’’ His concern for his own troops equaled his dislike of the enemy. He would give shivering doughboys the clothes off his owrn back—and he always carried K rations. He never ate them himself. Every man in the battalion was accustomed to pour complaints into his receptive ear. His habit of walking around nonchalantly under fire made him a choice sniper target. But it took an 88 to kill him with a direct hit. He died in one of the division's last battles before reaching the Rhine. PORTLAND I: !■«' W.I •,•«! hr n« l iM.tr H.I.e ,M MW k« � tlh anaraMt, af • •t i.ilfiu «na i an a.i.a! « - H r Cw!« t Ai.n-ad, drirr .at ,at� a M � t«h Sum. rt 'tv la P.,1, Bland and Bally Graf tank an THE J. K. GILL COMPANY LIMITED Gifts — Books — Office Supplies — Stationary Portland, Oregon 49 EDWIN GEIST AGENCY, Inc. Personal Business Insurance Since 1939 ED GEIST '69 TERI (JONES) GEIST 69 811 East Burnside Portland, Oregon 233-5654 50 THE BEST HIGH SCHOOL IN AMERICA ... HOW DOES IT COMPARE WITH YOURS? By Charlotte and Ed Groshell Photos by Fred Lyon n the search for the nation’s best high school, Pageant consulted with dozens of top educators. None would award any that accolade. But Portland, Oregon’s Grant invariably appeared high on their Ten Best lists, so we went to Grant to find out why. This is our report. The dean of boys at Grant High School is a very busy man. Part of his job is to take charge of discipline and attendance, and since there are some 1,200 boys at Grant, his office is headquarters for those who have, or are, problems. But it was a delegation of girls who brought their problem to him last fall just after the term opened. “We want to talk to you about the freshmen,” the spokesman explained. “They don’t seem to know how to act. They’re noisy in the lunch room, and they walk on the front lawn, and are marking up the walls. We wondered if there isn’t some way for us upper classmen to show them that we just don’t do those things at Grant.” The dean’s answer showed a typical Grant faculty approach. “What sort of a plan have you worked out?” “We’d like to divide up into teams of two and go around to every frosh registration room and give talks. Sort of explain things.” Benj. Franklin Grant graduates congratulate all on our 50th Anniversary': BOB HAZEN BOB DOWNIE J.OUIS SCHERZER KEN ELI.ISON JACK BROWNLIE JOYCE BABLER JUNE THOMPSON BARBARA BRISTOL JAN YVEICUSS PAT JORDAN JERRY EX LEY MIKE MENATH MIKE HURT CAROLYN FUREY SHERRIE INOt:YE DAN NASH FAMA PARTLOW Reprinted from the March 1954 Pageant The dean nodded. “I think you have a good idea,” and so, with official permission, but with neither official dictation nor help, the students carried out their own campaign to teach other students how to behave. That was a recent incident, but far from the first. In fact, it isn’t just the freshmen and transfers whom the loyal Grant student worries about. It’s anyone who doesn’t act as if he or she knew “how things are done” at Grant. The renegade student might deny it, students or rival schools might pooh-pooh if, but the fact is there is something special about Grant, something which makes undergraduates proud of it and keeps graduates from ever forgetting it. It isn’t the building. Grant added a new 14-room wing last fall but the basic and largest unit was constructed 28 years ago. Current enrollment is 2,365 students, which makes Grant a big high school. But other schools have more and better buildings, and many have more students. Besides, being large is a problem, not an asset, when it comes to developing the spirit which makes Grant “something special.” Grant has a championship record in sports, but that’s more or less aside from the point, too. The biggest student job, the presidency of the associated student body, has seldom gone to an athletic hero. You just can’t define Grant High School in terms of its buildings, enrollment or record in sports. Yet families move into the neighborhood to be able to send their children to Grant; that’s one of the problems Portland school administrators face. If they try to relieve the pressure at Grant by redistricting and sending some students to another high school, there are immediate howls from those students’ parents. Their feeling is echoed by Grant’s trio of administrators: Colton Meek, principal, Harold Kleiner, vice-principal and dean of boys, and Mary Schroeder, viceprincipal and dean of girls. Mr. Meek told Pageant’s reporters, “If they transferred me to another school, I’d be a very unhappy boy.” Mr. Kleiner who already had his Master’s degree, contemplates working for his doctorate, but emphasizes, “Not so that I could teach a college. I never want to leave high school.” And Mrs. Schroeder says simply, “If they took me away from Grant, I’d die!” Grant High School is located in the center of an upper middle class residential district in the northeast section of Portland, taking in one-fifth of the city’s total area. Homes range from one-story cottages to the estates of the well-to-do on Alameda drive, and in Dolph Park and Laurelhurst. The average house is priced at about $22,500. It isn’t a new or “boom” area. Redistricting several years ago extended Grant’s boundaries to the river, taking in trailer courts and poorer homes, but the area as a whole is a “solid community.” The people, like their homes, are well established and tend toward the conservative. There are more bankers than barbers among Grant High fathers, and only six per cent of them are unskilled laborers. Between the vice-president of a chain of banks and the truck driver are the representative Grant fathers: the contractors, engineers, foremen, salesmen, accountants, machinists, and radio and newspaper men. There are few extremes in Grant’s area, and hence few extremes at Grant High. The students come from homes that are pretty much the same; they have had more or less the same home training. They have about the same amount of spending money, the same quality of clothes. Churches in the district represent all major denominations and Grant students have a respect for things spiritual. This homogeneity extends to racial matters. There are only 12 to 15 Negroes at Grant and about the same number of Japanese. To Pageant’s question, “What is good about Grant?” a frequent student reply was, “No racial prejudice.” Eddie Washington, a Negro, is sophomore class president, and president of the COLLECTIONS INCORPORATED COLLECTION AGENCY MORT BONIME 46 DON BONIME '52 BARBARA ISRAEL '58 105 S.E. 18th Avenue Portland, Oregon 97214 233-4392 Boys’ League, the all-school club to which every boy at Grant belongs, is Japanese-American Robert Kinoshita. When Bob was asked what he thought was good about Grant High, his immediate response was, “Everyone fits so well together.” The secret of Grant’s successful teamwork — “everyone fits so well together” — lies in part in the philosophy of its principal. Colton Meek is, first of all, a well-rounded man. He has been everything from a football coach to an English teacher and he hasn’t forgotten the problems of either. He has held a machinist’s job and has a good background in industrial relations. He is a quiet man who never tries to outshine the people assisting him. It is his earnest belief that he should not try to run the school alone; he assigns areas of responsibility to members of his staff and then keeps hands off. Mr. Meek carries on a tradition of trusting others established by the school’s first principal. Grant’s auditorium is decorated with murals dedicated to the memory of William Fletcher, who died suddenly in the summer of 1928 after only four years as principal. “Teachers and students were his friends. He trusted them, and they trusted him,” the inscription reads in part, and that’s the heart of the matter. As Colton Meek puts it, “We assume the student is going to do the right thing. We never expect him to do the wrong thing.” His vice-principals sometimes suspect that he is a little too lenient. Since they stand the gaff of discipline problems day in and day out, they occasionally feel more weary than broadminded. Weary or not, they always draw a heavy line between occasional missteps and persistent ones. They don’t say out loud that everyone’s entitled to one mistake, but they aren’t rough with the student who makes it. Most first offenders vindicate this theory by avoiding that “second time.” On only one score is soft-voiced Colton Meek a tiger of a principal. Students may drive cars to and from school, but the boy or girl who as much as sits in the car during school hours is suspended instantly. This isn’t just an administrative whim. Traffic is very heavy on the boulevards near Grant; the ruling is a safety measure. In almost everything else, the emphasis is always on “talking it over.” This is usually done in the offices of the vice-principals and there’s nothing formal or formidable about either of them. In fact the boys are so little awed by Kleiner that they presented him with a facsimile of a well-known Reno gambling- Biggest P. T. A. event of the year - Parents’ Night Open House — attracts over 1,500 mothers and fathers to Grant High. GAMMA PRINTING CO. Specializing in Menus KATHY (GANN) PAPPAS 55 310 S.W. 9tli Portland 221-1266 53 BERRY INSURANCE AGENCY ROGER and RUSSELL BERRY joint sign, “Welcome to Harold’s Club,” which now hangs on his office door, establishing the tone of treatment meted out inside. “We don’t treat the students like angels,” one veteran on the faculty remarked, “because we know they’re not.” Nor is the school run on an honor system, which principal Colton Meek feels is as impractical in such a large school as going to the other extreme and policing everyone all the time. But the “talking it over” process works. The give and take attitude does not end with the faculty’s relationship to the students. There’s another force which makes the high morale and camaraderie a three-way affair. That force is the parents. Grant High has the largest P. T. A. in the state of Oregon. It is remarkable not only for its size — there are, 1,146 members — but for the number of active male members. Grant students have fathers, a fact P.T.A. membership in many schools does not even hint at. Grant fathers are so very interested in what their kids are doing that they have formed a Dad’s Club, 400 strong. Last year its variety show netted SI,300 for school projects. Every year the P. T. A. helps the school by running a kind of information panel for parents of eighth graders about to enter Grant High; 600 parents, or sets of parents, representing half of the freshmen-to-be, attend the discussions. The panel has smoothed the way for so many students, in effect solving problems before they even rise, that the P.T.A. held similar open discussion meetings last fall for sophomores, and another for freshmen. Interest doesn’t stop with these organized projects. It’s not at all unusual to see a father watching practice on the football field, or a mother attending a school assembly. The teachers work with the parents. Every teacher at Grant belongs to the P. T. A., although the administration has suggested that they should join. never even And the teachers work with each other. Fletcher, the first principal, believed in a strongly unified faculty and the spirit he fostered has never faded. Within the group of 92 men and women arc many different types and ages, from the seven teachers who started with Grant the day its doors opened to the young art teacher who barely finished college last year in time to start her first teaching job. Today, one out of every three teachers is a man, and there are more married women than in the old days, who, perhaps, have different viewpoints than their unmarried sisters. There are faculty clubs and faculty parties, but there are no “cliques.” Forty-five percent of the faculty hold advanced degrees. And that’s not because Grant pays more. Salaries start at $3,600, and the highest is $5,600. The principal made better wages as a summer shipyard worker than The most rigidly policed Grant tradition: exclusive rights of fourth year students to the Senior Bench. The BEE Company Complete Home Saving Center — Freight Salvage HERBERT HOC.HFEU) 41 BEA' HOCHEELD N. Killingsworth at Albina 2B3-3171 CAMPUS HOME FURNISHINGS Portland anil Maleigh Hills HELEN (MALETIS) IAMBUS 54 as the boss of Oregon’s largest high school. But few Grant teachers have been lured away by higher salaries. Harmony among the teachers results in better teaching for the kids, more constructive relationships with the parents. An example of parent faculty cooperation which has become part of Grant routine is the “tardiness letter.” When a student has been tardy three times his parents receive a letter inviting them to come and talk it over if there is some problem the school can help solve. As a result, the parent storming in with, “Why didn’t you tell me what’s going on, why I had no idea!” is practically unknown. One of the school’s unwritten traditions is that almost everyone from Grant goes to college. In 1928, 70.8% of the graduating class went to college; in 1953, 74%, or three out of four. This compares with the national average of 20%. Grant teachers encourage, but do not push, their students toward college. In fact, vice-principal Kleiner sees a danger in this particular Grant tradition: boys and girls who can’t afford it or who just aren’t college material feel they have to go, too. Right or wrong, Grant remains a leading college preparatory school. The old quip, “You get what you pay for” just doesn’t hold at Grant. Parents and youngsters get a lot more. There are nine high schools in Portland. The total cost per pupil at Grant is $298.84 a year, the second lowest of the nine. Parents of Grant pupils don’t pay more for the advantages their children receive, since the tax rate is the same for all Portland high school districts. The fact that the building is not new also means that students get more than they pay for; if the whole school were to be replaced today its probable cost would exceed $4,000,000 as compared with its actual cost of $1,670,856. Favorite teacher Jean Vancil (at piano) directs enormous, popular choral department. “Teaching isn’t a matter of buildings,” principal Colton Meek says, “it’s a question of people.” Grant is outstanding not for new and startling facilities but for the spirit and accomplishments of its people — the pupils and the teachers and the parents — the one thing that doesn’t come “built in” at any price. Grant doesn’t try to be new and startling in its curriculum, cither. It offers an interesting list of electives, some of them unique in the Portland school system, but the emphasis is on scholarship, plain, ordinary, basic education. Minimum requirements for four years include one year of mathematics, one of science, three years of social science, two of physical education and three of English. This is a remarkably short list. Grant is unique in offering four years of different languages (Latin, German, French, and Spanish) and yet there is no language requirement, and in general there are remarkably few “musts” for a school with is academic standing. The reason springs from the school’s highly developed system of student counseling. The counseling program, under the direction of vice-principal Schroeder, who has been al Grant for 27 out of its 28 years, is based partly on city-wide methods, partly on Grant’s own way of doing things. In the first place. TEMPO FURNITURE CORPORATION JERRY MATIN 15 RONAI.I) MATIN « P.O. Box 17157, Porllgml 2H.5 U896 PATRICK LUMBER CO. H7i(W «Wr N «hh4 | U k I V I KU k MM IViinitial ViU NM 55 Grant has kept the “Home Room,” or registration room, which many schools have dropped. Each student registers with a teacher, and for four years, for one period a day, meets with the same 30 to 35 girls and boys and this same teacher. It gives him a unit that is really “home,” and a teacher who knows him from his greenest freshman days right through graduation. His “reg room” is important socially, his “reg teacher” valuable when it comes to guiding him into the right course. Besides this, a teacher is assigned as a counselor to a group of freshmen and remains as that group’s faculty adviser right on through school. Every freshman has a private interview with his or her counselor, to talk over what he hopes to be and to try to forecast a four-year plan of study. He goes back for interviews whenever he needs to, correcting this “forecast” as he learns where his ability lies. Counseling, therefore, makes a long list of required subjects unnecessary. Through his counselor and his reg room teacher, the Grant student works out a tailor-make program, adding many pounds of elective subjects to the ounce of minimum requirements. Counselors emphasize that education does not stop with just meeting requirements; it’s a matter of figuring out what your goal is and then preparing for it. Grant’s list of electives include four courses inaugurated by Grant teachers which are not taught any place else in Portland. In each case the instructor began with nothing but a good idea and the principal’s permission to try it out, and ended with one to three capacity classrooms of enthusiastic students. One Grant specialty is the Shakespeare course, created by Miss Ethel Ewer 15 years ago and taught by her ever since. Second is Miss Lydia Anderson’s course in creative writing, another full-credit, year-long course. Third is an elective initiated by Mr. Zenas Olson, called “Pacific Rim,” a class dealing with the topography, culture, and peoples bordering the Pacific Ocean. Fourth is a course taught by Mrs. Grace Hicstand exclusively to junior and senior girls. It is a class in sex and marriage relationships. Grant is also unusual in offering five different art courses - general art, commercial art, art crafts, art metal and art design, with a staff of four full-time art teachers. At the other end of the academic stick, there is an outstanding spread of senior math classes -trigonometry, solid geometry and advanced, or college, algebra. Grant has an enviable sports record, and again it isn’t because of extraordinary facilities. Boys in Elizabeth Dixon’s sewing class can handle a needle, too, make rugged items like canvas aprons. PAULSON’S FLOOR COVERINGS INTERIORS And The Paulson Family — DICK NORMA S9 l.ARRY 64 DON 65 DICK JR. 69 BEVERLY 71 DAVID 74 56 The school has a practice field but no football field or stadium — Grant never plays a home game. There are only two tennis courts for 2,400 students. And the school has no swimming pool. Yet, in state championship playoffs Grant has won five of the possible crowns in football, three in swimming, one in baseball, four in golf. In the city league, Grant has won 10 firsts in football, two each in basketball and baseball, 13 in track, 18 in golf, 10 in tennis. Traditions grow up among people who think, feel and live pretty much the same way, and the characteristic “oneness” at Grant has resulted in a great deal of tradition. Some of Grant’s traditions are so “official” as to be carefully documented in the freshman handbook. One of these is the one-week put 84 performers on stage at one time. December “Twirp season.” Boys may not speak to girls unless spoken to first, may not date or even telephone a girl; violators are tried in Twirp Court during lunch period. A second is the seating of freshmen during the first assembly of the year. That day, and that day only, they occupy the seats of the preceding year’s seniors, thus catching a glimpse of privileges to come; during all assemblies thereafter they sit in the balcony. Activities Director Cy Butterfield (seated) lets Exec. Council leaders argue it out. Official traditions may be added to or altered. Unwritten traditions, springing from the group spirit which has characterized Grant since it opened, are unchangeable. You don’t sec “ducktail,” “swing,” or “Boomer Boy” (named after the boom towns of the war) haircuts at Grant; newcomers who start out with them show up with a standard trim within a week or so. Circulating in corridors jammed with 1,200 or more girls, Pageant’s reporters noted only two horse-tail hair-dos, one pair of earrings, not a single pair of high heels. There aren’t any pegged pants, or ex- W1LLIAM WRIGHT ami ASSOCIATES Industrial and Commercial Real Estate Wll.LIAM WRIGHT '49 4580 S.W. Killy 224-1847 PETER CORVALLIS PRODUCTIONS Convention - Display Services — Photography PETER CORVALLIS '49 Portland Hilton Hotel - 222-1664 trcme jackets; Grant boys have never written on their slickers or on their cars. “Naturalness” is the style. Uniform attire for girls is a pleated skirt and blouse or sweater; the boys run to sport shirts or T-shirts, and white cord slacks. And the cords are always clean. One of Grant’s traditions is worth over $100,000 a year. The student body owns and operates a Club Room, Snack Bar, lunch room, locker and towel rentals, phone booths, about 20 other enterprises which brought in gross receipts of $118,292.86 last year. Profits arc-plowed back into improvements. Board of Directors for student stockholders is the 18-member Executive Council comprised of school leaders chosen in a general election. They meet daily in a leadership class directed by teacher Cy Butterfield who usually advises, “Figure it out for yourselves.” Vice-principal Kleiner and two teachers are on finance committees, and the school bookkeeper helps keep accounts, for Grantonians have sharp business heads, seldom need help. Student owned and operated Snack Bar goes full blast, serves 325 milk shakes a day. PRINCIPAL COLTON MEEK Grant’s not perfect, of course. Mr. Meek cites these problems: Maintaining proper balance between academic preparation and the school’s social activities, so students don’t engage in the latter at the expense of the former. Shop program is too limited to serve adequately technical-minded students. Cafeteria seats only 400 but must serve 1,200 at each of two lunch hours. Students who work on the side; who get into trouble; who have home problems. “It would be foolish to maintain that we always find the correct answer,” Meek concludes, “but we still think we have a fine school.” Strict stipulation against buying costumes produced these homemade sarongs in skit. PORTLAND PRECISION MFG. Production Machining RICHARD E. ELD RIDGE. President BARBARA YAW ELDRIDGE '44. Treasurer 1015 S.E. Main Portland, Oregon 97214 233-5071 CAN YOUR SCHOOL MATCH GRANT? The lesson that Grant teaches refutes the old bromide that the best school equates with the most money. Grant’s district is well-to-do, but school taxes and teachers’ salaries are not notably higher than in many a U. S. community. Grant uses its money wisely and well, avoids glittery swank for solid, unassuming facilities. What makes Grant an outstanding educational institution are things that can’t be bought but can be attained by any determined group of citizens: a vital, alert and continuing interest on the part of the parents; a student body alive to the value of an education and eager to take full advantage of it; plenty of teachers with a good background and a willing- ness to work beyond the call of duty; bring, inspiring surroundings; sound, basic scholarship plus a wide range of interesting electives; a full and varied program of sports, clubs and social activities to turn out a well-rounded personality; and a well thought out program of individual consultation and counseling. What Grant has, in addition, is a philosophy of trust, understanding, and sympathy set forth by its remarkable first principal, and carried on by his remarkable successors, and an inordinate pride in the school on the part of parents, students and faculty. All of these things admittedly are unusual, but they surely are not out of reach of any high school in the nation. Students who dance or just idle in Club Room so overworked juke box last year they had to buy new one. TRADE TYPESETTING Typesetters and Typographers CHRISTINE (HALESTON) GANN 1410 N.W. Johnson Portland. Oregon 97209 228-7371 59 60 DIAMOND FUEL Serving Tri-County Area Since 1920 62 HAROLD KLEINER SAM’S HOLLYWOOD BILLIARDS Welcome Grads of Grant and Sam’s 1845 N.E. 4Isi Portland, Oregon PAUL SCHATZ FURNITURE in Hollywood FERGUSON'S of l ake Oswego SHOWPLACE of Tualatin RAFIOR’S TELEPHONE ANSWERING SERVICE Featuring Direct Dial Pocket Paging and Direct Dial Mobile Phone Service Two-Way Radio Dispatching TOM RAPTOR ’55 NICK RAPTOR ’56 BARBARA RAPTOR LAIRD '59 RAV LAIRD ’58 64 CHAPTER IV CALM AFTER STORM (Pi ur first three principals stayed with us until death or retirement. Not so with the next two. Mr. Harold Kleiner succeeded Mr. Colton Meek in September of 1957. Coming to Grant in 1952, he had served two years as vice-principal in charge of boys and three years as vice-principal in charge of curriculum. By the time he took over the pilot’s wheel the seas were temporarily calm — the calm which came before the new storms of Korea and Vietnam. The preceding pilots had guided our ship through periods of tempestuous growth, depression, and War. Now the troubles having subsided, we made steady progress. This period shows no drastic changes but some interesting developments. In 1954 the Grant Honor Society had affiliated with the National Honor Society. In 1964 it had 72 members. Within a period of three years this group had been awarded 31 National Honor Scholarships; more than any other school in the state. Mr. Kleiner himself was made an honorary member. This, too, was a period of great musical achievement. The orchestra numbered seventy, and the band one hundred. The Choral Department with its Senior and Junior Choirs, Swing Sixteen, Boys’ Octet, and Girls’ Triple Trio was moving right along. Mr. Kleiner is an educator of real merit, and a man who is fearless in standing up for his convictions. A quiet, courteous gentleman, he always demonstrated sympathetic understanding to both students and faculty. In the fall of 1957, the new principal inaugurated new offices, the new Boys’ gymnasium building back of the Auditorium and new clubrooms in the cafeteria. Recently, at one of the early 50th Anniversary Committee meetings, a 1929 and a 1944 alum got lost. The meeting was called for 7:30 p.m. in the library. Naturally, these two intelligent, now middle-aged men — both with excellent memories — climbed the stairs from Center Hall. (Remember how one was marked UP and the other DOWN?) Hadn’t they done this hundreds of times? They could find that old library blindfolded! But at the top of the stairs was darkness; yes, even locked doors! Had they mixed their dates? Not at all. There have been many changes made in the old school since the graduation of many. One of these took place in 1959. That was a beautiful new library, a large new building north of the Auditorium. It accommodates about two hundred students and 35,000 books and magazines. It is three times as large as the old one. CHOWN HARDWARE MACHINERY CO. 333 N.W. 16th Avenue Portland CHOWN SHOWCASE The Water Tower John's Landing 5331 S.W. Macadam Avenue FRANK CHOWN '57 CAROL CHOWN HARTVTG '40 65 Between the library and the hallway, where Rooms 112 A and 112 B once were, there is a hookroom which handles all books needed for classwork, plus classroom libraries. Part of what was once the drama room (112 B) has been converted into a small hut pleasant office for the vice-principal in charge of curriculum. Teachers’ access to the library is through the book room, hut students brave the weather to use the outside doors. That same year the two old health rooms over the gym were redecorated. Nor should we neglect to mention the fabrication of accoustical ceilings in the north basement of the new wing. That new wing, by the way, was an addition to the one built in 1925 to house Art and Home Administration classes. The year 1959 was a year to be remembered for giving the old school a facelifting job. The new library was formally opened in November of that year. Back of the library are two classrooms, the larger of the two, 29 x 38, is the new drama room. Off the hookroom and the library arc a librarian’s office and two conference rooms. This building has storage for audio-visual equipment and records, and industrial materials. Its cost? Around $150,000 (1959 prices). Also in the summer of 1959, the auditorium received a new coat of paint — something not to be repeated for at least another eight years. Counseling rooms were remodelled and enlarged. There were nine separate consultation rooms with doors. Two private telephone booths were installed for the use of counselors when telephoning parents about a student’s personal problems. Another news item; 1959 was also the date of the first class in the Russian language. In a Grantonian of September 1959, is a set of numbers which make an interesting contrast with those near the beginning of Chapter I. At present, the classes arc not divided into eight terms, but the numbers are significant: Freshmen, 610; Sophomores, 630; Juniors, 670; and Seniors, 560. Grant has always set high standards of scholarship. In 1962 approximately 1270 of the student body received a 3.5 grade point average or better. It had the highest percentage of students on the honor roll among Portland high schools. Thirty percent of the Grant students scored over the 90 percentile mark whereas the National average was ten percent. The good old times’--all times when old are good. PORTLAND IRON WORKS Sawmill Machinery LESTER E. ANDERSEN 32 227-1107 1335 N.W. North nip Street Portland Lord Byron POWER TRANSMISSION PRODUCTS Mechanical Transmission Products LESTER E. ANDERSEN 32 227-1271 1107 N.W. 14th Avenue Portland 66 In September of 1963, $4,492 was spent on the installation of new lockers, and more was spent to repaint the old ones. Now for one of two anecdotes about this man, Harold Kleiner. One Saturday during his first year at Grant, one of our teachers was driving toward Gresham when she noticed five shiny new bicycles ahead of her. Overtaking them she discovered the riders to be the new principal, his wife, and their three children. That would be called togetherness! Much later, after he was no longer at Grant, the following headline from the Morning Oregonian delighted all Grantonians: or discredit not only to you and other stu dents, but also to Grant High School. So if you bring with you a desire to learn, a willingness to work to the best of your ability, and a resolve to be a credit to yourself, your school, and your community, you will find that your stay here will be pleasant and profitable. Best wishes for your success. Harold Kleiner, principal” (From the Grantonian — September 9, 1957) What an inspiration to be greeted like that when one enters high school! Another incident may shed a different kind of light on that leader of ours. HEADIN’ FOR THE HIGHWAY, and under this caption we read: “Dream come true for Deputy Superintendent Harold Kleiner is his Yamaha Motorcycle he now enjoys on weekends with his wife. “Quoting him, ‘She insisted on a helmet, too, though she rides behind.”’ Here is his welcome to the class of 1961: “To each of you of the class of 1961, we say, “Welcome.” You are beginning four important years of life, years that will see you grow from childhood to adulthood. During these years, Grant High School offers you unlimited opportunities for an excellent education; for participating in a variety of activities, sports, and social functions; for building friendships that may continue throughout your lifetime. What does Grant High School expect of you in return for these opportunities? First, we want you to make the most of your opportunities — study hard, play hard, and become a part of the student body. Second, we ask that you be aware always that you arc a Grant student and whatever you do will bring credit For years, graduation exercises for the larger high schools had taken place at the Municipal Auditorium. Grant’s classes had increased in size each year until seating the entire class on the stage was a real problem, unpleasant for the students who were crowded together, uncomfortable, hot, and unable to hear, and for the parents whose one purpose in being there was to see their child but who had a hard time even finding him in that sea of faces. In June 1962, it was decided to abandon this unsatisfactory procedure. The class would be seated in the front center sections instead of on stage. Mrs. Andersen, the vice-principal, worked out all the details and arranged for soft lights to focus on the class. Parents could not only see John (or Mary) march in, but could view him (or her) with pride throughout the program. The program coordinator had what she thought to be a bright idea. Wouldn’t it be nice instead of the principal, vice-principals, and member of the School Board entering the stage from the wings, if they would don their HAROLD KELLEY’S HOME FURNISHINGS N.E. 42nd and Sandy Hollywood 67 respective collegiate robes and lead the processional, proceeding to their places on the stage with those of the class who were taking part in the program? She tactfully suggested the idea to Mrs. Andersen. No problem there. Then she went to Mr. Kleiner. Now, those of you who know the gentleman are aware that he is a very modest, unassuming man who never takes stage center unless it is necessary or unless he is fighting for a principle. When the coordinator broached the subject to him she met with a flat but very definite no! And that man can be very determined! Did your geometry teacher ever pose the question, “What happens when an irresistible force meets an immovable object?” Here was what one might call a situation! The teacher said to the principal, “Now, just a minute! You continued me in this job of Commencement Coordinator when Mr. Meek left. I’m supposed to be in charge. Shouldn’t you cooperate?” or words to that effect. lie was adamant. Anything but that! She withdrew temporarily. After a losing skirmish, wise action dictates withdraw, regroup, re-attack from an unexpected quarter! BAY NEWS CO. Read A Magazine or Book Tonight 68 First she talked with the other vice principals. They would cooperate, not with enthusiasm, but if he did, they would. Then she played her ace. She called the chairman of the school board, who because his son was a member of the class, had been selected to present the diplomas. Now, it so happened that this member of the board was a former student of hers even as his fine son was a present student of hers. Yes, indeed, he would wear the cap, gown, and collar and march down the aisle ahead of the class. He thought it was a great idea! Not completely satisfied, this determined coordinator then called Mr. Kleiner’s lovely wife, who promised to use her influence. What could the poor man do? When he called her to the office, he said, MACKIE PACKAGING Manufacturers of Corrigated Shipping Boxes POISON MACKIE '52 544 N.E. 2nd Avenue Portland 235-8991 CLASSES OF ’74 - ’75 - ’76 -’77 Extend Their Best Wishes To The Classes 1924 through 1974 69 “All right. You win! I’ll do it!” Then looking at her steadily, he smiled a bit ruefully, slowly shaking his head and added, “You know, I’m glad you are my friend. I’d really hate to have you for an enemy!” They are still friends - or were until — or unless — he reads this bit of history. Oregonian headlines in January 1965 read, “GRANT PRINCIPAL TO HEAD MODEL SCHOOL PROGRAM” Then went on to add, “Model School Chief named for Portland. Teacher Prepares for Superman Role. Kleiner Promoted. Harding named to New Post of Grant Principal. Reception at Grant High School for Mr. and Mrs. Harold Kleiner. Portland Steps Ahead.” Grant was again to change pilots, but this particular change was only temporary. Mr. Harding would act as principal from January to June of 1965, at which time he accepted a position with a California College. In September of 1965, I)r. Roy Malo became Grant’s new Steersman. SAVINAR TRAVEL SERVICE World-Wide Tours and Cruises RICHARD SAVINAR 9266 S.W. Beaverton-Hillsdale Hwy. 292-2649 SEMLER OPTICAL SERVICES LARRY SEMLER Rl TH (BOYARSKY) SEMLER S.W. 3rd Morrison 227-7200 70 ACADEMICALLY SPEAKING When Grant High School opened in 1926 with 800 students, the course of study was that of the already established six high schools in the city. Required were three years of English; three years of history ancient, medieval and modern, European, American, civics, sociology, and economics; one year of mathematics and of science; and one year of physical education. The languages were very popular—Latin, German, French, Spanish. From time to time, more electives and enrichment courses were added. From the outset Grant was perhaps destined to become outstanding in a socioeconomic area conducive to a quality school. The earliest formative influence was no doubt that of the first principal, Mr. W. T. Fletcher. He stood firmly for three principles: “faithfulness to studies, grasping of opportunities, and kindliness.” And on his staff were enthusiastic, creative teachers who helped in the implementation of these ideals. They were, as a group, trained not only in their various subject areas but also broadened by a cultural, liberal arts background and helped to establish Grant as a school that stood for quality and culture as well as scholarly achievement. These same ideals, expressed by Mr. Fletcher, were carried on by Mr. A. F. Bittner, who became principal in 1929 and who was himself a scholar and later college professor. In what was perhaps his first interview, he spoke of “the finest spirit” at Grant. “Her attitude in regard to respect for law and order, co-operation, and support is splendid.” He viewed Grant as “a growing thing,” not only in size but also in scholastic achievement. Of course, the physical growth was very apparent. In the same year, Mr. Norman C. Thorne, assistant superintendent, making an extended visit at Grant, saw his purpose as that of locating “any weak instruction and strengthening it.” Other factors throw light on the scholarly nature of Grant. In the spring of 1929, when a probationary program aimed at the “loafer” was established throughout the city, Grant sent 36 of the 110 student failures enrolled at Buckman school for not passing in three-subjects exclusive of physical education, l'he greatest number of failures was in English 2 and Mathematics 2. When first, third, fifth, and seventh-term English students took the citywide examination, 93.7 to 96.9 percent of Grantonians succeeded. The most frequently missed point was in the use of prepositions: I) Put the pencils in the box, 2) Put the pencils into the box. As early as 1929 there seemed to be comparatively few disciplinary troubles, but in the words of Mr. Bittner, the problems were those students lacking in achievement due to “inattentiveness, surplus activities, and inherent laziness.” Of these the “surplus activities” was the “curse of the prominent student.” In order to prevent him from spending too much time away from his studies, a system of honor and service points for these activities was established in the spring of 1930, setting the maximum number of points that a student could earn at 20. Stress was also placed upon attendance by the creation of “Attendance Awards.” There were additional influences in establishing a scholarly atmosphere. Of the original VAN DUYN CHOCOLATE SHOPS, Inc. “Portland ('aiulies With A World Wide Reputation' eight clubs, most were subject-area oriented, such as Migwan in writing. Showcase exhibits were made by the various departments. Biology was the first one in 1932 and was soon after followed by sewing. Other departments took their turn. One particular showing was arranged by sophomore English classes in 1936 to celebrate Grant’s acquisition of new dictionaries — Webster’s New International Dictionary, Second Edition, published in 1934. J. K. Gill lent 23 different dictionaries to provide an historical record of this most valuable reference book. Assemblies featured outstanding speakers such as Amos Burg, the explorer. Subjects for essay contests and tests further revealed the appeal to scholarly matters; the Gorgas Chemical Essay contest on timely subjects of science, fire prevention, contests of patriotic organizations on subjects such as The Constitution, the League of Nations, Plan for World Peace, the Value of the Junior Symphony, and the Oregon Historical Society’s competition on the subject of Captain Bonneville. All these indicated the serious and thoughtful atmosphere of Grant. The murals in the auditorium, dedicated as a memorial to Mr. Fletcher, reflect this emphasis upon quality in education. Painted by Mr. Carl Hoeckner of the Chicago Art Institute, “their composition by means of line, color, and subject matter shows the ideals of education. The chain of young people, rising step by step toward an ideal of manhood and womanhood, is intended to be the goal of all education.” In that same year, 1932-33, Grant seemed to reach a first peak in scholarly attainments. A perusal of the Crantonian reveals that the school was visited by many alumni who were enrolled not only in Oregon colleges and universities but also in such out-of-state and prestigious schools as Smith, Yale, Harvard, University of Wisconsin, University of Washington, Scripps, the Naval Aca- demy, and Stanford. In December, Burke Knapp, Grant’s only Rhodes Scholar addressed an assembly. Local scholarship awards must not be overlooked, for they go back to the very beginning of Grant and by their prominence attest to the importance of scholastic achievement. In even the earliest editions of the school paper, students earning honor grades in each grading period were listed. In 1927 the scholarship awards were started. A student had to carry at least four subjects such as English, history, a language, and some elective. He must earn asn E (1) in at least two academic subjects and drop no lower than a G (2) in the others with the exception of physical education. The first and second term awards were certificates. A gold G pin was awarded for honors won the third time. Thereafter, a pearl was mounted in the pin for each term of earning the award. Finally after eight terms of these excellent grades had been maintained, a diamond was mounted to complete the sets. The first diamond award for scholarship was awarded in 1931 to Barbara Jones, and the second in 1932 to Virginia Clark. In 1933 ten diamond awards were given. This award was maintained at Grant until 1948 at least, at which time thirty diamonds were given. The first Boys League award was given to Robert Horning. Beginning in 1927 students earning all E’s (1 ’s) regardless of their term in school were recognized by the Fletcher cup. The Fletcher Plaque honoring students earning all E’s (l’s) for an entire year beginning in the fall, was established in the spring of 1946. Some of the Grantonians thus honored earned all E’s in as many as five subjects. The prestigious Fletcher scholarship awarded by the faculty to an outstanding graduate was first presented in 1934 to Bob Cornthwaite and the second. Fall 1934, very fittingly to Robert Fletcher, son of the first CHARLES CONKLING AND SONS, Inc. Commercial Photography RAYMOND D. CONKLING 48 LEONARD C. CONKLING '49 Portland, Oregon 72 principal whom the scholarship memorialized. The monetary prize was $75.00. Earlier, in 1939, the Girls League gave a scholarship gift of $100.00 to Frances Nicholson. Also faculty rings for school citizenship were given to one boy and one girl, the first receiving them being Warren Peters and Gail Burnett. Ilow long this practice was continued is not now known. In the last forty years, there have been recipients of the Fletcher scholarship award 46 boys and 7 girls. Fifty-two students were recipients of the Girls League, later the McGavv, scholarship award, one of them being a boy, David Wetle. A list of these students winning the Fletcher and McGavv scholarships is given below: 1934 Spring Girls League: Boys League: Virginia Harding Robert Horning 1935 Spring Fletcher: Girls League: Robert Fletcher Marjorie Schmidt 1936 Spring Fletcher: Girls League: Boys League: Shirley Say Dorothy McCredie Marshall Cronyn 1937 Spring Fletcher: Girls League: Boys League: Wentworth Bowman Elizabeth George James Claus 1938 Spring Fletcher: Girls League: Lloyd Love Mary Blair 1939 Spring Fletcher: Girls League: Don Pitcairn Betty Morgan 1940 Spring Fletcher: Girls League: Peter Paget Anne Pond 1941 Spring Fletcher: Girls League: Bill Sigurdson Jane Eivers 1942 Spring Fletcher: Girls League: Patricia Ostroot Margaret Robinson LOU KROHN STUDIOS l.ou and Jean Krohn 4500 N.E. Sandy 282-1866 1934 Fall Fletcher: Girls League: Boys League: Bob Cornthwaite Rosemary Patton Andrew Caldcrwood 1935 Fall Fletcher: Girls League: Boys League: Stephen Kellog Betty Wetterborg John Simpson 1936 Fall Fletcher: Girls League: Boys League: Jere Nelson Susanna Harding Sam Fry 1937 Fall Fletcher: Girls League: Bill Simpson Wilma Wagner 1938 Fall Fletcher: Girls League: Ruth Cahill Elizabeth Harrisen 1939 Fall Fletcher: Girls League: Janice Cordova Dorothy Wilson 1940 Fall Fletcher: Girls League: Ted Bittner Edna Konstad 1941 Fall Fletcher: Girls League: William Tclfer Margaret Jane Henshaw 1942 Fall Fletcher: Girls League: Douglas Kilbourne Janet Elder KAEGI’S PHARMACIES S.E. 38dt and Belmont and YVilsonville JOHN N. KAEGI 44 RICHARD M. KAECI 48 73 Fletcher: Girls League: Keith Acheson Nancy Nlerki 1943 Fall Fletcher: Girls League: Robert McKinney Elizabeth Butler 1944 Spring Fletcher: Girls League: Hugh Stoddard Mary Katherine Moore 1945 Spring Fletcher: Girls League: Richard Schadc Audrey Wishart 1946 Spring Fletcher: Girls League: Janet Halladay Greeta Lewis 1947 Fletcher: Girls League: George Howard Anne Montgomery 1949 Fletcher: Elizabeth McGaw: Rolf Charlston Nancy Halladay 1951 Fletcher: Elizabeth McGaw: Peter Williams Nan Mishler 1953 Fletcher: Elizabeth McGaw: Don Hodel Joanne McMath 1955 Fletcher: Elizabeth McGaw: John Erickson Barbara Burns 1957 Fletcher: Elizabeth McGaw: James Grew Margaret Reedy 1944 Fall Fletcher: Girls League: Shirley Stout Pamela Jones 1945 Fall Fletcher: Girls League: Mary Jean Huntington No Award Given 1946 Fall Fletcher: Girls League: Tom Shaw Lucille Langley 1948 Fletcher: Elizabeth McGaw Bradford Blaine Jane Butler 1950 Fletcher: Elizabeth McGaw: Joyce Frost Ann Granning 1952 Fletcher: Elizabeth McGaw: George Suckow Pat Karolchuck 1954 Fletcher: Elizabeth McGaw: Ron Larson Sharon McCabe 1956 F'letcher: Elizabeth McGaw: Larry Walker David Wetle 1958 Fletcher: Elizabeth McGaw: Jim Parker Sue Palmer 1959 Fletcher: David Hammack Elizabeth McGaw: Judith Mucha 1961 Fletcher: Duncan Neilson Elizabeth McGaw: Beatrice Osgood 1960 Fletcher: Michael Walsh Elizabeth McGaw: Heather Neilson 1962 Fletcher: Woody Richen Elizabeth McGaw: Janet Hatch DON W. BLENKINSOP 44 SALINC-DODD INSURANCE Complete Insurance Service DICK nOUD, C.P.C.U. '45 2149 N.E. Broadway 288-5234 74 1963 1964 Fletcher: Elizabeth McGaw: Jeff Kindley Nedra Nelson Fletcher: Jay Edwards Elizabeth McGaw: Connie Jump 1965 Fletcher: Elizabeth McGaw: Ron Byers Ann Herzog 1966 Fletcher: Thomas Linklater Elizabeth McGaw: Kathy Sally 1967 Fletcher: Elizabeth McGaw: Vance Hodnett Barbara Earnest 1968 Fletcher: Brian McCune Elizabeth McGaw: Alice Rooney 1969 Fletcher: Elizabeth McGaw: Ralph Bakkensen Patricia Jensen 1970 Fletcher: Steven Hopkins Elizabeth McGaw: Mary Ann Rees 1971 Fletcher: Elizabeth McGaw Scott Bailey 1972 Fletcher: Tom Haaga Lawrence Friesncr Elizabeth McGaw: Ann Mulflur 1973 Fletcher: Elizabeth McGaw: Donald Olson Kristen Vanden Berg In the meantime, graduates had also been granted scholarships by colleges and universities. At that time these awards truly represented scholastic honors, for it was not until later that money grants were given primarily for need, and Honors at Entrance were given for scholastic achievement where lack of funding was present. Others won competitive scholarships in music and art especially. In the early years, Richard Stavseth won the Fisher Body Competition for Oregon. He went on to an Eastern school. Several girls were winners in sewing contests, some winning trips to New York. Throughout the 30’s academic growth continued. In the early years there were as many as 78 language classes with 14 teachers and 84 English classes with 21 teachers. In the 1930 city-wide mathematics test, Grant placed high, taking second and third places in algebra and second in geometry. In 1933 the grading system of 1-5 replaced the former E, G, F, and U. In January 1934, when 193 students were graduated, 94 declared a firm intention of going on to college and only 24 were sure that they were not going on. In 1937, when final examinations were abolished and replaced by term examinations, grades were an average of the three term grades rather than the average of the marks of the three terms and the final examination. Grant continued to be well represented at the News-Telegram dinner, later the Journal E dinner. New courses were added to meet the demands for greater opportunities in specialized areas of study. Eighth-term mathematics was first offered in the spring term of 1933, as were two additional English classes Journalism 1 and dramatics. Dramatics was later divided into Dramatics 1 and 2. In the fall of Don't Feel Old at 50 MEIER FRANK in still Young at 117. 75 1938, English 8c, contemporary literature, was offered in addition to the traditional English literature. The following year one-term classes in Shakespeare and creative writing were begun. Later they were to be extended to full-year subjects. The Carnegie Art Library was given to Grant in recognition of the outstanding work in art, and a one-term course in Pacific Relations was added to the history department. Amelia Earhart in an interview in the Grantonian advocated a beginning course in aviation for high school students, but such a course was not offered until ten years later and then only briefly. Two outstanding events in the 30’s show the emphasis that Grant placed on scholarship, and, particularly, upon continuing education in college. The first was the result of the depression. Post-graduate classes were established at Grant for more than 200 students from 1.931-33 in cooperation with the program supported also by University of Oregon Extension classes, the Central Library, the local AAUW, and Reed College. Subjects taught at Grant included Modern European History, Written English, English Literature, French, German, Unified Math, and Public Speaking. To quote Mr. Bittner: “Because of the present-day economic problems, the post-graduates have neither the funds to go to college nor can they get positions. They have no other place to obtain education, and we are glad to help them. What Portland really needs is a junior college.” Some Grant teachers and students became strong advocates of the junior college movement. As a side remark be it said that “Penny Days” at Grant netted $88.53 for the purchase of books for students who could not afford them. Secondly, the Grant Dads Club became involved in furthering college education for graduates. In the spring of 1937 they held an open house all-college night, to which five Oregon colleges sent representatives who ex- plained the offerings and possibilities for help in attending their schools. This function was repeated. Even now the Dads Club supports the idea in granting college scholarships to a number of graduates as does the Parent Teachers Association. According to a notice in the Grantonian it was in this same year that the first Grant graduate was granted a Doctor of Philosophy degree. Certainly there have been scores if not hundreds since then. Before leaving the 30’s it is appropriate to note some para-scholastic items. It seems a long time ago that Grant had no TV or even radio facilities. But as early as September 1929, a radio had to be installed temporarily so that students could hear the World Series in their free periods. In January 1933 the graduating class gave to the school as a class gift a 12-tube RCA Victor radio. In May of that school year talking pictures and amplified Victor records were made possible by an amplifier built by two students. The next fall students were allowed to listen to the radio during free periods and to hear the Standard School Broadcasts over KEX and NBC. Radio became an increasing part of Grant studies and activities, especially with students singing and speaking over radio, both the commercial stations and KBPS. In spite of all this emphasis on scholastic achievement, the student who did not wish to, or, could not go to college, was not forgotten. There were courses in sewing, foods, typing, shorthand, industrial arts, in which quality work was achieved. And there were beginnings of de-emphasizing scholarly aspirations. Editorials in the paper stressed other qualities. One teacher went so far as to advocate no homework. And ushering in the 1940’s the Dutch Uncle program on KOIN was designed to help students find jobs right out of high school. Grant was a comprehensive high school. The Cooperative Study of Grant’s Secondary School Standards occured in 1939. One recalls two comparatively new points of emphasis: first, was that of “outside” or supplementary reading for English classes, and second, that of student teaching in the classroom. Also checked was the disciplined informality in both room arrangement and class discussion that was lacking in some classes. On the whole Grant was complimented on its standards. However, it was a struggle to maintain some “meat” in the so-called basic classes during the period of student participations in planning and teaching the material to be studied and in educating the “whole child.” Most difficult was stressing logic and intellectual honesty in both discussion and writing. It was sometime later that core or combined classes replaced the traditional English and social studies classes in ninth grade. The early 40’s saw little change in the daily routine of scholastic endeavors. Department heads were exchanged for supervisors, but there was little immediate impact. Requirements for graduation remained the same, but languages were beginning to lose their hold. Segregated classes were abolished. Elective courses were being expanded, there being now ten courses in useful arts. Outstanding speakers were still appearing in the assemblies, and the paper still carried interviews with celebrities who were in the city, such as Paul Robeson, Pierre Van Paassen, and Marian Anderson. Radio was playing a larger part in school studies. The honor roll was still being published, and the Journal E dinners were attended by new Grant students. scribed by a senior girl, Mary Ellen Amort, in an article written for her creative writing class, entitled simply December 7, 1941. Because of its timeliness and excellence her teacher sent it posthaste to Scholastic Magazine who published it. It has been reproduced in this booklet. Classes were large because of the shortage of teachers. The war was everywhere present and in the senior class especially. But even as taps were sounded in the school for an increasing number of Grant’s former students, teachers took the stand that now more than ever learning must go on and it must prepare for life after the war was over. In so far as possible, therefore, class work and other scholarly aims did go on, in spite of talk of military training. There were sessions to prepare students at 87‘ 2 cents an hour to work in the shipyards, where some Grantonians, working the swing shift, earned more money than their teachers did in the classrooms. Postwar years saw greater changes in curriculum and scholarship. The college boom was on. Young men who had graduated years before wanted to make use of their G1 money for furthering their education. As places in college became very competitive, parents and students began to demand stronger preparation for college. From Portland 1089 of the 3105 graduates in 1950 registered in college — 95.2 percent in five Western states and 84.7 percent in Oregon colleges. Grant led with 63.2 percent of its graduation class registering. Eventually there was an ever-increasing awareness of the war in Europe. In 1941 the World Peace Examination asked in-depth questions based on “Essential Facts Underlying World Organization,” the “Covenant of the League of Nations,” and “A Study of the Organization of Peace.” Assembly speakers addressed themselves to the world situation. The feelings of Grantonians were vividly de- One of the loudest demands was for better preparation in writing, for many students felt that they could not successfully compete in college placement tests with graduates from other schools. Again the leadership in improving the situation came from Grant, when a teacher pre-dated Dr. James B. Conant, President Emeritus of Havard, in suggesting that a test in writing be given to all juniors to NORTHWEST NATURAL GAS CO. 77 identify those who had not become proficient in writing. These students could then be placed in special classes in their senior year. The policy spread throughout the city, and English 7W classes were inaugurated. Here emphasis was placed on writing, but the literary content of the course correlated with that of other senior English classes. This effort continued for a decade. Another significant change was introduced by Dr. Willard B. Spaulding, superintendent, who initiated the concept of teaching by units. These units clearly stated the purpose of the study, goals to be achieved, and the activities by which they were to be accomplished. These activities included many aspects of in-depth study: reading, both text and supplemental; writing and speaking; and individual creative effort. The subject matter was correlated with that of other subject areas and led to a broad approach to humane studies in general. In 1946, Dr. Spaulding taught, in addition to a class for teachers, a group of gifted students at Grant. He demonstrated among other things that these superior students were capable of handling mature materials and ideas. A little later, acting upon the suggestion and initiative of Mrs. Idella Watson, Grant math teacher, Reed College accepted the request that they take over a project that developed into the Reed College Discussion Group for interested superior high school students. This was in December 1947. Thus this group originated and came to the attention of the Ford Foundation. One of their representatives in the division for the improvement of teaching met with Portland school officials and Reed College personnel, who urged the program on the basis that gifted students are needed in positions of leadership and influence and that they need a fine education to prepare for these places. In 1952 the Ford Foundation granted S78.000 for 1952-53 to Portland schools and the Gifted Child Project was underway. Once again Grant had been the leader in bringing about superior scholarship. The first task was to identify the gifted students. To quote from The School Bulletin of September 1952: “Other criteria are needed which in combination with that of general intelligence may prove more successful in identifying those whose potentialities merit special attention. It is common observation that ambition, curiosity, imagination, energy, concentration, judgment, resourcefulness, social sensitivity, and physical health may be more important for achievement than what is measured by intelligence tests.” Many Grantonians were found to possess these qualities. Classes were added in three years of social studies, three years of English and creative writing, three years of science and mathematics, and in art. As was stated earlier the advanced language classes were also selective. Teachers attended summer sessions at Reed in preparation for teaching them. Language laboratories were opened in 1959. These Ford Foundation and later E E (for exceptional endowment) classes attracted many visitors from all over the country. But more important, perhaps, was the fact that the students accepted them. Scholarly achievement won a place comparable to that of athletics, or nearly so. And the influence of the enriched materials and teaching methods sifted down into other classes. In the decade in which these sixty or so classes flourished at Grant, several hundred students profited directly and were better prepared to take their places of leadership in American life. Among those who came were reporters for Pageant Magazine. They found Grant to be the “best high school in the U. S. A.” Further comment is not needed here as their article is reproduced elsewhere in this book. The college boom was still on during this period in spite of growing juvenile delinquency. KING MICHAEL’S Europran Atmosphere 4822 S.E. Division Portland 233-0448 ZAPATA’S Mexican Cuisine 2719 S.W. Kelly Portland 227-6677 MICHAEL J LeMARTE V) pressing became the demand for scholarships that one teacher was designated college coordinator. Literally scores of scholarships were set up by colleges, corporations, service organizations, and the like. The importance of the Scholarship Aptitude Test (SAT) and the subject achievement tests increased tremendously, and by 1957 most colleges were requesting scores in the College Entrance Examination Board (CEEB). Desire for acceptable ratings in these tests added force to the demands for mature and thought-provoking high school preparation for college. In 1955 two Grant graduates for the first time were awarded National Merit Scholarships, Darrell Woodman and Barbara Shcrk. By 1959 Grant had as many as 22 National Merit finalists and many more followed. Then in 1957 came Sputnik, and the race was accelerated. We must not let Russia get ahead of us! Even, conceivable form of pressure was exerted on both teachers of college-preparatory' subjects and students alike. The emphasis was shifted to science and technological fields as well as modem languages and gained more and more momentum. But in time this focus became almost self-defeating, for many young people were disillusioned by this kind of motivation. But not right away. By graduation time in June 1960, 84 students had been awarded 140 scholarship honors, 16 percent of the class, or 1 out of every 6.3 graduates. This figure included music, art, athletic, leadership as well as academic scholarships. -And in the following year more than 350 applications for scholarships passed through the office of the coordinator. The number receiving scholarship honors by commencement time was even greater than that of the year before, as was the percentage of recipients. In the spring of 1959 when tire college coordinator and two administrators mei at the University of Oregon with freshmen ex- Granloni.ms, they heard their evaluation id the preparation they had received at Grant, flu most mentioned desired improvements were these: more essay tests in all subjects, sell discipline, greater power of concentration, more reading from the freshman year, and not only in the upper terms, and more composition in the first three years ol high school, leat hers heard these same wishes reiterated many limes from former students at almost every college. Some months earlier, Dr. Albert K. Kit halier had been engaged by the Portland School Board to direct the Portland High School Curriculum Study. College professors from the area and elsewhere visited Grant as well as other schools, observing all subject classes and studying tin curriculum. Commit tees were set up, and classes lor leathers in various subject areas, such as tin “new” math, composition, linguistics, were organized. At Grant they focused particularly on the work in the first three years. Ibis study was in many respects quite a revelation to both college and secondary educators. New curriculum materials were written, and in general instruction at Grant as well as elsewhere improved. A course in ancient literature was added. Some ol the recommended changes for college-bound stu dents were music and art appreciation courses, special training for teachers, speech training, and smaller classes. Another factor that seemed to bring scholarly achievements to the forefront m this decade was the Advanced placement Program, which had begun in the Midwest and East in 1954. In tin- summer of 1959, when the Second Annual West Goast Advanced J'lac inenl (jonlerence was held in Pmlluild, a Grant teacher was one ol the speakers. She presented a course III composition which she had used lor many ye.us with gilled students. She received very lavoiable iiolue, lor it had led to advanced Standing in ollege Inn without oedit lor many graduates. Now then- vvas a chance UNITED STATES NATIONAL HANK Ol OKI UO 79 for them to receive college credit as well, by taking the Advanced Placement Program examination. It was offered in as many as 13 subject areas. Interest among Grant students grew as the program was publicized. By the spring of 1962, although there were no special classes at Grant except in the languages, 30 students took the examination in 1 1 subjects, ranging from 15 in English to 1 in mathematics and chemistry. Although the results of these tests are not available at this time, it is known that several students entered college that fall with as many as 16 college credits in English and credits in mathematics, history, and the languages, and probably others. In three years in which the program managed to survive, many students received credit not only in Oregon schools but in such prestige colleges as Stanford, Yale, Harvard, and Columbia. Unfortunately the administration did not look favorably upon the Advance Placement Program which was a natural follow-up to the E E program. Neither survived after 1963. At that time great changes were occuring at Grant, but in spite of these, honors, awards, and scholarships are still a part of Grant High School. Before closing this article, the author wishes to express regret for omissions and ask forebearance. Time for research was far too limited. Also special awards such as those in music, art, athletics, and writing have been omitted. These will no doubt be mentioned elsewhere. An account of writing activities is discussed in a separate article. John I Aim pros ’53 Dean Lam pros Nick Lam pros 80 82 ROY D.MALO Congratulations from the Class of ’29 84 CHAPTER V ®®§-asD SMOOTH VOYAGE fter Mr. Theodore Harding’s brief turn as Grant’s helmsman from January 1965 until June of that year, Dr. Roy Malo came to us from Jefferson. One especially interesting note for Grantonians is that his wife is a graduate of Grant. What the principal writes to the graduating class is always indicative of the character of the man himself. To the class of 1969, Dr. Malo penned the following: “To the Class of 1969 We are sure you will agree that the past four years have passed quickly. Now that the time for leaving Grant has come, both the faculty and the administration wish you every success possible in the future. We recognize that the members of the class of 1969 will go their separate ways, build their own lives, marry and provide homes for themselves and their children. If, under our guidance, you sincerely feel your high school years have provided experiences which will enable you to better enjoy the fruits of the good life, we who remain to teach others will be rewarded. It is w’ith mixed emotions that we see you leave — sadness in parting and joy in your accomplishments. Good luck and much happiness. Sincerely, Roy Malo” Those of you w'ho are interested in Science must return to visit the Science Wing at Grant. It was planned and designed while Dr. Harold Kleiner was principal, but construction did not begin until February 28, 1966 in I)r. Malo’s period. It was completed on December 22 of that year in time for the students to start enjoying it at mid-term. This building is a far cry from that old chemistry lab in the south basement. It is located on the southwest side of the main building. Constructed of concrete block and faced with brick veneer, it matches the high school building. To provide maximum space, all rooms open out onto covered passageways. There are as few windows as practical in this one-story building. There are four biology laboratories and one chemistry laboratory in this unit besides a large multi-purpose room which can be divided into two chemistry classrooms. The chemistry Congratulations from the Class of ’32 area is composed ol two lecture rooms which can be opened into one large room For about fifty students. These rooms, wide and shallow, make it possible to place many desks in close proximity to the demonstration table. The lecture area is divided from the laboratory area by the chemical storeroom and preparation office; but yet, it is so arranged that a teacher can have students in both areas at the same time. over a period of lime. In this, the laboratt table lops are made of colorform stone; the cabinet work is highly resistant to chemicals; the sinks arc specially designed by school district shops; and the portable cabinets, with green fiberglass lops were designed by Loren Sluder, chemistry teacher. The biology area contains four classroom laboratories, a supply room, and a growing room. In addition to ample storage space, there is plenty of room for a display of student projects. One novel feature is that most of the equipment and furniture is mobile so that the rooms can be arranged to suit the needs of any laboratory situation. The porta-labs, portable laboratory stations, were designed by George Zahn, biology teacher. We must also mention here a very special feature the overhead electric track with movable outlets which provide electricity to the table or porta-labs in the center of the rooms. Isn't that really something? As in the chemistry complex, two of the classroom laboratories are separated by a folding soundproof partition so they may be used together or separately. There is a centrally located storage room, also equipped for preparation of laboratory materials. There are 48 laboratory stations for students. As a result, two classes may be in the laboratory together. Because of its design, this chemistry complex makes it feasible to use some of the latest teaching methods; team-teaching, multi-use ol demonstrations, and audio-visual materials and guest lecturers. Then there is the project room where students may work on individual experiments COLUMBIA SPORTSWEAR CO. ACTIOS Sportswear 6600 N. Baltimore 286-3676 GER I RUDE I AMBI ROM BOYLE 43 BUCK AMBULANCE SERVICE 427 N.W. Broadway Portland 223-3111 CATHIE E. BUCK T 2 HOWARD'S FURNITURE Howard Cohn, owner Downtown Oregon City 86 Don’t you wish you could come back and take biology and chemistry all over again? And did you notice in this description that the plan was made with the help of the teachers! Who else could know as well what is needed? In the meantime, battles were being fought in Vietnam and young men were dying, our young men. Everyone was interested in having an appropriate Memorial. For many years, those interested in music had felt the need of a really good organ. How many times come to mind when lor the Christmas programs, a tiny reed organ would he placed on the stage to give the effect ol a church, though its faint sounds were barely perceptible above the voices of the choir. The growing room is designed lor the cart of living materials and for controlled experi ments. Access has been provided from the growing room to the greenhouse which will he constructed on the roof as soon as funds become available. Really good organs are expensive, hut Melva Andersen saw the need, and being a doer, not a dreamer, started things moving. It required the cooperation ol many people. We were fortunate enough to have on the faculty a talented man whose knowledge ol music and, in particular, of organs, was unquestioned. He insisted that we should wait until we could secure the best. Another teacher organized and arranged student participation. The Grantonian adviser and his students not only played up the story in the school publication, hut were able to secure cooperation from the News Media both papers, radio and television. Secretaries and school store workers collected and deposited all gifts. Gifts came from friends of Grant, one from an anonymous donor, one Ironi the family of a Vietnam casualty who had attended another school, a gift from parents ol a former teacher, one from the P.T.A., still others from the Past Presidents of the P. I .A., from the Dads’ Club, from the Grant alumni 87 all these people sharing so generously to realize this Memorial. As a result of this united effort, $2,500 had been collected when ZOOMSI held its auction of October 26, 1968. At this auction, thanks to the donation by the Rodgers Organ Company of Hillsboro, an organ valued at $7,180 was being offered for sale. This was just too wonderful an opportunity to let pass though our funds lacked SI 750 of that amount. Grant made the purchase, enabled to do so by the kindness of Mr. Irving Enna, trustee on the ZOOMSI Board, who arranged with ZOOMSI officials for the students to have time to raise the additional amount. On November 6, 1968, the organ was dedicated at the school. Friends and families of those who had died were invited to the ceremony. An eight man color guard from the Armed Services presented the colors to open the dedication, and a medley of the four Service songs, played by Mr. Gerald Merryman, introduced the mellifluous tones of this treasure to rapt ears. Then l)r. Malo read the names of those being commemorated. Mr. Frank Case, member of the school board and a graduate of Grant, secured the Plaque inscribed with the names of the dead. This plaque has replaced the music rest on the organ. By Thanksgiving of 1969, there were twelve former Grantonians who had died in the Vietnam conflict. Whenever this beautiful organ is played, it will be a tribute not only to those men, but to the others, who, though able to return, will never be the same again. During the Malo years, things began happening to the Portland schools and in particular, to Grant. The Vocational Work Experience Program, designed to assist students to stay in school until graduation, began at this time, but will be more fully explained in the next chapter of this history. PROJESSCO was an innovation by Gust Kanas begun in 1969. It, too, will be dealt with more fully in Chapter VI. For the present, let us just say PROJ = project E = English SS = Social Studies CO = Cooperative In 1969, representatives from the Student Education Modernization Association, better known as SEMA, informed the Student Council of their progress and of what they wanted to accomplish. The members were to form a Congratulations from the Class of ’35 88 committee to work vvitli the American Civil Liberties Union to find out student rights. Students supporting the Vietnam Moratorium were able to voice their opinion of this observance and to demonstrate its activities at Grant. During this period, the Student Body tried an experiment of having two bands, one black and one white, for the first dance of the year, each playing for twenty minute intervals. During this era, the Speech department achieved Recognition by the National Forensic Organization of Rippon, Wisconsin, for its continued excellence throughout the years. 1970 marked the first time a Grant team had left the mainland to play. The basketball team journeyed to Hawaii where they made a clean sweep leaving an impression the Islanders will not soon forget. Before the good ship Grant again cruising under a new pilot, we really must tell an anecdote or two about Dr. Malo. In 1968 he and Mrs. Malo chaperoned a group of students from various schools on a European tour. Upon his homecoming, one of the lads was asked how he got along on the trip. His reply may age Dr. Malo just a bit: “He’s just like my grandfather! He understands us. If we had a problem, he helped us. He’d come into our room in the evening and just chat with us. I like that man!” Another time, a student, quite elated over his Sweepstake Trophy, asked his teacher’s permission to take it down to show to Dr. Malo. He returned to tell the others that the principal would like to talk to the rest of the group. When they arrived. Dr. Malo had them all sit down for a pleasant chat. Actually, isn’t that what most young people want today? Someone who will take time to chat. This was as true in 1924 as it is in 1974. Dr. Malo chose to go to Wilson High School in 1970, and again Grant found itself entering strange waters — waters of change, waters fraught with hidden obstacles — and with a new pilot behind the wheel. Congratulations from the Class of ’41 89 THE AMERICAN FIELD SERVICES SCHOLARSHIP PROCRAM When World War I broke out in 1914, American students at the University of Paris offered their help to the French government. As a result, a volunteer ambulance corp of 2500 participants served with the Allied forces during the war and carried more than 500,000 wounded. In 1917 this group was incorporated into the U.S. Army as the American Field Service. They were so named because of their action in the field. From them the American International Scholarships, a private, nonprofit, nonsectarian organization had its origin. When World War II broke out, the American Field Service was reactivated, and American volunteers again drove ambulances in France until it fell. These Americans then served with the British in the North African desert, then in Europe, and later in the jungles of Burma and India. Serving with the armies of many nations, the American Field Service’s 2200 men carried more than a million casualties. Based on the experience and belief of these AFS volunteers that close, personal associations between individuals of different nations fosters international understanding and friendship, the Winter program of AFS scholarships was begun in 1947. Under this program students from abroad came to live for a year with families in the United States and to study in American secondary schools. Host families accept AFS students into their homes voluntarily and they are not paid. For 22 years, beginning with 1950, Grant participated very actively. A total of 37 foreign students, 21 boys and 16 girls have been enrolled at Grant. Of these, 20 came from various countries in Europe, with Germany and the Scandinavian countries sending the most, 9 each. From southern Europe, Italy and Spain sent one each. Only Yugoslavia of the Communist countries has been represented by one girl. From the Pacific have come 10 and from South America, 7. In 1950, the Americans Abroad Programs were started by students returning from a year in the United States, who wanted to offer young Americans an opportunity such as they had known in the United States. They hoped through its programs to develop understanding and respect between individuals and mutual awareness of different cultures and ways of life through a meaningful educational experience. It began with nine junior and senior high school students spending the summer in France. It was so successful that the AFS expanded its program to other European, South American, and Pacific countries, and now about 1200 teenagers spend the summer abroad under AFS. Seven years later, 1957, saw the beginning of the School Program, when 46 American students were sent to schools abroad for three to five months of study. Thirty-three foreign countries arc now participating in this program. In 22 years 30 Grant students have gone abroad on scholarships under this program. Iwenty-two went for the summer only, and 8 for the entire year. Again European countries have accepted most, 21, while 5 have gone to the Pacific and only 4 to South America. Of these, 21 have been girls, and 9, boys. Since 1972 Grant has not participated in the American Field Service Scholarship programs. Congratulations from the Class of ’44 91 A sincere and vivid presentation of a student's reaction to the war. MONDAY, DECEMBER 8th, 1941 Mary Ellen Amort, '42 I’m writing this in the office where I work. It’s just beginning to get dark outside. My face feels as impassive as stone, and it’s an effort to smile. It’s never been an effort before. I feel as if there were a large weight pressing just under my ribs making it difficult to breathe. I’ve never had that trouble before, either. I started feeling this way yesterday morning after Mass. I came home from church well pleased by what I considered a rather excellent sermon. I also had on my favorite hat. Mother met us at the door with the dramatic declaration, “Pearl Harbor has been bombed!” At first I didn’t get it. In fact, the enormity of the thing has been dawning on me with increasing power all day yesterday and until I heard the President’s address today. I’m still not fully aware of what has happened. I was late to school, but I had an excuse, and besides no one was much concerned with that anyway. Everyone was excited about the war. Betty rushed up to me, her dark eyes resentful and a little bewildered. “Noel will have to join the army after January.” I tried to say the pactical thing, to be natural and make the usual comeback about uniforms, etc. But the words just wouldn’t come out. I looked at her, mumbled something, and turned away, wondering about a boy I know. Everything I did today was mechanical. Classes were unnatural; that is all except shorthand. Everything went along as usual till the teacher remarked that we’d have a test tomorrow if we weren’t bombed in our beds. I couldn’t laugh. Everyone else did, a little hysterically. After school, I dashed out, as usual, to catch the bus that brings me to work every afternoon. I didn’t feel much like working. The man in the next office asked me what I thought about it all. I looked at him a little bleakly and replied that it was pretty bad. And I wasn’t even disgusted with my prosaic answer. Pretty soon he . came into the office and gave me some cookies his secretary had made. I didn’t want them, but I took them. Then just as he was going Congratulations from the Class of ’47 92 out of the office my throat constricted so that my eyes smarted with tears. 1 didn’t want to cry in front of him and disgrace myself. I stood there, trying not to show him how I felt, and he in his clumsy, loud-voiced way tried to cheer me up. He asked if I had friends in the army. I said yes, but that wasn’t it. I told him it scared me — I was paralyzed with fright. I practiced being unemotional. I marched to the typewriter and began to pound out a lot of dry forms, blinking away the tears. It was no good. I made so many errors that I gave up and started writing this. I tried to cheer myself up with a candy bar. That didn’t work, either. I feel drained of emotion, but I can’t perform ordinary unemotional duties. I feel as if there isn’t anything to hang on to, nothing tangible that has any meaning. My mind is a chaos. Where usually thoughts are neatly packed away in boxes and drawers, now everything is heaped in confusion out on the floor. My thoughts are as turbulent and mixed up as the world is right now. It’s an entirely new sensation. I’ve never felt anything even remotely connected with it before. I guess that’s because I’ve never lived through a war before. I’ve felt completely detached from wars outside of our own country. I felt vague stirrings when some especial crisis was impending, or something like that, but it didn’t seem real, at all. Now this thing, so close to home, is so unexpected, so unbelievable, that it still seems unreal. I’m afraid my consternation about the war is selfish, as far as I can tell. I’m worried about the effect it will have upon my friends. What will happen if Portland is bombed ? What will be the fate of the boys I know in the army who were transferred to Manila last week? But then, I guess one wouldn’t have any feeling at all for his country if it weren’t for his friends and the other human beings living there, would he? It’s the people who make a country what it is, and therein lies all patriotism. As I write this, I’m not able to paint a vivid imaginative picture in words. The feeling goes too deep for that. All I can do is state in everyday, ordinary language the feeling of despair, the hurt that is growing in me and will keep growing. I’ve never before felt so uncertain, so confused, so utterly simple and bewildered. GROWING PAINS I’m young, Young in years, Still wearing bows and socks, Clinging to home— I’m young. I’m young, Y'oung in experience, Lacking in fears and tears, Knowing so little. Dreaming so much— I’m young. I’m old, Old in my soul, Knowing the weight of our world’s woe. Longing for peace, Holding to love— I’m old. I grow, More young, more old; But always I’ll be yearning and dreaming, Young with the grass, Old with the rocks— I grow. —Pat Ostroot, '42 Congratulations from the Class of548 PUBLICATIONS AND WRITING AT GRANT From the very beginning, writing has been an integral part of life at Grant and has been both successful and outstanding in achievement. The school paper began with an experimental edition published by Miss Sallie Bums' English 6 class in May 1926. It was called The General News and 1 I 00 copies were circulated. The following September with Miss Elizabeth McGaw as advisor but without a class, the weekly Memoirs was published as a medium between a quarterly Memoirs, which was more in the nature of a literary publication than a yearbook, and a newspaper. The first editor was Dorothy Teepc, and Ed Wells and Walt Baker respectively served as news and sports editors. In the spring of 1927 by vote of the Student Body, the Memoirs and the paper were separated, the Memoirs to be published semiannually as the class yearbook (hut with some literary selections still), and the Grantonian, so named in a Student Body contest, to be published bi-monthly. The editorial staff were chosen by the Student Body, and Miss Elsie Dennis and Miss Ella Gunderson were named advisors. It was made a weekly paper in October 1933 and has continued as such for the most part until the present. Now, though, it is published bi-weekly in the first semester and weekly in the second semester of the school year. By 1929 the Grantonian was affiliated with the Oregon High School Press Association. So successful was it that by 1931, it had won two state sweepstakes by taking the Arnold Bennett Hall trophy for the best school paper in the state. It was cited for its conservative policy in make-up and news. In January 1931 it was awarded the Eugene Guard cup as the best newspaper in schools of more than 500 students. In the fall of 1932 the Grantonian paid for itself for the first time in spite of the unfavorable business conditions. In those earlier days Quill and Scroll with sixteen cooperating magazines also recognized excellence on the part of individual students in the areas of art, news, and literary writing. In 1930, three Grantonians received recognition from Quill and Scroll, placing second in humor for the column “Just Between Us Girls,” fourth in illustrations, and sixth in poetry. Two years later a girl was rated first in cartoon and a boy first in sports. In May 1933, Quill and Scroll and the Royal Typewriter Co. rated the account of the dedication of the murals first nationally in a news story. Other citations were third place in sports writing and honorable mention in interview. A very big recognition came to the Grantonian in 1936-37, when it received the International Quill and Scroll Honor Award. During that year. Bob Frazier was one of the editors. It is interesting to note that Bob has continued in journalism in Oregon, and he is now the Editorial Page editor of the Eugene Register-Guard. This top honor was received again in 1962-63 and 1963-64. Among other early journalists at Grant, several have continued in the field. Among them is Bruce Hamby now of Denver, where he is affiliated with the Associated Press, as was Matt Kramer in Salem until his recent death. Especially outstanding is George Somckawa of the 1932-33 Grantonian staff. At the time he was Congratulations from the Class of ’50 it Grant, one ol his editorials on the subject of Christmas was reprinted in the Oregonian. George is now the general manager of the Asahi Evening News in Tokyo, the largest English-language newspaper in Japan. It is affiliated with the Asahi Shimbun. written in vernacular Japanese and one of the largest newspapers in the world with a circulation of 6V-2 million lor its morning edition and 3V2 million for its evening edition. To show the prestige of the Asahi Evening News, one needs only to show that .ill the 90-odd embassy and legation personnel in Tokyo and the consulate-general and consulate staffs in all major Japanese cities are among its readers. Ii is also circulated among major American and other overseas business offices and major Japanese companies with readers of English available, and among hundreds of American and other foreign educators, missionaries, foreign correspondents. What a tremendous boom it is for the United States to have such an editor, public relations man, and prominent leader in education, radio, and television in Tokyo. Grant is proud of him. Over the years the Grantonian has printed in the masthead several programs that indicate somewhat the purpose and aims of the various editorial staffs. The earliest consisted of four points: High Scholarship, Clean Sports, Accurate News, and Better Citizenship. For some time it was continued. In 1941 it was stated in a quotation from James A. Garfield: “Next in importance to freedom and justice is popular education, without which neither freedom nor justice may be permanently maintained.” The following year, it was changed to a quotation from Aristotle: “If liberty and equality arc to be found in a democracy, they will be best attained when .ill persons participate in the government to the utmost.” In 1948 and 1949, there was a four-point platform again: 'Thorough news coverage; Encourage better scholarship and school spirit; Promote better understanding between students and laculty; Translate the best of Grant high school into print.” In 1951, “Our Policy” was stated thus: “to print the news of greater interest and benefit to a majority of Grant students.” Throughout the rest of the decade there seems to have been none included in the masthead, and in the 60’s the practice seems to have been discontinued entirely. Perhaps there is a story in these stated platforms, but they would have to be interpreted in context with other factors, such as changes in journalistic style and changes within the school itself. Consequently, any meaning found in them except for the emphasis upon quality journalism is best left to the reader. As the Grant onian has been the spokesman and news medium of Grant for nearly fifty years, it has maintained professional affiliations beyond the school and city. As early as 1929, it was a member of the Oregon High School Press Association, an affiliation it has kept almost continuously, if not continuously. By the 50 s this membership had been expanded to include the National Scholastic Press Association and the Pacific Slope School Press, Western States. Many well-known journalists in the city started their writing careers at Grant. In the Oregonian one frequently sees the work and by-lines of people like Jack Pement. Phil Cogswell, Tom Hatch, Janet Goet .e, John Painter, and perhaps others. In the Journal. Articles by Phil Hunt and 'Tom McAllister frequently appear. And there must be more too, including business and advertising managers of former days at Grant. Maintaining these high standards in recent years, the Grantonian has earned superior ratings among high school papers. In ten years out of thirteen it has been ranked as All-American by the National Scholastic Press Association, and it has received numerous awards as Medalist by the Columbia Scholastic Press Association, in addition to those already 95 mentioned — a record to be proud of. At the same time it has recorded the customs, thoughts, and ideals of generations of students. It stands as a record in miniature of American life and thought throughout half a century. As for the Memoirs, it has maintained publication from 1927 bi-annually until the January graduation was discontinued in 1947. Gradually, following the trend in yearbooks, it lost much if not all of its literary character. Costs have increased tremendously from 1931, when it was priced at fifty cents. I'he following year it was increased to seventy-five cents. In the earlier years the issues were built around various themes, such as Contrast of the Medieval and Modern and Around the World with Memories. Since 1947, it has been published annually, and at one time it was the activity of a regularly scheduled class. Traditionally it has not been entered into competition with other yearbooks. But there is still another aspect of writing that goes back to the beginning — the literary. At first much of this writing was published in the Memoirs and the various literary issues of the Grant onion, six pages in 1927. Some of these have been edited by the Migwan Club, a very active and prestigious group for more than four decades. In the early days these published works were the product of the regular English classes and included short stories, book reviews, poems, as well as essays and articles. They are a montage of the thoughts and changing times. Other writings were collected, and some were published in World Magazine and Current Literature, publications unknown to the present-day student and teacher. These pieces bear witness to motivation and excellent teaching. At least one of the early writers has gained prominence. Beverly Bunn, now Beverly Cleary, is the author of Henry Higgins and several other books for young readers. in writing at Grant as some others were, he is now the author of over one hundred books. He has written a couple of novels, but he has published mostly biographies. The titles and subjects range over great areas of American life. Some of the titles are The Peabody Influence; The Nixons; An American Family; and Marilyn, the Tragic Venus. Other subjects have been the explorer Richard E. Byrd, the Morgans, Vincent Price, Alexander Woolcott, the Vanderbilts, the Guggenheims, to name a few. Ed is now living and writing in Vermont. Another feature of the early writing at Grant is found in the numerous essay contests and winners. These were sponsored by a great range of organizations and were used to stimulate interest in various areas of study. A list includes these: Fire Prevention, Gorgas Chemistry Essay contest, the Elks, Women’s Auxiliary to the Veterans of Foreign Wars, Women’s Auxiliary to the Portland City and County Medical Society, WCTU, Portland Dog and Cat Hospital, Highway Protective Association, Portland Junior Symphony, the Oregon Historical Society, National Airmail Week, and many more. For the most part the awards were small monetarily, although some were generous. Some led to as much as four-year scholarships in college. Later, teachers and administrators felt that these contests were encroaching too much on regular school work, and the practice of sponsoring them through the schools was discontinued. In January 1939, a class in creative writing was duly organized with nineteen members enrolled. Qualifications for those entering the class called for good writing skills, perceptive minds, and the desire to write. In addition class members should have in the words of the teacher “imagination, personality, and keen observation.” It was in 1940 that Edwin P. Hoyt graduated. Although he was not so prominent The group soon became recognized and popular. Among other functions it served the Congratulations from the Class of ’52 school in cooperative writing efforts. For presentation in November 1940 by the Girls’ League, six of the members wrote the script for a three-act comedy with vaudeville, Sky-High. Writers were Betty Tobcy, Fred Sutton, Virginia Macpherson, Jessie May Durston, Pat Ostroot, and Charles Larson. The cast and production staff read like a veritable Who’s Who, including names of a Portland school official, a judge, a dentist, several singers and dancers. During the same year they also provided the script for the “Grouch Assembly” and the TB assembly. A real accomplishment was writing in the style of the sixteen century a poetic masque for the May Fete, “A May Basket for Queen Barbara.” In 1938, the Migwan Club sponsored the first edition of Flights, Grant’s literary magazine, which replaced for a time at least the earlier literary issues of the Gran Ionian. The following year the class took over the editing of the book. Sixty selections from students in all eight terms were included. There were several illustrations made by the advanced students of the Grant art department. The following two years the writing class both sponsored and edited the book. In reading these pieces of writing even now, one is impressed by the timeliness of the topics, the stylistic merit, and the general excellence. They afforded more than two hundred students a much-needed “audience” as well as motivation and a sense of accomplishment. Unfortunately, after four years. Flights became a casualty of World War II. Recent attempts to revive such a publication have been made. In March 1967, Hardscrabble was first published as a special project of the Advanced Journalism class in cooperation with the Art Department and the Creative Writing Club of Grant. It was so titled after the name which Grant humorously gave to the log cabin that he built on his farm near St. Louis, Missouri, after he left the Army in 1954. The book has, however, been discontinued. Other group activity was in the field of radio. In 1941, some of the class members were presented over KBPS in an interview with the well-known Portland author, Earnest Hay-cox, on the program Books and Authors. When the supervisor of mathematics, a former Grant teacher, presented a scries of programs over KBPS, it was the Grant creative writing class who wrote the scripts. Another form of group activity came in 1946, when the class published The Operations and Tactics of a General: A Handbook for Grantonians. This 72-page booklet was not only a guide for freshmen and other new students but assumed its place as a record of the day-by-day life of the school. There are thirteen chapters, which take their titles from the idea of a military General and his manual. Obviously it was timely because it was compiled and published in the fall of 1945, when the war had just ended. It covers such points as the building, daily schedule, graduation requirements, grading awards and trophies. It makes clear the organization and work of the Student Body and the Girls’ League. Included in activities are publications, recreation, traditional social events, athletic programs complete with rally squad, yells, and songs. Clubs are also listed and identified. And the rules and regulations are clearly spelled out. The “Foreword” closes with the admonition: “Read this manual and carefully observe the rules laid down herein. If you do, you will not be picked up by the military police, the service squad, and turned over to higher authority.” It is an invaluable historical record, for every aspect of life at Grant in the 40’s and 50’s is there. Meanwhile class study and the work of individual writers were kept in the forefront. In 1940, one such future author, Charles Larson, won third place for a humorous bit in the annual Scholastic awards. After graduation, he went on with writing, soon selling his first story “Thirteen Steps to Death” to Detective Congratulations from the Class of ’55 Tales Magazine. Other stories followed and Charles went to Hollywood. Mere he started to write for the movies. His first picture Angel in Exile was shown in Portland in 1949. He is still living and writing in Hollywood. Then in the Scholastic of March 9, 1942, appeared the timely article, “Monday, December 8, 1941,” by Mary Ellen Amort, which is reprinted in this booklet. Even in wartime the writing went on. In 1944, a 12-year-old freshman received special mention for an essay she had written for her English class. That autumn Dick Schade’s poem “Bright Fall Leaves” was published, and in the same year his poems won fourth place in the annual Scholastic contest — certainly an honor in view of the hundreds, actually thousands, of entries. The following year one of his humorous pieces received honorable mention. Some of the more recent alumni may have known him at Portland State library. He was followed by Douglas Nosier, two of whose short essays or sketches were published by Scholastic and who at latest word is still writing. For two decades, from 1939-1958 or so, creative writing was in its heyday at Grant, and one of the brightest periods came in the late 40’s. Another Grantonian who really made it in Hollywood at this time was Maurice Kregal, a 1939 graduate. His first script was written for the Frank Sinatra show when Ginger Rogers was a guest star. It wasn’t used, but it did lead to other works in both song and script writing. In an interview at the time he described “the crooner”: “1 think people who don’t know him can not appreciate what a swell fellow he really is. He’s no Hollywood snob. Frank’s interest in sponsoring good will among racial groups in America is the most important clue to his character. In contrast to many who talk democracy, he practices it.” Maurice’s sister Ann also wrote and had her poems accepted for publication in antholgies. The following two years saw some real highlights. In 1946-47 along came Dick Nelson, who in addition to lesser honors, won five national citations that year. Two of his poems “Thanatopsis: 1947” and “The Idyl of the Gorge” were judged the second and fourth best of nearly 400 poems submitted in the Atlantic Monthly writing contest. In the words of the Atlantic editor, “It is almost unheard of to have a person win double honors.” The latter poem was described by the judges as “a perfect Petrarchan sonnet.” At commencement that spring, Dick read the second selection, described by the judges as “highly original. The writer has not succumbed to the temptation of putting this stange fantasy into free verse, but has written it in long, sustained well-rhymed lines. The orthodox premise, with its nature-loving variation, is decidedly interesting. The end is effective.” Meanwhile in a Scholastic contest, Dick’s short story “Four-day Love Affair” not only received special mention but was published. It was republished twice later in World Week and in Practical English. Two of his essays also placed among the 20,000 entries received. In the awards assembly that spring, Dick was the first recipient of the Sallie Bums creative writing cup. Dick had many stories published later. Then he too went to Hollywood, where he has been very successful in writing for television. Perhaps you have seen his name on such well-known shows as The Name of the Game and Hawaii Five-O. At present he is finishing a script of great significance. Watch for it. In the same Scholastic contest, Delores Harper received honorable mention for a free-verse radio script “The Builders Dream.” Locally Delores won a city-wide high school movie review contest on The Yearling for which she received a copy of the book autographed by Gregory Peck, Claude Jarman, and the director Clarence Brown. When last heard from, Delores was still in New York, where she is writing. Congratulations from the Class of ’57 Also for a review of a movie Margie in a city-wide contest, Mary Knox won first and a SI00.00 Savings Bond. Where is Mary now? Throughout the next year, the writing went on. A girl wrote a prize-winning essay on “What America Means to Me” in the Friendship Train contest, for which she won $50.00 and an opportunity to be interviewed on KGW. Three students were commended for entries in the Atlantic contest, and Dick Carpenter’s poems were awarded fourth place in the Scholastic contest. Dick is now living in San Francisco, where he is writing. His first novel Hard Rain Falling was published in 1964 and described as a “strong and memorable first novel.” The main characters meet in Portland, and some of the scenes are familiar to many Oregonians. Since then he has published more novels. In 1949 another Grantonian received writing honors, this time from the Atlantic Monthly. William Luce had already had poems accepted for publication in the National High School Poetry Association Anthology, but they were only preliminary to his placing second among 373 students from 103 schools entered. The poem, “The Great Design,” in chant royal form, so impressed Philip Parrish of the Oregonian that it was reprinted in that paper. Bill is now a successful poet living in Palos Verdes Estates, California. His first volume of poetry Spring Sun was published in 1963. He has written for television as well, and last year one of his “Odyssey Sonnet’s” written in Ceylon won first prize in the Chicago Poets Contest of 1973. He is now working on a second volume of poems in addition to carrying on numerous activities in music. The same year two other Grantonians were recognized by Atlantic Monthly, and four by Scholastic. Several more had poems accepted — five of which were included among the top 25 poems from thousands sent in from several states — in the National High School Poetry Association Anthology. Over a period of eight to ten years more than two hundred Grantonian poems were published, a fourth of which received special notice for their excellence. Besides being encouraged to write more, these people grew in their respect for poetic expression and in appreciation of fine poetry. At the same time, many students had over a period of years, their 100-word essays published in the National High School Essay Association Anthology, frequently several noted as especially meritorious. Again they profited from the strict discipline required for such writing; clear-cut purpose, conciseness, exact wording, and general rhetorical finish. Historically they give insight into the ideas and thoughts of the day. Both of these publications further spread the quality of Grant achievements throughout the country. More recognition in writing came in 1952. In that year Elizabeth Mcllveen led the list, winning first place in two essay contests “Women’s Auxiliary to the Veterans of Foreign Wars” on the subject “America is Everybody’s Business’ and the Knights of Pythias on the subject of “Morals in Government.” She was also recognized among the poets, as was Lorraine Landrud. These girls had a competitor who is now well known in journalistic and writing circles. Jack Rosenthal, after working in various positions in Washington, is now in New York, where he is the Assistant Editor of the Sunday New York Times. A significant event in the history of writing at Grant, when with a Grant teacher as catalyst, a city-wide literary publication was started: Reflections. In this publication, which survived for nine years until 1963, many Grant students were represented along with those from the other high schools in the city. Of the seventy selections in the first volume thirteen were written by Grantonians, and the illustra- Congratiilations from the Class of ’59 tions were done at Grant. In all the issues Grant was well represented in all forms of writing — article, essay, poetry, short story, reviews. In topics the pieces range from the traditional subjects of poetry and short stories to commentaries on school learning and affairs of the day. Again these volumes are historical records, but perhaps more important than that fact was the opportunity for the students to have an “audience,” an incentive to improve their writing and encouragement and recognition of the dignity of their writing skills and especially their ideas. This kind of publication and what it represents should be revived. Perhaps the last outstanding time of literary writing at Grant came in 1956-68. It was at that time that four writers among several stand out prominently. Three of them were cited by Scholastic. In addition to special notice from Atlantic Monthly, Marilyn Ilood was honored by Scholastic by having her essay judged second best among 225 winners and later published in Literary Cavalcade. Clifford Sather also received mention for his essay “Man, Machines, and Democracy.” Don Capps placed in formal essay and especially in short story. His story “Charlie” was among the sixty-some selections published in the “Special Awards Issue” of Literary Cavalcade. Don is now at the University of Chicago and continuing to write. The following year Jeff Kindley continued for the third year to excel by publishing in 1963 a slight volume of sixteen poems. They are in a variety of verse forms and show Jeff’s wide reading and his perceptive ideas. In 1966, The Phoenix Book Shop published another volume of his poems The Under-Wood, which included some selections that had previously appeared in such magazines as the Columbia Review and the Harvard Advocate. Marianne Moore said of Jeff and his work: “He has talent. For me, the final section of this book portends much.” At present Jeff is at Columbia University teaching, completing his doctoral dissertation on Marianne Moore, and working on at least a couple of books. Such then is a cursory record of the writing and writers at Grant during its first fifty years. 1 am certain that there are many, many more talented alumni in this art form, but limitations of time and space impose an end to this article. Hopefully another time and place may complete the record. It is impressive and one of which all Grantonians and Portlanders can well be proud. True, these people have been endowed with special talents, but it is equally true that they learned and experimented much and were encouraged to pursue a career in writing while they were at Grant. Others must find their own lives enriched by having had an opportunity to give expression to their feelings and thoughts during their high school years. Congratulations from the Class of960 100 102 GUST KANAS Congratulations from the Class of965 BRATTAIN INTERNATIONAL TRUCKS, INC, 1955 Silverton Road, N.E. Salem, Oregon CREED BRATTAIN '52 I 104 CHAPTER VI STILL AFLOAT 3n the fall of 1970, Mr. Gust Kanas, who had served at Grant first as Administrative vice-principal in charge of boys, then as viceprincipal in charge of Curriculum, now took the helm and started on a trip through waters just as perilous, though in a different sense, as the seas of the Second World War. This might be called a period of Social Revolution. On this voyage .there are so many hidden and unexpected sharp rocks and changes in the channel making the pilot’s job one of skirting danger zones here and plugging straight through there on a hope and a prayer. The kind of radar needed for this is foresight combined with a good hindsight (memory), a lot of plain common sense (judgement), and perhaps, ESP: yes, a considerable amount of ESP. This has not been nor will not be a Sunday Cruise on a calm summer day; many passengers, experienced, or, on their first voyage, feel some nausea and fear and a very real desire to disembark at the first opportunity. Changes started at the top with a new Superintendent of Schools who came to Portland from New Jersey in 1969. Soon department supervisors were dispensed with; School District Number 1 was divided into three areas; each area was provided with a superintendent and five administrators; although the three areas varied somewhat in their administrative structure, each administrator has under his jurisdiction two high schools (or more?) with the feeder schools (Elementary schools whose pupils enter those high schools). If the reader is becoming bewildered, so are some of the rest of us. The whole idea is one of decentralization and the promotion of the K-12 continuum concept. Mr. Kanas’ first message in the 1972 Memoirs was: “The decade of the seventies has seen its vanguard of youth enter society as America’s hope for the future. As we all know, never before has so much of the very basis of society’s structure depended upon our youth as they leave our schools to find their places in the community. As youth searches for truth and the humane order of all things which their typical idealism and integrity compel them to do, we can be confident that the “good” of yesterday’s generation will not be lost in Youth’s quest for a “better” tomorrow. To the graduation class, we say we believe in you and know that your contributions will help to mold that better society of tomorrow. To those students yet to graduate, we offer you every opportunity to put forth your best efforts as you prepare to follow this year’s Congratulations from the Class of ’28 105 graduating class into the challenging decade of the seventies. To one and all, good luck and best wishes for happiness and success in the years ahead. Gust Kanas” A new building was added to this now large and sprawling complex called Grant. This building houses the Automotive department. Here, classes can take a car apart and reassemble it. They are acquiring useful knowledge whether they employ it in their careers or only for the overhauling of their own cars. In this period, too, we discover that increased programs and added responsiblities give cause for including assistants from the teacher staff for two of the vice-principals. We also find a new name, that of Mr. George Guthrie, vice-principal in charge of Curriculum, and his curriculum associate, Charles Randolph. This we deeply regretted, remembering Mr. Randolph’s excellence as an English teacher. Mr. Hubert “Hub” Shovlin, is the continuing Administrative vice-principal in charge of boys. In another innovation, Mr. Shovlin was fortunate to have in addition to the assistant vice-principal, John Gernhardt, a black administrative intern, Sam Macon. Both Mr. Gernhardt and Mr. Macon were later to become unit leaders of two of the four class counseling unit centers in 1971. In 1972-73 eight curved cement benches were provided by the General Council to beautify the paved area back of the library. Another addition to the landscape, which disturbs some of us, is what the students refer to as “Grant’s Tomb,” a cement structure directly in front of the Memorial Garden and Sun Dial. It doesn’t seem to add much to the sanctity or beauty of the place though we have been told it is a necessary evil required by the city to house a pressure valve. The school administration, in its attempt to blend the structure in with its surroundings, added a large blue “G” to its front and shrubs around its base. There we shall leave it. Too bad we can’t raise enough money to surface it with marble and transform it into a miniature replica of Grant’s Tomb in New York City. As we have been frequenting the halls of Grant recently, we have also noted the colorful murals especially those at the entrance to the auditorium created by the Art classes of Grant. FREY REALTY Real Estate and Insurance 42 S.E. 62nd Ave. Portland 236-0190 106 Before becoming involved in the curriculum changes, let us say a few words about the Grant Parent Service Group, an organization which replaces the P.T.A., disbanded a year ago. The new group is no longer a moneyraising club but concentrates on donated services to the school. Gone are the rummage sales! Gone are the sometimes unimportant meetings held just because it was the scheduled date to meet. Instead of these, the members now throw their energies behind Mr. Kanas’ Grant Parent Advisory Committee meetings. The Grant Parent Advisory Committee is an open organization of all parents interested in the activities and problems of Grant High School. It was organized as a result of the School District’s reorganization previously mentioned. In Grant’s area, Area III, there is an Area Advisory Council consisting of an area superintendent, parents, and other interested citizens. One assistant superintendent usually meets with them. Captains from National to local, placing their loyalties with the good ship Grant. all We should also mention that the school year 1971-72 was cut short one month because of the levy failure. The Senior Prom and the Rose Festival Princess selection both took place in April and other activities were curtailed. Gone are the Boys’ and the Girls’ Leagues, the Boys’ league vanishing First. We hope, those of us who knew Bess McGaw, that she doesn’t know about this. The Girls’ League was most dear to her. Gone, too, arc most of the Social Clubs. Some of the Service and Athletic Clubs still remain. Now, we shall attempt an explanation of what has been taking place currently in our school. From an interview with Mr. Kanas, we gathered the following information: Also at this level there is an Area Staff Advisory group that meets monthly with the Area superintendent. At the local school community level there is the Grant Area Staff Advisory Committee composed of teachers from the feeder schools and from Grant. Then comes its citizen, or parent counterpart, called the local Parent Advisory Committee who meet with Mr. Kanas periodically through the year as needed on school and community matters. These mothers and dads give their time freely wherever and whenever they are needed. Thousands of dollars are saved each year by their contributing their time in supervision and clerical tasks. Gone is the P.T.A. but Present are the mothers in their new Parent Service Group Organization along with the Dads’ Club. They did not dessert the ship; they just changed The keynote of this change is helping the staff and the community to make a positive transition and adjustment to the period of unrest which has affected our schools. The real challenge was to try to discover what school structure and curriculum improvements would be best suited to meet the demands of a changing community. Here were two basic situations. One — how does one respond most immediately to school, staff, and student concerns and problems, so as not to allow them to explode into larger, more serious issues such as those regarding race relations, student-faculty relationships, and parent and community credibility in their school and the school district’s evolving policies? Two — by what process could a large urban, multi-ethnic school best move to make the necessary adjustments in curriculum, in areas of human relations, and other needs of Congratulations from the Class of ’31 107 the changing community and yet retain an effective and quality staff? As one step is working toward solution, Grant has implemented the Class Counseling Unit Centers. Unique to Grant, this allows for four teams of four staff members each to be responsible for most of the concerns of students and teachers at the four class levels — Freshman, Sophomore, Junior, and Senior. In a manner of speaking this has decentralized the formerly overwhelming burdens carried by the two central offices (administration and counseling). In addition, Grant has incorporated in its planning two Community Agents to act as liaison personnel between the school and the family. During the three years this has been in operation, our progress reports show that the needs of students and staff are being more adequately met in response, time, and in depth. The class center personnel are more consistently and effectively in touch with the homes and with students in contrast to the former centralized system. What makes this unique at Grant is that we have not sacrificed common and effective communications between the Class centers and the Central School Administration Staff. This lends itself well to the “management team” concept which the principal feels, in today’s changing society, with all the added challenges and tasks of a complex urban school, requires greater delegation of responsibilities in more areas than heretofore. One man could not do this alone; hence the dependence upon a team of experienced and capable people by the principal is the bedrock of the strong and effective administration at Grant today. Grant early launched into a concentrated developmental program for improving human relations in the school among students and staff, and also, programs involving the community of parents for a deeper understanding of the changes underway at Grant. The fact that Grant, with the involvement of its staff, began to work making curricular changes, and adding numerous programs to update its curriculum in the light of today’s student needs, encouraged the staff to believe that these changes could and would be made Good things happen to you with a little help from your friends at FAR WEST FEDERAL SAVINGS 108 facets of the business community and receiving credit and or money for their services. Grant is foremost among Portland’s high schools in the number of diversified programs it offers to its cosmopolitan student body. As part of the Human Relations program mentioned earlier, the Black Student Union (all black), and the more recently formed Zebra organization (mixed minority ethnic groups), have been instrumental in bettering racial relationships. Among other things they are doing is that of going to feeder schools and preparing those students for Grant entrance by letting them know about attitudes, behavior, and whom to see and what to believe — things they really need to know for a happy adjustment. Mr. Kanas emphasized the fact that his staff does not stand in awe of him. He without sacrificing curriculum content. These challenges, and the total involvement philosophy of Grant’s administrator, are what motivated an already excellent staff to make adjustments in themselves in order to achieve school goals and maintain high standards. No watered down curriculum! Because Grant has traditionally been a leader, and because it moved early in terms of its preventive philosophy to avoid some of the major problems that plagued some other urban schools, it is presently ahead of many schools in implementing extensive Career Education Programs, improving Teacher Evaluation Processes, developing Basic Math and Language Skills programs, and enlarging the Vocational Preparatory Courses such as the automotive program and the medical and clerical programs, the latter in conjunction with nearby Providence Hospital. In these and many other programs young people arc working in all Congratulations from the Class of ’34 109 appreciates and encourages a free interplay of ideas from staff to him, and appreciates frank discussion. The only way for survival and improvements in public education is a realization by the principal, the staff, students and parents that they must all address themselves to the issues and do it openly. Mutual confidence and faith in one another emerges and becomes strengthened in such a process. Here we shall leave Mr. Kanas and his staff and wish them a continuously successful voyage. We understand and can appreciate their problems and their hard work true of most school staffs everywhere today. BON VOYAGE! CONGER LANTERN CO. 4815 N.E. 97th — Portland BILL TURNER '49 OR. C. ARTHUR DIMOND Voice Teaching and Coaching 4362 N.E. Flanders Street 235-5390 CLASS OF 47 110 CHAPTER VII FIFTY YEARS OF SPACE WORTHINESS n a recent conversation with one of our former principals, he commented that the faculty of Grant High School was truly unique in that there were no cliques. It was an “ail-for-one-and-one-for-all” group. Perhaps that is an over-statement as, in a group of more than one-hundred intelligent, trained, often very talented people, there are bound to be temperamental differences which rise, occasionally, to emotional explosions. Perhaps, as this principal looks back, he sees only the good. This is an enviable trait! One thing is certain, any teacher who ever remained at Grant for more than two years would sense a feeling of pride to be part of such a school and such a faculty. For this reason I am finishing this history of the school with a chapter about these teachers who touched the lives of so many students, and who, each in his own way, contributed to the over-all substance of Grant. No history of a school would be complete without such a chapter. Young teachers joining our faculty soon were as much a part of it as the Old Timers. The young and old had a job to do. I recall that one principal assigned certain teachers to be the “big brother” or the “big sister” of the newcomers to the staff. Our duties were to help them in any way we could with the interminable reports, and to boost them when their spirits lagged, as they would, often, during their first year. It may seem strange, but, it is a fact, that the “youngsters” on the faculty often were more tired at the end of the day than their elders who had become inured to their duties. And, too, there were times when department heads or administrators had been out of the classroom too long to realize what impossible demands were being made upon the teachers under them. When department heads returned to just plain classroom teaching, in January 1939, one of those who had been very demanding said to me one day, “I think every administrator should be required to return to the classroom every two or three years. I had no idea how I was burdening those in my department.” As I look back over the years, I recall with pride all of Grant’s achievements, and I know they could never have been without the leadership of the men and women who gave freely of their time and energy, mostly without any extra remuneration. We had reason to be proud of our music department — both vocal and instrumental. Think of all the time those teachers had to spend, often frustrating hours with seemingly unappreciative boys and girls. Our Art department had many honors, and several of its students attained destination. Congratulations from the Class of 42 but the teachers seldom had the opportunity to bow before an applauding public. Think of the labor that went into the building of a drama department. Think of those students who are now spending their lives in the entertainment world! Grant could never have sent out so many brilliant young scientists had it not been for the patient, careful, exacting training of those science teachers who inspired and disciplined their young charges. Let us never forget those English teachers who lugged home hundreds of themes and or tests, night after night, and who still summoned enthusiasm enough to stir the imagination of their students, inspiring, sometimes reluctant boys and girls, to enjoy good books. All one needs to enjoy an average movie is to be conscious, but to read a really good book requires one’s mind; concentration, understanding, reasoning, imagination. Surely those English teachers who achieved this by their hard work deserve deep gratitude. So it is with history, language, mathematics, commercial subjects — you name it. The teacher must put it across. Then these teachers, their classroom duties finished, became a little bit of everything, advising clubs, acting as Assembly chairmen, supervising the Student Body stores, candy counters, ticket sales, plays, musicals, costumes, — all the activities of the school. What is a school without these activities and what would these activities be without the wisdom of the advisors? Whatever the activity, all had a share in the building of character. Congratulations from the Class of ’45 112 There were many warm friendships between teachers and students — friendships that have lasted through the years. We have all experienced this wonderful meeting of mind and heart across the “generation gap” so often discussed today. Friendship knows no barriers of age — only barriers of soul A small soul sees only itself and its own concern. That is sad! But a gray-haired oldster and a four-year old youngster or a teenager can have a wonderful relationship when they see each other as two personalities — one with a future, the other with a past, but both with a vital present. Yes, the classroom is a place for the meeting of minds. This should be a pleasant experience for both pupil and teacher. I believe such experiences were frequent at Grant from the very beginning. In the course of four years, especially when those years mean eight different terms, a student would have many different teachers. He might get the same teacher for two or three' terms of English or Science or Math or Language and he might even have the same registration teacher all four years, but there was still quite a group of teachers in every student’s life, and every one left a mark -sometimes of no particular moment; sometimes a deep scar; sometimes a lesson not learned from books, and sometimes, a spark of light along his way. Each one added something! No one teacher can claim the honor for some one pupil’s success, nor could any one teacher take all the blame for his failure. There are exceptions to all rules, but for the most part, this is true. In eight terms of English, perhaps one would stress grammar more than another; one would stress creativity, another reading, and so on. At the time, the student might dislike the teacher who was such a strict grammarian, but in later years look back in gratitude for her discipline. It’s much like making an Irish stew into which one tosses several kinds of vegetables each with its own distinct flavor, not outstanding by itself. Blended together, it becomes ambrosia fit for the Gods. Another thing this principal reminded me of was how many times colleges, and even our Public School Administration, dipped into the Grant faculty for its leadership: two superintendents, several grade and high school principals, and several supervisors. Many of the men who served as athletic coaches were offered better opportunities at the college level. One might try to analyze these facts attempting to discover why. You do it. I’m tired! Maybe they were outstanding when they came to Grant, or perhaps, they, too, found inspiration from the fellowship of their colleagues. For several reasons it was decided to build our Grant history around its six principals and to stay away from personalities as far as possible. In the first place, who is to define success? It gives us great pleasure to turn the dial of our television and see the face or hear the voice of a man or woman who once, as a teenager, was a member of our student body. TOP LINE EQUIPMENT CO. 5241 N.E. 82nd Portland, Oregon There are several of those who have regular exposure. They are not necessarily in the entertainment field. Some are eminent doctors, lawyers, judges, scientists, college professors, political office-holders at the city, State, and National levels. Some are high school teachers or principals, artists, magazine or newspaper editors, ministers of the Gospel, writers, musicians. There are those war heroes who came home to fight their biggest battle facing life in a wheel chair. Grantonians will be found in every walk of life. If at Grant they learned to play the game bravely and fairly, isn’t that success? Second, even if we earnestly tried to mention each by name, we would unintentionally have many omissions and consequent disappointments. This history is for all Grantonians everywhere and not for the select few. Congratulations The third reason might be the best of all. If it were possible to list all the outstanding Grantonians by name, in the size of book for which any sane Grantonian would be willing to pay, there simply would not be room. Former Grant Students, Attention! If there is in your memory a student, a teacher, an administrator, who provided that magic touch that changed your life, who added that spark at just the right moment, get out your pen, and on a blank page of this book write that name and that experience for your posterity! This is your book. Make it meaningful to your descendants with that personal touch. Rejoice! Be glad that Grant was, that Grant is, and that Grant can still be a great school long after we are gone. Follow that finger of light. Infinity is limitless. from the Class of ’49 114 Congratulations from the Class of ’53 116 Ethel Ewer 3f you have especially enjoyed reading the sections commemorating the history of Grant’s years by Principals, please thank Miss Ethel Ewer. This dedicated Grant pioneer teacher wrote from the heart and an unusually rententive memory. With a mind full of memories, a home full of Grant’s MEMOIRS and memorabilia, and a heart full of love for her many thousands of students throughout the world after almost 39 years of teaching at Grant High School (she retired in June 1963). Miss Ewer, through her contributions to Grant’s 50th year, has left us an unforgettable legacy. The early history of our school can only be captured by one who has lived all those years consecutively, constructively. The Blue and Gray brick road leading to Grant for Ethel, like Dorothy’s yellow brick road over the Rainbow on her way to visit the Wizard of Oz, didn’t begin with a hurricane, but rather when Ethel was born in Wadena, Minnesota. Because her father was a rover, the family . . . father, mother, two brothers and the new baby... six weeks old later moved to Indian-named Owatonna. By the time she arrived in Eugene at twelve years of age, where she later finished college, the University of Oregon in 1920, Ethel had lived in approximately five different locations for varying degrees of time. Her first teaching job was in Eugene. For two years, part time, she taught at Eugene High School. Her second job was in W Oregon, where her father died in May of 1923. After nine months of teaching there, she came to Portland. Here she substituted in various Portland High Schools including Washington, Lincoln, Franklin, and others, until in January 1925, she became a member of the illustrious staff of Portland’s newest High School — Grant. Many and varied were her duties, joys, challenges, and experiences during her lifetime of teaching approximately 11,000 or more students. It was nip and tuck for teachers in those early Portland school-teaching days. The idea had not yet come for prorating salaries over the summer, so teachers often went seeking other work. Ethel taught at summer schools and evening classes. Two or three years her assignment was Multnomah college, another two were at Cascade. “It was the best of times and the worst of time,” as has been written by Dickens. Teachers went through the 1931 depression with warrants as payment for services. Teachers knew World War II and its personal sacrifices, as well as those in the lives of beloved and respected students. Myriads of activities kept teachers sane, and Miss Ewer was no exception. She was Chairman of the Assembly Committee, Advisor or Migwans, the Grant Writer’s Club. She, herself, wrote poems - and essays. One poem in particular entitled, “Ballad of the Columbia,” was extolled by Mr. Alfred Powers at one time a well-known teacher of creative writing in the Portland area. In 1939 she was the instigator of Grant’s Shakespeare classes. Thirty-one signed up when they were first offered experimentally to a waiting student body. Prior to this she was Advisor of the Dramatic Club. Taming of the Shrew, Midsummer Night’s Dream, Julius Caesar, and many other Shakespearean dramas were given at Grant under her direction. HOLLYWOOD BOOSTERS 117 In 1965, two years after her retirement, having been asked to write a play for the William Booth Centennial, she was subsequently persuaded to journey to Juneau, Alaska, and direct its production. During the years of Principals Meek and Kleiner, she was in charge of Commencement Programs, and a few years later. Baccalaureate Services in which she introduced ministers of many denominations. Hobbies helped teachers to survive their many responsibilities, too. Ethel’s were writing, gardening, photography, church work, and collecting just about everything, but primarily rocks, books, and cups and saucers. Students traveling sent gifts; Grant writers sent autographed copies of their books. After more than ten years of retirement, thinking back to the beginning of that momentous time, she remembered Judge Allen Davis saying he had hoped that she would teach his grandchildren. She remembered the countless letters of appreciation that poured in, and the diploma she received marking the occasion of her 38% years of teaching service at Grant. She remembered the 700 or more teachers during those years with whom she had stood shoulder to shoulder sharing the profession of teaching, and who were the builders who helped the steady stream of students to find themselves and their futures through Grant High School. Grant Generals were found everywhere as General Doolittle’s boys, Presidents of companies, writers, Government officials, executives of national and local organizations, fashion coordinators, secretaries, communications experts in radio and television and newspaper circles, teachers, performers in the entertainment world, lawyers, merchants, doctors, musicians, printers, poets, and mothers and fathers of children and grandchildren in all walks of life’s activities. The great Grant Song had penetrated deeply into many lives. Who of the Grant community cannot recall and thrill to: “U. S. Grant, our school of honored name, lead triumphant on the march to fame. We’ll let our colors fly! We’ll raise them to the sky! We’re proud of the Blue and Gray!” Even today Ethel Ewer is still a General in her way. For the past several summers she has acted as Chaplain at the Women’s Home League Camp for the Oregon and Southern Idaho Division of the Salvation Army. Last year, due to important territorial meetings in San Francisco, the women of the Army traveled South, but an interdenominational senior citizen’s camp was started and Ethel served as Chaplain for that. When, while deeply immersed in the writing in Grant’s history, she was asked to be Chaplain again this summer, she said she couldn’t possibly take on one more thing! But when reminded this wouldn’t be required of her until August, her resistance melted, and she accepted. At her own church, Sunnyside Methodist, Ethel is chairman of the Worship Commission, teacher of the Adult Fellowship Class (a Bible Study Group), and Program Chairman for the Mildred Benson Group, an evening circle of the United Methodist Women. One of her favorite devotional magazines is Science of Mind. Two others arc The Soldier’s Armoury Daily Devotions, and Forward Day by Day. Now along with being Chaplain for the Women’s Home League, Oregon and Southern Idaho Division of the Salvation Army, and all her church work, she will also be Chaplain for the Senior Citizen’s Camp. This along with continued extensive communication with former students. In spite of her young-in-spirit, advancing years, that’s Etnel Ewer! . . . L. Mila Warn Congratulations from the Class of 954 118 GRANT CHAMPIONS FOOTBALL CROSS COUNTRY 1926 City Champs City Champs 1943 1950 1966 1957 1960 1964 1969 1927 1945 1951 1967 1958 1962 1967 1971 1940 1946 1963 1968 1959 1963 1968 1941 1949 1964 State Champs State Champs 1957 1958 1963 1964 1943 1946 1950 1963 1945 1949 GYMNASTICS City Champs 1971 1972 1973 1974 BASEBALL BASKETBALL City Champs City Champs 1943 1954 1957 1968 1926 1957 1961 1969 1951 1955 1958 1942 1958 1965 1971 State Champs State Champs 1951 1958 1969 Congratulations from the Class of ’58 119 City Champs 1930 1941 1956 1931 1942 1958 1934 1943 1960 1935 1945 1961 1937 1952 1962 1938 1954 1964 1939 1955 1965 1940 State Champs 1930 1939 1965 1931 1961 1966 SWIMMING City Champs 1950 1953 1955 1951 1954 1956 1952 State Champs 1950 1952 1954 1951 1953 1955 GOLF 1939 City Champs 1946 1951 1940 1947 1952 1941 1948 1956 1942 1949 1957 1945 1950 1958 1942 City Champs 1949 1954 1958 1945 1950 1955 1959 1946 1951 1956 1960 1947 1952 1957 1971 1948 1953 1959 1960 1962 1971 1949 1950 1965 State Champs 1951 1954 1952 1955 WRESTLING City Champs 1967 1968 1956 1970 State Champs 1945 1947 1949 1951 State Champs None Congratulations from the Class of ’61 20 THE COACHES OF GRANT’S TRACK TEAMS Albert Rundquist was Grant’s first listed Track Coach. In 1925 the team scored two (2) points in its first City Meet. He also coached the 1926 and 1927 teams. We do not know of his subsequent activities. Jack Edwards was the Varsity Track Coach from 1928 to 1935. He later became Superintendant of Portland Schools. He was famous as a hard-working, fair, administrator. Ray Wolf coached during the 1936 season. He was an Assistant Superintendant of Portland Schools. He recently retired from Portland State University where he held several administrative offices. James Pelley served the team for the 1937 and 1938 seasons. He then went into university work in the Mid-West. Coach Paul Warren had very successful years from 1939 to 1941. He is now retired after many years as a business man and teacher in the Salcm-McMinnvillc area. Jerry Lillie (1942-1946) went on to Willamette University as Head Football and Track Coach. He is retiring this year as Principal of Milwaukie High School which he has ably administrated for many years. Joe Huston (1947) was for many years famous as Football Coach and Athletic Director of Lewis and Clark College. Since retirement from Lewis and Clark he has taken on the Vice Presidency of a local travel agency. Art Westcott (1948) became a high school administrator, first as a Vice Principal of Grant, and most recently as Principal of Franklin High School. He is very highly regarded by faculty members who remember his work at Grant. Ted Ogdahl (1949-1952) after Grant served Willamette University for twenty years as Football Coach and Track Coach. An outstanding coach and humorist, he is presently working toward a doctorate degree. Dennis Sullivan (1953-1962) followed a brilliant collegiate career at the University of Oregon with 10 great track coaching years at Grant. Still here, he is presently the Physical Education department head. Mark Cotton, a 1952 Willamette University graduate, began his teaching at Grants Pass in 1953. After coaching stints at Grants Pass High School, the U.S. Army in Europe, and 5 years at Hermiston High School, he came to Grant High in 1962-63. He is now beginning his twelfth season as Grant’s Trach Coach. The following pages will summarize the many championships won by the teams of these eleven coaches. Coach Albert Rundquist — 1925-1927 Coach Jack Edwards 1928-1935 City Relays 1928 1931 1935 1930 1934 Congratulations from the Class of ’63 -A 121 City Champs 1930 1931 1934 1935 Coach Art VVcstcott — 1948 State Champs 1930 1931 Coach Ray Wolf - 1936 Coach James Pelley — 1937-1938 City Relays 1937 1938 City Champs 1937 1938 Coach Paul Warren — 1939-1941 City Relays 1939 1940 1941 City Champs 1939 1940 1941 State Champs 1939 Coach Jerry Lillie — 1942-1946 City Relays 1942 1945 1946 City Champs 1942 1943 1945 Coach Joe Huston — 1947 Coach Ted Ogdalil — 1949-1952 City Relays 1950 1951 1952 City Champs 1952 Coach Dennis Sullivan — 1953-1962 City Relays 1955 1961 1962 1960 City Champs 1954 1958 1961 1955 1960 1962 1956 State Champs 1961 Coach Mark Cotton — 1963-Present City Relays 1963 1966 1970 1964 1968 1971 1965 1969 1972 City Champs 1964 1967 1970 1965 1968 1971 1966 1969 1973 State Champs 1965 1968 1970 1966 CARTOZIAN’S RUGS AND CARPETS 801 N.E. Broadway 281-0026 VRAM J. CARTOZIAN 68 PATRICIA (LOWRY) CARTOZIAN 68 GRANT TRACK FIELD Individual State Meet Champions — 1925-1974 Year Name Event Mark 1928 George Little Pole Vault 1I S” Ned Gleason 100 Yd. Dash 10.4 Gleason, Head Brownhill, Kirk 880 Relay 1:33.0 1929 DeWitt Bennett Pole Vault 11 ’9” 1930 Irving Heusner Pole Vault n’3” Willis Paddock Mile Run 4:37.0 Charlie Twitched 440 Yd. Dash 52.5 Charlie Twitched 880 Yd. Run 2:02.5 Dowling, Fullerton, Blew, Bronson 880 Yd. Relay 1:34.5 1931 George Dowling 220 Yd. Dash 22.9 1933 Julius Scruggs 220 Low Hurdles 26.2 1934 Jack Egan Long Jump 21 ’6” 1935 Jack Berry High Jump 5’10' 2” 1938 Bob Likens Javelin 179’8' 2” 1939 Herb Cain High Jump 6’0” Bob Likens Javelin 177’11” 1948 Pat Duff Shot Put 51 ’0” 1952 Traver Campbell 220 Yd. Dash 23.3 1955 John Erickson 440 Yd. Dash 50.8 George Claussen 180 Low Ilurdlcs 20.7 Year Name Event Mark 1957 Jon Abraham 100 Yd. Dash 10.3 1958 Dick Brown Shot Put 57’8” 1959 Ted Abram Mile Run 4:21.2 1960 Craig Nelson 100 Yd. Dash 9.8 Craig Nelson 220 Yd. Dash 22.4 1961 John Bakkensen Discus 165’6” Dan Yeager 180 Low Hurdles 19.6 Wes Austin, Dec Scott, Brian Crockwell, Butch Lumby 880 Yd. Relay 1:29.6 1962 Butch Lumby 100 Yd. Dash 9.9 Butch Lumby 220 Yd. Dash 21.8 1964 Terry Rawlins 180 Low Hurdles 20.3 Hal Jackson Two Mile 9:36.5 1965 Ron Byers Mile Run 4:20.7 Bob Harrison, Paul Stith, Lane Watson, Onia Bates 880 Yd. Relay 1:29.3 Team Champions BRATTAIN INTERNATIONAL TRUCKS, INC. 1935 Silverton Road, N.E. Salem, Oregon CREED BRATTAIN ’52 123 1966 Onia Bates 100 Yd. Dash 9.9 Onia Bates 220 Yd. Dash 21.6 Bob Harrison, Paul Stith, Mike Jones, Onia Bates 880 Yd. Relay 1:28.4 1967 Robert Bates, Doug Anderson, Ron Brown, Onia Bates 440 Yd. Relay 42.9 1968 Ron Brown High Hurdles 14.6 1969 Ralph Bakkensen Shot Put 60T” 1970 Steve Hopkins Javelin 22T8” DonJohnson Two Mile 9:21.1 Team Champions State Crosscountry Champions (individual) 1964 Ron Byers 2.5 miles 12:31.6 1965 Steve Byers 2.5 miles 12:35.0 1969 Scott Jackson 2.5 miles 12:18.4 1970 Scott Jackson 2.5 miles 12:27.8 Individual City Champions — District Meets 1925-1973 Year Name Event Mark 1926 Graham Covington High Jump 5’8” 1927 Don Stahl 220 Yd. Dash 23.3 Edworth Gleason High Hurdles 17.1 Duane Kirk High Jump 5’8” (names unknown) 880 Relay 1:37.3 1928 Ned Gleason 100 Yd. Dash 10.0 DeWitt Bennett Pole Vault H’lO' z” 1929 Bob Hunter 880 Yd. Run 2:05.7 DeWitt Bennett Pole Vault H’lO' j” 1930 Charlie Twitchcll 880 Yd. Run 2:02.8 Norm Daniels High Jump 5’9” Norm Daniels Pole Vault 10’9” John Sinott Discus 1 ll’ll” (names unknown) 880 Relay 1:35 1931 George Dowling 220 Yd. Dash 22.8 Willard White 440 Yd. Dash 52.8 Bill Paddock Mile Run 4:45.4 Robert Bigelow High Hurdles 16.4 George Britton High Jump 5’9” (names unknown) 880 Relay 1:34.8 1932 BuddJones High Hurdles 17.0 Jack Lyon High Jump 5’7” Howie Patterson Longjump 20’7” (names unknown) 880 Relay 1:34.3 1933 Jay Scruggs 220 Low Hurdles 26.4 1934 Malcolm MacCleur 100 Yd. Dash 10.2 Malcolm Maccleur 220 Yd. Dash 23.1 Bill Gleason High Hurdles 17.2 Jack Eagan Longjump 21’2' 2” City Record Congratulations from the Class of ’66 124 Year 1935 1936 1937 1938 1939 Name Event Mark Year Name Don Gilbert Discus 19’9” Bob Likens-Tie (names unknown) 880 Relay 1:33.3 Herb Cain-Tie Rod Munro Bob Carlmon 100 Yd. Dash 10.4 Don Hoff Jack Berry High Jump 5’10” Bob Likens Bill Gleason Longjump 19’9” Alexander, Edwards, Emerson MacKenzieJavelin 172’1 IV2” Miller, Shaw Bill Regner Discus 118’8 2” 1941 Tag McFadden Dale Vandenburgh Ken Thompson 880 Relay 2:06.6 Howard Doshas William Smith, Jr. Mile 4:42.6 Bill Huff Bill Regner Shot Put 47’5” Bill Decks Bill Regner Discus 122’' 2” (names unknown) Beryl Alexander 100 Yd. Dash 10.5 1942 Howard Doshas Jack Slatky 880 Yd. Run 2:06.0 Edgar Davidson Jack Edwards 200 L. Hurdles 23.6 Bill Deeks Don Findley Longjump 21 ’0” (names unknown) Bill Regner Shot Put 51 ’6” Bill Regner Discus 139’0” 1943 Don South Bob Likens Javelin 182’5” Don South Regner, Stamm, Irvin Levine Powers, Hansen 880 Relay 1:34.6 Chuck Hastings Chuck Hastings Beryl AJexander 100 Yd. Dash 10.2 Bill Decks Jim Shaw 440 Yd. Dash 51.9 (names unknown) Jack Slatky 880 Yd. Dash 2:02.7 Dave Edwards High Hurdles 15.4 1944 Roland Curtis Dave Edwards 200 L. Hurdles 23.4 Herb Cain High Jump 5’9” 1945 Jim Wasch Don Findley Longjump 21 ’10” Jim Wasch Rod Munro-Tie Pole Vault 11 ’6” Don Stamm Don Francis-Tie Pole Vault n’6” Roland Curtjs Ed Stamm Shot Put 52’0” Lloyd Hickock Bob Likens Javelin 17 7 ’ 11” Lloyd Hickock Alexander, Edwards, Gearhart, Finley 880 Relay 1:32.7 1946 (names unknown) Jim Shaw Frank Rei 440 Yd. Dash 51.3 Pat Clint Duff Jr. 880 Yd. Run 2:03.6 1947 Jim McGregor Mile Run 4:38.1 George Olcott Dave Edwards High Hurdles 15.1 Dave Edwards 200 L. Hurdles 22.6 1948 Pat Clint Duff Jr. Event High Jump High Jump Pole Vault Discus Javelin Mark 5’8” 5’8” 12’3” 130’ 10” 198T0” 1940 City Record 880 Relay 1:32.7 Mile 4:35.6 High Hurdles 15.2 200 L. Hurdles 23.7 Highjump5’l 1-5 8” Shot Put 50’ 2” 880 Relay No Time 200 L. Hurdles 23.8 5’8' 2” 45’6” 1:35.5 High Jump Shot Put 880 Relay 100 Yd. Dash 220 Yd. Dash 440 Yd. Dash High Hurdles Longjump Shot Put 880 Relay 10.5 23.3 52.6 15.8 20’9” 46’4” 1:35.6 High Hurdles 16.0 100 Yd. Dash 220 Yd. Dash 440 Yd. Dash High Hurdles Longjump Pole Vault 10.5 23.1 53.5 15.3 19.6 12 W 880 Relay 1:33.1 Shot Put 49’9” High Jump 6’1” Shot Put 52’2i 2,: Congratulations from the Class of ’67 125 Year Name Event Mark 1950 Ron Carmichael Pole Vault 11 ’6” 1951 Ron Carmichael Pole Vault 11 ’9” JimJones Stoffer, Smith, Shot Put 47’4%” Baker, Zoelch 880 Relay No time 1952 Wayne James Zoelch, Stoffer, 180 L. Hurdles 20.6 Baker, Smith 880 Relay 1:33.6 1953 Jim Damis 100 Yd. Dash 10.2 Judson James 440 Yd. Dash 51.9 Ron Headrick High Jump 5’6” 1954 Traver Campbell 440 Yd. Dash 51.6 Roger Stoutt Mile Run 4:37 Vcrn Scott Shot Put 47’ 1 1” 1955 John Erickson 440 Yd. Dash 51.0 Roger Stoutt Mile Run 4:24 Chuck Wheeler High Jump 5’10” Roger Stalker Claussen, Trullinger, Longjump 20’5” Sachs, Erickson 880 Relay 1:32.5 1956 Phillip 1 lolland High Hurdles 15.5 Phillip Holland Holland, Stalker, Low Hurdles 20.6 Trullinger, Abraham i 880 Relay 1:33.5 1957 Jon Abraham 100 Yd. Dash 10.1 Cily Jon Abraham Record 220 Yd. Dash 22.3 Riley Mattson High Jump 5’10” Jon Abraham Long Jump 21’3' 2” Dick Brown Shot Put i 55’3%” Dick Brown Discus 148’5‘ 2” Ben Balme Javelin 176’0” 1958 Norm Fones 880 Yd. Dash 1:56.7 Ted Abram Mile Run 4:24.3 Dick Brown Shot Put 58’5” Dick Brown Discus 1 51 ’10” 1959 Ted Abram Mile Run 4:19.4 Marty Frank Pole Vault 11’6” 1960 Butch Lumby 100 Yd. Dash 10.2 Craig Nelson 220 Yd. Dash 22.6 John Bakkcnscn Discus 159’6V4” 1961 Butch Lumby 100 Yd. Dash 9.8 Pete Haugen 440 Yd. Dash 51.3 Dan Yeager High Hurdles 14.6 Dan Yeager Low Hurdles 19.8 Kirk McNiel High Jump 6’1 ” Jim Ott Pole Vault 12’0” John Bakkcnscn Discus l65’2' 2” Austin, Scott, Crockwell, Lumby 880 Relay 1:30.0 1962 Butch Lumby 100 Yd. Dash 9.9 Butch Lumby 220 Yd. Dash 22.2 Pete Haugen 440 Yd. Dash 51.1 Craig Henry High Hurdles 15.0 Jim Ott Pole Vault 1 2’0” TRACK Coach .. . Raul Warren City and Stale Champions. Our thanks for your patronage since 1933 JERRY’S GABLE RESTAURANT 618 S.W. Grant Avenue THE SLAVICH FAMILY - Margaret - Tony - Jerry - Patty 126 Year Name Event Mark Year Name Event Mark Henry, Crockwell, Harrison, Stith, Lumby, Austin 880 Relay 1:31.0 Jones, Bates 880 Relay 1:29.7 1963 None 1967 R. Bates, Anderson, Brown, O. Bates 440 Relay 43.3 1964 Ron Byers 880 Yd. Run 1:59.2 Onia Bates 100 Yd. Dash 10.1 Ron Byers Mile Run 4:23.5 Onia Bates 220 Yd. Dash 22.5 Terry Rawlins High Hurdles 14.6 Bruce McCormmach880 Yd. Dash 1:59.5 Terry Rawlins Low Hurdles 20.1 Ron Brown High Hurdles 14.8 Richard Fowlkes Javelin 200’2” Ron Brown Low Hurdles 20.0 Hal Jackson Two Mile 9:38.8 Onia Bates Long Jump 21’6” Bob Ewcn Shot Put 57’3' 2” 1965 Onia Bates 100 Yd. Dash 10.0 Greg Krcimcyer Javelin 214’9” Paul Stith 220 Yd. Dash 22.5 Bob Harrison 440 Yd. Dash 49.5 1968 R. Bates, Swan, Terry Schukart 880 Yd. Dash 1:56.2 Gilbert, Brown 440 Relay 43.5 Ron Byers Mile Run 4:19.5 Robert Bates 220 Yd. Dash 22.2 Hal Jackson Two Mile 9:22.1 Bruce McCo'rmmach 880 Yd. Dash 1:55.3 Onia Bates Low Hurdles 19.6 Bruce McCormmach Mile Run 4:31.8 Ron Goodpastcr Shot Put 52’6' 2” Ron Brown High Hurdles 14.8 Harrison, Stith, Ron Brown Low Hurdles 19.6 Watson, Bates 880 Relay 1:29.5 Rick Riley Pole Vault 12’6” 1966 Onia Bates 100 Yd. Dash 9.7 1969 Eatmon, Graham, Onia Bates 220 Yd. Dash 21.7 R. Bates, Gilbert 440 Relay 43.3 Bob Harrison 440 Yd. Dash 49.8 Scott Jackson Mile Run 4:21.2 Steve Byers Mile Run 4:18.8 Bruce Douthit Pole Vault 1 3’0” City Record Congratulations from the Class of 127 1970 Name Event Mark Year Name Event Mark Ralph Bakkensen Shot Put 59M” 1971 Scott Jackson Mile Run 4:18.2 Ralph Bakkensen Discus 159’7” Wilson Walker Long Jump 22’i 2” Steve Ilopkins Javelin 199’7” Steve Benight Discus 153’8” Scott Jackson Two Mile Run 9:39.0 Scott Jackson Mile Run 4:23.7 Wilson Walker Long Jump 2r9' i” 1972 Glenn Ross High Jump 6’2' 2” Greg Schukart Discus 162’3” Steve Benight Discus 162’0” Steve Hopkins Javelin 210’6” Donjohnson Two Mile 9:28.5 1973 Edwin Casanova Mile Run 4:18.4 Ussclman, Roscnbloom, James Bell High Hurdles 14.7 Mears, Huffsmith Mile Relay 3:26.7 James Bell 330 Yd. Hurdles40.2 City Record 128 E. E. HORNING WINNING COACH , C ne of the most successful records of any team in interscholastic sports was set by the Grant High School tennis teams during the years they were coached by the late E. E. Horning. From 1927 when he started at Grant, through 1941, when he passed away, his boys’ teams won every city and state title offered and his girls’ teams were almost as successful. His boys’ team of 1935 even triumphed over the University of Portland in an informal match. BUMBLE BEE SEAFOODS JOHN SUPPLE JACK DALY SUE MERCER DALY 129 CONTACT LUMBER COMPANY BOB DONNELLY Corbett Building 130 FACULTY OF GRANT HIGH SCHOOL September 1924 — June 1974 Abrams, Marytine New (Grant grad) Ackerson, Jean Acton, Miss Joan C. Adamson, Mrs. Esther Alcorn, Ruth P. Alexander, Mrs. Jane Alexandre, Alvin A. Allen, Mrs. Alice S. Allen, Miss Sally W. Aim, Miss Bertha Altree, Wayne Amaya, Julian Ambler, John S. Ambling, Raymond L. Andersen, Mrs. Melva R. (4th Dean of Girls) Anderson, Miss Emma L. Anderson, Harold H. Anderson, Jerry S. Anderson, R. Keith Anderson, Miss Lydia Anderson, Mrs. Marcie Andrews, Mrs. Kathleen Scott Anson, Miss Dot Ann Apsler, Alfred Armstrong, Alice M. Arnold, Edgar F. Ashcroft, Isabelle Kidd Littlefield Austin, Mrs. Esther Babcock, Maxine Baderman, Ronald R. Bailey, Mrs. Frank Baker, Mrs. Allenc Dunn Barker, Mrs. Elizabeth P. Barnes, Mrs. Elizabeth T. Barrett, Mrs. Mayo Rae Bartell, Mrs. Virginia Lee Basaraba, Edward W. Basgen, Mrs. Evelyn N. Baum, Siegfried Baxter, Wesley E. Bayon, Milan M. Beacon, Mrs. Ruth Hill Beatty, Mrs. Ruth Becker, Harvey Behm, Mrs. Virginia L. Benedict, Benjamin A. Bennion, Vernon Benson, Mrs. Louise Bellinger Berry, Kenneth W. (Community Agent) Bettinger, Henrietta Bevard, Mrs. Ruth Beyer, Clarence Biisland, Miss Elaine J. Birdsall, Leslie H. Bittner, Adolph F. (January ’25 to January ’43) Blakeley, Miss Jean M. Blizzard, Mrs. Marjorie A. Boone, Mrs. Nina A. Boozer, Mrs. Alcena E. Borchers, Harvey G. Bordens, Miss Jean M. Boughton, Eugene F. Bowles, Gibson Boyce, Miss Marguerite C. Boyer, Mrs. Gladys F. (Visiting teacher) Brace, Miss Louise Brainerd, Fred A. Bramlette, Miss Lynda K. Bratten, David I. Bray, Mrs. Mary H. Brewer, Mirabel Brown, Ellen G. Brown, Maurine (Neuberger 1938-39) Brown, Mrs. Pamela Raschio Brown, Ronald W. Brown, Steven D. Buchanan, David V. Buck, Ernest W. Buckiewicz, Frank A. Burgard, Betty Burmeister, Bruce R. Burnham, Harry R. Bums, Miss Sallie Burr, Ardyce Butler, Cyril G. Butts, Vern P. Byron, Mary Caldwell, Virginia Calouri, Catherine Cameron, Katherine Carothers, Lloyd A. KUNT CADILLAC BMW SAAB Hoppy Hopkins Beaverton, Oregon 131 Carpenter, Helen K. Carpenter, Kyral M. Carruth, Hilda Carson, Joseph E. Carter, A.B. Cedros, Diane E. Magnuson Cerny, Susan Chambers, Evelyn Chambers, James A. Chaney,Ida F. Chapel, Alice Van Schoonhoven 1925 -Cherry, Helen C. Cherry, Howard Cherry, Ilona Zakovics Chesney, Margaret R. Christopher, Mary Henderson (1st Dean of Girls) Church, Marilyn Churchill, Marie Claire, Elsie Clark, Ethel Clark, Helen T. Clark, Robert L. Clarke, Jennie Clawson, Orval W. Clayton, Donald B. Clouse, Eloise Cochran, Kathryn Coe, Milton E. Coffman, Rose B. Colby, Bill D. Cole, Sharon D. Collie, Marie Schulderman Comstock, C.W. Comstock, Ila G. Conover, James H. Conway, Laurlalee Cook, Jane Smith Cooke, Adeline Cooke, Maude Coon, Celia W. Cooper, Susan Cooper, Mrs. Virgil Copper, John David Cotton, Mark F. Covert, M. Carolyn Edstrom, Virgil E. Covert, Marcus Edwards, Jonathan Cowan, Ernest C. (Supt. of Schools) Crabtree, Wilma G. Egbers, Joan H. Crandall, Jerry R. Eichenberger, Rodney Cremer, Cornelius V. Eikeland, Mildred Crosby, Joan I. Eilertson, William T. Crout, Mildred Ellmers, Harold R. Croxall, Josephine England, Naomi A. Crymer, Katherine English, Georgia M. Curry, Bessie Epler, Feme Erickson, Kenneth Davidson, John T. (Grant grad) Davis, Allan Evans, E. Maldwyn Davis, Alta Evans, Mary Davis, Celia Davis, Darrel Ewer, A. Ethel Davis, Margaret E. Fabre, Leon Davis, Susan A. Failor, John W. Deal, Kathryn Fair, Robert S. Derrick, Mrs. Doris Fedde, Johanna B. Dc Sylva, Tom E. Ferguson, Sally L. Dc Vore, Loye Ferrier, W. Kenneth Dickson, Flora S. Fiess, Paul E. Dillon, Helen Cherry Fink, Helen S. Di Nucci, James Fiorante, Luke Dirksen, Henry (Administrative Ass Dixon, Elizabeth Fisher, Stephanie A. Dolezal, Doris Fiskum, Agathe K. Donaldson, Minnie H. Fitzwater, Carolyn II. Donert, Isla McKain Fletcher, William T. Donnell, Eileen R. (Principal 1924-28) Doran, Jennie Huggins Flittie, George F. Doty, Mildred Flood, G. Ragnvald Douglas, Robert K. Foord, Phillip Dozono, Sho G. Foster, Betty N. Drake, Dorothea Foster, Carolyn E. Dudrey, Margaret J. Foster, Jesse S. Dulin, Doris Virginia Frame, Patricia E. Dundore, Ruth Frazer, Lu Celia M. Dye, Mary C. Freer, Miss Flora Frei, Gerald L. Ebert, Donna J. Freitag, David A. Eckelson, Genevieve Freund, Miss Eckhardt, Mrs. H.H. Friedman, Betty Edmonds, Charles C. Friendly, Caroline BLITZ-WEINHARD COMPANY 132 Frykman, Judith F. Fuller, Donald M. Fuller, Sam VV. Funk, Wilbur E. Galati, George A. Gallo, Lewis Galt, Elsie Gamble, Mildred Garbarino, John P. Gardner, Minnie H. Garland, Frances L. Gary, Marian Geiger, Barbara C. Gentis, Arline Gerber, Robert E. Gernhardt, John P. (Administrative Asst.) Getzelman, Marjolaine Gilbert, Esther Gilbert, Marjorie Gill, Frances Gill, Mary N. Gilliland, Jack W. Girondroux, Germaine Glass, Earl A. Gleaves, Hilda Gowan, Joan Graham, Floyd N. Graham, Lois Graham, Marva L. Grant, Dorothy Graziano, Saverina Greeley, Virginia M. Greene, Chester J. Greenslade, Margaret Gunderson, Ella Gunderson, Saundra N. Gurnsey, Ruth E. Guthrie, George Hacking, Robert R. Hagar, Irene Haines, Grace Hairston, Evelyn Haldorf, Charles Hall, Charles Stuart Hall, Henry L. Hall, Pamela Hailing, Jean Halsey, Alice Ewer Fox (Attendance Counselor and Community Agent) Hamilton, Opal Handford, De Ette M. Handley, Richard D. Hanlon, Doris M. Hansen, Paul C. Hansen, William B. Hanson, Joan A. Harding, Theodore C. Hardman, Douglas B. Hardy, Barbara B. Harrington, Roy V. Hart, Dorothy Hartley, Jo Anne M. Hatfield, Antoinette Kuzmanich (Mrs. Mark Hatfield) Hay, Ann Heideman, Emma Henncssy, Dick J. Hcnrickson, Ruth M. Hess, Helen C. Hevel, Laura Jean Heistand, Grace Hill, Lucille Ilillcy, John F. Hinshaw, Alice Ilirsch, Helen Hockett, Jay C. Hoel, Lesta (Later City Math Supervisor) Hogan, Virginia E. Holcomb, Miriam Holloway, Florence Holm, Dennis R. Holmboe, Judith A. Schrunk Holms, Paula B. Ilolsinger, Patricia F. Holstrom, Amelie Diamant (Grant grad ’44) Hopen, Mary A. Horning, Emil E. Horton, Sara L. Houck, Margaret Houde, Glenn R. Howard, Gilbert A. Howard, Maurice Howells, Sara Louise Howland, Janet M. Hoy, Ann Hubbard, Marjory B. Hull, Elizabeth A. Hungerford, Neva Hunt, Evelyn N. Hunt, Helen Hunter, Jennie Huston, Joe Ingraham, Lloyd Irish, Grace Irving, Janet L. Iwasaki, Nancy Ilirata Jack, Janet Jackson, Isobel Jackson, Robert H. Jacobs, Laura J. Walker James, Eldora A. James, Martha R. Jarbeau, Alva Jeans, Harold S. Jefferis, Evelyn M. Jenkins, Cecil C. Jensen, Lorraine L. Johnson, Allen Johnson, Donna K. Johnson, Dorothy A. Johnson, Julia Opp Johnson, Levan Johnson, Maxine E. Johnson, Robert C. Johnsrud, Jim H. Jones, Helen D. Jones, Mary E. Jostad, Beverly Claire Juergens, Mary L. BRUCE E. JARMAN ’49 133 Kafoury, Gretchen Lea, Helen E. Marshall, Vernon S. Kalman, George Lee, Carol J. Marsubian, Parimaz O. Kanas, Gust Legge, Velma Martin, Lucy N. (Principal) Leon, Irma Martin, Theodosia Kappler, Helen E. Leonard, Jack D. Masaitis, Peter Karnopp, Edith Lewis, John Maveety, Darle Hermann Karter, Mary L. Lieser, Jessie (Grant grad ‘47) Kaser, Jane Lieseth, Dolores A. May, Clarence B. (Grant grad) Lillie, Jerome Mayer, Lynn Kawasoe, Melvin Lind, Mable L. Mayr, Suzanne M. Kaza, Eugene J. Little, Lena Meador, Helen Keck, Mable Livesay, Frances Meek, Colton Keeney, Henry G. Littler, Lillian (Principal — January Keiser, Justin R. Logan, Anita N. ’43 - June ’57) Kennedy, Mrs. Long, Nellie Merryman, Gerald G. Kenney, Delia Long, Watt Miksch, Mrs. Kern, Mary Mott Lowery, Vernon G. Millard, Robert E. Kerns, Ruth C. Lukes, Joseph C. (Orchestra ’24) Kerr, Diane L. Lynch, Alicia T. Miller, Annabell A. Kiemle, Miss MiUer, Clell W. Kimber, Judith H. Me Call, Paul Miller, Gene W. Kimpton, Linda Me Clew, Jean Miller, Robert R. Kirkpatrick, Mabel E. Me Cool, Eve Hutchinson MiUer, Verna M. Kleiner, Harold A. Me Croskey, Geraldine L. Millican, Douglas E. (Principal — Deputy Me Donald, Marjorie Mills, Mary L. Superintendent) Me Dowell, Edward A. Mishler, Ruby Knapp, Frances Me Gaw, Elizabeth Mitchell, Florence Knox, Clyde B. (2nd Dean of Girls) Mitchell, Merl L. Koch, Barney Me Gill, Frances D. Mohn, WiUard O. Kotnarowski, Irine Me Kee, Glenn M. Monahan, John A. Kranz, Alice L. Me Kinney, Teka Montgomery, Faye Krebs, Esther Me Klveen, Margaret Moore, Nancy Krichesky, Libbie Me Lennan, May Moore, Robert W. Kunz, Donald H. Me Knight, Gladys Mootry, Erma S. (Grant grad ‘47) Me Leod, Jack D. Morehouse, Margaret Kuraspediani, Mary R. Me Michael, Phillip L. Morris, Rosali K. Moser, Donald J. La Grandeur, Roman F. Maclean, Maude K. Muirden, Marjorie B. Lancaster, Thelma Macon, Sam K. Munhall, Walter F. Lange, Erwin F. Malarkey, Deidre B. Murphy, Barbara J. Langsdorf, Dorothy Malo, Roy O. Murray, Melinda E. Lansdon, Miriam H. (Principal — Wife is Musser, Ella Bittner Lantagne, Marie a Grant grad) Larson, Morris O. Mancour, Elsie Dennis Nakachi, Maxine B. Lau, Sally Manning, Mary Naylor, Mable G. Laughlin, Mildred R. Manning, Maxine B. Neale, Sylva HOWARD A. WELLER. JOHN WELLER JULANNE , INC. CHEVRIER 134 r- Nelson, Cathy L. Phelps, Lucille M. Runquist, A.C. N Nelson, Gayle L. Piennett, Thomas H. Runyan, Viola A. Neuner, Betty Pietila, Stella Cludas Ryker, Lee C. Newbore, Ellen K. (Grand grad) Newcomer, Elva Pock, Helen M. Salsar, Barbara H. Newton, Jack E. Polen, Betty R. Samuels, J. Victor Nielson, Tom M. Polk, Frances S. Sapper, Charles Niveen, S.M. Poison, Jean V. Sather, Mary L. Noble, Gary W. Pond, Henry A. Sawatzsky, Harold W. Nordgaard, Ethel O. Poole, Maeryta Scarpelli, Ernest M. Norman, Mary A. Powers, Lome A. Schilke, Louis A. Nottage, Howard J. Poyneer, Almeda Schlegel, Mildred Nutting, Fern Prendergast, Marjorie Schmitz, Karen E. Oberle, Dorothy Prentiss, Ruth Eliot Schnabel, L.J. Oberson, Viola Price, Bonnie M. Schofield, Dale O’Gara, Mary E. Prillaman, L.B. Schroeder, Mary Parounagian Ogdahl, Tillman T. (Ted) (3rd Dean of Girls) Ohlman, Thurston Raaum, Lucille T. Schuld, James P. Olmscheid, Elmo Rallis, George H. Schuman, Elmer L. Olmschcid, Eunice Randolph, Charles H. Scott, Charles W. Olson, Ida Randolph, Harriet H. (Vice Principal) Olson, Irene Rask, Mary J. Scott, Myra Gatchell Olson, Zenas Rassig, Alice Scott, Sue L. Orr, Charles A. Raymond, Eileen C. Scott, Susan R. Osborne, Kelsie Read, Mahlon D. Scott, Vera Osburn, Margaret Reeder, Sadie Seggel, Louis Ouchi, Albert Y. Reeves, Mary A. Seymour, John J. Reifschneider, Karen L. Shaffer, Janice E. Page, Eric N. Reifsnyder, Harley A. Shandy, Donald L. Paige, Caroline Remington, Hallie Hart Shaw, Oenone Painter, Mrs. Retzlaff, Lucy Shelley, Wilma Parrisius, Ursula H. Richards, Brent A. Shephard, Harriet G. Parrott, Helen Rickies, Abraham B. Shepherd, Verna Patten, Grace Rifkin, Doris C. (Community Agent) Paul, Lois A. Robins, Patricia Jean Sheridan, Ardis F. Pearson, Charlotte Robinson, Don R. Shewbert, Robert J. Pclley, James Robinson, Wayne R. Shovlin, Hubert J. Pendergrass, Gail S. Roche, Josephine (Vice Principal) Pennewcll, Lawrence G. Rohwer, Ted Shrank, Letitia Pennington, Charlotte A. Romans, Paul B. Shulz, John Percey, Marie P. Rooney, Edward Signer, J. Joyce Perreard, Joan M. Rose, Myra N. Simmons, Marijean W. Perry, Marian S. Rubin, Carl O. Simpson, Genevieve Tillotsen Person, Constance G. Rudy, Carol J. Simpson, Joe L. Peterson, Joe W. Rumpakis, Mike Simpson, Sam Peterson, June C. (Grant grad) Siver, Winfred P. DAVID H. ROSENCRANTZ 135 Skei, Carolyn I. Skinner, Mrs. Smith, Bertha Smith, David R. Smith, Edith Anderson Smith, Linda R. Smith, Nancy M. Smith, Ruth Smith, Winifred Smithson, Sarah C. Snere, Irma Sobottka, Ronald M. Solheim, Dorinda C. Parker (Grant grad) Sorber, Donald E. (Grant grad) Sorenson, Philip H. Soto-Seelig, Lynn M. Sparks, Lanny Staley, Carol A. Staley, Ralph L. Starker, Caroline Stephenson, Elizabeth Stephenson, Rosemary Stewart, Elton L. Stockwell, Mildred Stoddard, Margaret O. Stone, Marjorie B. Stone, Dr. Ruth Stones, Charles H. (Grant grad) Stout, Georgianna Stover, Frances (Grant grad) Stringfield, Mildred Swartz Stroud, Mable Stuckey, John D. Studer, Loren E. Sullivan, Dermis W. Svaren, Jacqueline Svaren, Russell Sweet, Rosellen J. Sweo, John E. Swindley, Mary Anne Taylor, Bonnie L. Taylor, Jean Martell Tehan, Susan B. Tempest, Anna R. Tendollen, Eugene J. Terry, Mary Jane Thompson, Dale Coshow Thompson, Mable L. Timmons, M. Jane Torson, James M. “Mush” Towne, Mertice Townsend, Eleanore Transue, Allen M. Trigsted, Earl J. Tscharner, Lydia Uyeno, Jean S. Vancil, Jean Acorn Van Valkenburgh, Star E. Vogt, Hazel Virant, Julia F. Von Wintzingerode, Elsa Wagner, Augustus A. “Pop” Walker, lone G. Walker, Laura J. Walker, Patricia M. Walker, Pauline Wann, A.W. Ward, Reva Warren, Paul G. Watson, Idclla Gunn Watson, John F. Watson, Omer L. Webb, Marion B. Weber, Lorraine P. Henneman West, Jessie E. Westcott, Arthur L. (Vice Principal) Wharfield, Harold Whisman, Beatrice Whistler, Alice Gilstrap White, Bill Von White, Valdes Whitlow, Jr., Leonard A. Whitmore, Margaret Whitney, Dwight L. W'hittcd, Mable Wood Whittlesey, Mildred Wichmann, Hildegard Wiggins, Barbara Wiederhold, Dorothy-Anne T. Willardson, Kay K. Willers, Esther Williams, Bess Steelsmith Williams, Charles E. Williams, Lois L. Williams, Stan R. Wilson, Celia Wilson, Emajean Wilson, Hazel C. Wilson, William B. Winters, Helen Witt, Mildred Wolf, Frank H. Wolf, Ray O. Wong, Violet Wood, Joanne J. Woods, Porter S. Woodson, William Woodworth, George P. Wright, Gail I. Wright, Elizabeth Wuest, Irene Wylie, Elizabeth Griggs Yakymi, Paul Yee, Violet Wong Yoshioka, Linda M. Yoswick, Valarie E. Young, Frances Young, Nora E. Zahn, George B. Zell, William L. Zimmerman, Isabel Zollinger, Marian SECRETARIES Abel, Mrs. Lillian BROMSLOME Resort Condominiums in Hawaii - Port Ludlow - Sun Valley - La Quinta DON LONIE’42 VIRGINIA PETERSON LONIE 44 136 Anderson, Mrs. Carol G. (Sec’y and Aide) Anderson, Mrs. Ruth J. Barley, Miss Helen (1927-1959) Baruh, Miss Babette Biethan, Mrs. Jacqueline (Grant grad) Blosser, Mrs. Anne H. Bozish, Barbara J. Chapman, Mrs. Carol M. Bougherty, Mrs. Hermione (1959-1963) Gerhardt, Mrs. Dorothy Gorman, Miss Susan Hora, Mrs. Irene Hunter, Mrs. Mathilda A. King, Mrs. Phyllis A. Kletzer, Mrs. Wanda G. Johnson, Dorothy H. Lindholm, Mrs. Joyce Me Avoy, Mrs. Patricia M. Me Coy, Mrs. H.A. (1924-1927) Me Kenzie, Mrs. Martha Mittlestedt, Miss Emma Mason, Mrs. Lee E. Meserve, Mrs. Annie Lee Meyer, Mrs. Ann Mulder, Mrs. Margaret E. Paddock, Shirley M. Pumpelly, Mrs. Mary D. Pegnone, Mrs. Helen B. Rees, Mrs. Irma L. Rothrock, Mrs. Dorothy J. Salisbury, Mrs. Ruth M. Sanderson, Mrs. Betty I. Schweitzer, Mrs. Mary A. Sheafer, Mrs. Mary L. Sims, Mrs. Violet S. Slenning, Mrs. Antoinette M. Smyth, Mrs. Jean Dorene Snow, Miss Helen Thorstad, Mrs. Florence J. Torson, Mrs. Virginia R. Wardell, Mrs. Dorothy (1963-present) Warrington, Mrs. Dorothy J. Webb, Mrs. Betty White, Mrs. Marion (Sandy) CUSTODIANS Andresen, Mrs. Esther Boetger, Don Bixby, Horace E. Catlin, F.W. (1924-1947) Cummings, Noble A. Diebel, Leonard F. Eastin, Bonnie W. Edwards, Roy L. Galucci, Domenic S. Heister, Matthew Hughes, Kenneth E. Johnson, Charles D. Kennedy, John E. Lansing, George L. Lawrence, Wesley O. Nicholas, Arthur C. Riggs, Thurman S. Ronnings, Gordan R. Rust, Arthur Speight, Donald Stroud, Lawrence Umphries, Lloyd F. Wahlstrom, Evert W. Weed, Lyle H. Wilson, Wesley 0. NURSE Me Hugh, Mrs. Liz Odean, Mrs. Dorothy Ouestad, Mrs. Donna Winegar, Sue CAFETERIA MANAGERS Henderson, Mrs. Aleva B. Johnson, Mrs. Lillian M. Shultz, Mrs. Audrey Jean Stewart, Mrs. Ruth M. Runyan, Mrs. Viola A. Weisel, Audrey J. Wintler, Rebecca A. INTERN TEACHERS Blackburn, Mrs. K.F. Chavis, Aletha Crabtree, Miss Christine R. Ireland, Richard C. Scott, Douglas R. Spooner, Mrs. Deanna M. Washington, Lois V. Wasson, Miss Jennifer TEACHERS’ AIDES Braunschweiger, Mrs. Lois H. Bridges, Gordon B. Bridges, Ralph W. Deloney, Mrs. Queen Anne De Stefan, Jr., Peter J. Grant, Willie J. Jackson, Mrs. Isabel Johnson, Mrs. Clora V. Johnson, Jr., Levan Lawrence, Mrs. Beatrice H. Lewis, Mrs. Linda R. Lincoln, Don Lincoln, Eddie Me Pherson, Don L. Mook, Allen Stevenson, John E. Vance, Weldon Williams, Bernice SOCIAL COORDINATORS Butterfield, Cyril F. Findlay, Hugh G. LOTS OF LUCK FROM A BENSON GRAD WHO IS HAPPY THAT BENSON GOT GRANT’S STUDENT BODY STARTED WITH A LOAN. 137 Pheister, Ronald K. Schell, James H. BOOKKEEPERS Parker, Marjorie Slenning, Antoinette M. SPECIAL Clark, Paul D. (Attendance) Gildow, Mrs. Marylee (Attendance Counselor) Halsey, Alice M. Ewer Fox (Peggy) (Attendance Counselor, Community Agent, Grant grad) Rekate, Miss Janet (Social Worker) Roycroft, Mrs. Genevieve H. (Attendance Counselor) Hedrick, Mrs. Jean (Volunteer Social Worker) LIBRARY STAFF LIBRARIANS Johnson, Dorothy A. Kelly, Dorothy (1924-??) Miller, Annabell Wylie, Elizabeth Griggs ASSISTANTS Chamberlain, Mrs. Janet M. Collins Eieberman, Mrs. Lily H. Peters, Mrs. Joyce A. Thomas, Mrs. Mary D. BOOK CLERKS Ferguson, Mrs. Kathryn D. Leake, Ruth V. WALT HEITKEMPER FIRST STUDENT BODY PRESIDENT GRANT’S 50th COMMITTEES Co-Chairmen: Frank Case Robert W. Hocks Secretary-Treasurer: Catherine Calouri Anniversary Book: Chairman: Maurice Binford Co-Chairman: Steve Gann Contact Co-Chairmen: Jane Gilpin Marilyn Jones Cara Lee Roberts Facilities Co-Chairmen: John Goss Connie McCready Finance Chairman: Frank Chown Grant High School Chairman: Melva Andersen Hospitality Co-Chairmen: Nancy Robertson Phil Roth Parade Chairman: Tim Kehoc Program Chairman: Geraldine Fleagle Publicity Co-Chairmen: Merrill Pietila George Ross Saturday Banquet Chairman: Jean Smith Co-Chairmen: Bob Adkins Ed McDowell HOSPITALITY COMMITTEE Howard Adamson Phyllis Aiken Judy Allen Joan Anderson Maxine Anderson Nancy Anderson Dr. Aplanalp Mr. Mrs. Bill Ardiss Jane Bachman Doug Bell Co-Chairmen: Nancy Robertson Members William Blouet Frances Boly Mary Bothwell Morris Boyle Oscar Brandt Gerry Braseth Dorothy Brennek Dick Brennek Robert Bums Dr. Robert Burns Phil Roth Dorothy Butler Bernard Caplan Gloria Cartozian Audrey Cousins Dick Clarkson Virginia Cooper Joyce Cunningham R.W. DeWecse Marilyn Dickman Virginia Dockrell STAFF JENNINGS, INC. RAY LAIRD BARBARA RAPTOR LAIRD 139 Pat Edwards Bettie E. Knighton Bill Schultz William Elsasscr Joan Krueger Mildred Silverman Allan Emrick Gail Labbe Glen Slack Ed Erikson Charlotte Lissy Clyde Slenning Eleanor Frey Carole Lower Kelly Slocum Elizabeth Giles Stuart McCollum Leon Stretton Chiana Hamilton Connie McCready Sondra Stretton Sue Hammen B.B. McEnemy Molly Sumpton Nikki Harrington Alexander Mackie Elsie Swan Peggy Hays Reuben Menashe Larry Sweet Billie Heyer Arlene Martin Don Tohlen Janet Holland Mr. Mrs. John Merandas Lucy Tuttle Marilyn Holman Peggy Mills Karen Tyrer Diane Holmes Carol Lee Morse Audrey Undcrdahl Frank Howatt Jean Nagel Linda Upton Virginia Hutchins Allen Marilyn Paget Vern Wagner Virginia Jackson Betty Pendervis Jim Wahoske Pat Jenkins Carole Perigo Arlene Webster Mr. Mrs. Johnson Paul Rack Julannc Weller Mr. Mrs. Irving Johnson Janet Radford Farnum A. White Ramen Johnston Evelyn Redman Mary Wiener Liz Jordan Nancy Roberts Sharon Wilcox Margaret Kelly Bobbie Root Mary Wilson Donna Kunkel Joanne Rosenberry Mr. Mrs. Reimers Wilson Peggy Kernan Virginia Schwicburgcr Ellis T. Young Gene Kellenberger Alice Sell Mr. Jan Young Rod Kitson Loren Shisler Hospitality Sub-Committee Student Helpers Sue Atkinson Sandy Horlsch Blaine Rodgers Jeff Baird Tom Lasley Martha Skoien Dawn Bihn Sonja Lehman Janice Stilwell Jana Bujson Connie Mathias Heidi Suva Cindy Coe Doug Mercer Betsy Urquhart Dave Dunn Valeric Miller Kim Youghteling Brad Grceno Terry Parsons Pat Hiltner Lcann Rcdficld A special thanks to members of Grant Choral groups, bands and student helpers who enlisted too late for inclusion in this book. RALPH H. SCHLEGEL ’50 140 Hospitality Sub-Committee Reservations Co-Chairmen: Ed Rooney Dennis Sullivan Chairman: Jim Sleeper Co-Chairmen: Loretta Shearer John Voorhees Members Beverly Beall Jo Anne Bowlin Dick Curtis Cathy Desilets Judy (Minor) Fouch Mort Fouch Margean George Larry Hastings Virginia Hastings Betty Jean Lee Fred Lee Lillian Meyers Don Moore Jennie Raies Marge Raies Melanie Raies Rose Mary Windsor Members: Julian Amaya Ron Brown Bruce Burmister Vern Butts Mark Cotton Sho Dozono Roy Harrington Dutch Kawasoe Gary Noble Joe Peterson George Rahlis Joe Simpson Don Sorber Bill White SATURDAY BANQUET Chairman: Jean Smith PUBLICITY COMMITTEE Co-Chairmen: Merrill Pietila George Ross PROGRAM COMMITTEE Co-Chairmen: Bob Adkins Ed McDowell A1 Bushrud Ed Fitz Warren Greceo Bob Jones Cathy Lobb Mike Rulli John Shaw Members: Judy Smith Arlene Sims Ruth Talbot Gloria Vlcck Pat Winchester Fran Wolensky Chairman: Geraldine (Walker) Fleagle GRAM HIGH SCHOOL COMMITTEE Members Nancy (Slack) Bolton Lionel Domreis Thelma (Lowenthal) Geffen Sub-Committees Thursday and Friday Gym Shows and Olympics Chairman: Jerry Lillie Chairman: Melva Andersen Members: Sue Boardman Marjorie Bondurant Helen Cairney Katherine Cauecron Charlotte Close Julie Davis Julie Donin Betty Foster Jesse Foster Pat Frame STANTON-CUDAHY LUMBER CO. DAN CUDAHY Hillsboro. Oregon 141 Bob Hacking Vivian Hazcltinc Janet Howland Gust Kanas Yvonne Kempe Gloria La Fromboise Jcrre Martello Sarah Menasche Willard Mohn Elva Newcomer Charles Orr June Peterson Jo Phillips Betty Popma Pat Powell Mahlon Read Irma Reese Wayne Robinson Esther Roscnblum Dottie Rothrock Mary Schroeder Violet Sims Helen Stoll Eileen Tinker Jean Vancil Dorothy Wardell Leonard Whitlow CONTACT COMMITTEE Co-Chairmen: Jane Gilpin Marilyn Jones Cara Lee Roberts 1926 Betty (Allen) Griffis 1927 Alice (Christianson) Perkins 1928 Betsy (Asher) Hibbard Ruth (Covington) Wonacott 1929 Andis (Ulrich) Williams Georgie (Miller) Keene Jeanette Sloat Alice (Wedcmcyer) Sedgwick 1930 Virginia (Hartje) Peters George Chamberlain 1931 Ron Elssaser Marian (Hardin) Dennison 1932 Henry C. Fixott 1933-1939 Jane (Merriman) Gilpin 1940 Cordon Rics 1941 Jane (Fisher) Hewitt 1942 Hannah Lou (Freeman) Reed 1943 January Dorothy Gage 1943 June Jean (McFarlane) Andrews 1944 January Donald Andrews 1944 June Virginia (Boots) Fry Marilyn (Chiasson) Jones 1945 Pat (Crosby) Precce 1946 January Helen (Thorburn) Luse 1946 June Violet (Schultz) Eaton 1947 January Lucille (Koleston) Kaegi 1947 June Ross Kuhnhausen 1948 Barbara (Metcalf) Hurley 1949 Janet (Ruggles) Berg 1950 Patty (Ruan) Copp 1951 Ditscy (Fields) Zener 1952 Cara Lee (Dorr) Roberts 1953 Eve (Andrews) Inman 1954 Sally Jo (Cathcart) Knauss 1955 Kay (Miller) Dillard 1956 Gail (Patrick) Roberts Nancy (McDougald) Menath 1957 Phillis (Hrestu) Rouches 1958 Mike Graeper 1959 Jeannie (Moody) Nichols 1960 Karen (Dalstrom) Lee 1961 Jerry (Jones) Erickson 1962 Mary (Moody) Cain 1963 Kathy (Jensen) Perry 1964 Terry (Tweed) Thompson 1965 Joan Young 1966 Molly (Walters) Strang 1967 Sharon (Rosenthal) Stravs 1968 Judy (Lorenzton) Morris 1969 Kathy (Scott) English 1970-1973 Debbie Roberts Laurie Dean Jeff Kruger GEVURTZ FURNITURE CO. BUD GEVURTZ '46 SUE GILBERT GEVURTZ '52 Downtown Morrison at Second Helpers Betty (Lanius) Burton Jack Cain Linda (Keith) Eddy Beverly (McCarthy) Elrey Ned Fisher Mary Goss Ellen Hodges Margaret (Sidebottom) Kelly Bill (Pat) Kirwan Mary Nancy Lilly Jack London Sandy Neiman Jerry O’Malley Dewitt Peets Patty Peterson Yvonne (Rice) Potter Virginia (Rudd) Roberts Marilyn (Melson) Stevenson Marilyn Suran Photos on Pages iii and vi courtesy of: Oregon Historical Society PARADE COMMITTEE Chairman: Tim Kehoc Members: Elizabeth Heckman Mike Treece 143 If you hadn’t guessed already that was Walter Heitkemper in the Foreword. What a change — now he drops from the sky like Captain Marvel, into the waiting arms of the Grant rally squad and students. — may you live to be a hundred, Walter. Photos courtesy of Jim Vincent, Staff Photographer, The Oregonian, Portland, Oregon. GUARDIAN LIFE INSURANCE COMPANY ROGER ZENER 415 Southwest Tenth Avenue 223 7128 144