Hudson High School - True Blue Yearbook (Hudson, WI)

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TRUE BLUE la not too numerous universities. The war also has upset education in France. Although certain countries, such as Germany and Austria, will no longer send their students there; her allies, on the other hand, will send more. For the last forty years the majority of American students going abroad, have studied in Germany and have been altogether ignorant of the value of French education. But a direct result of the war will be that American youth in great numbers will go to Paris to study. German science will never again have the authority it had before 1914; and, on the other hand, the noble attitude of France has earned a profound regard for her learning and has given America a greater desire than ever to gather instruction from her. Our first duty after the war is to take stock of our educational failures and short- comings. We must make our educational system more truly national and there must be equality of opportunity for everyone, re- gardless of wealth, creed, and social status. The war has shown us that the fabric of society is built on character and person- ality, and in the light of our experience during the war we should direct education so that it centers in the quality of the in- dividual. GERTRUDE FISHER, T7. “By their words shall ye know them”— And it always ended up well—Stella Wolf Well, it was—Norma Everson I didn’t do nothin’—Donald Williams Quiet, girls, please—Miss Wood I haven’t anything to do—Genhard Gilbert- son I presume—Mr. Hubbard ’Do!—Herbert Walby Let’s get quiet—Mr. Stevenson What’s the use!—Margaret Trieb Aw! Kids!—Doris Johnson BEST SELLERS Fisherman’s Luck—R. E. Stevenson, Stan- ley Beggs Days Off—Ben Audett, John Martin The Egoist—Paul Anderson Hoher Als Die Kirche—George Singer Helen With a High Hand—Helen Kircher Pilgrim’s Progress—Ijawrence Crocker The Turmoil—Viola Solheim Vanity Fair—Lucille Swain, Hilda Carl- quist The Blue Bird—Adolph Holden The Research Magnificent—Merrell Ciane The Brass Bowl—George Leaf Eat and Grow Thin—Marie Yackel Some Suitable Commencement Presents for the Seniors Paul Anderson—Self Confidence Freda Blomholm—Bottle of soothing syrup Gertrude Fisher—A battleship Harriet Slater—A pair of stilts Achsa Svarstad—A uniform Ralph Pearson—A memory William Murphy—House of the Seven Gables Georgia Fischer—A hair net Felix Ullrich—Henry Esmond Scott Williamson—A sense of humor Helen North—A megaphone Lawrence Crocker—Stick of dynamite Viola Solheim—A pacifier Nella Roalkvam—A new walk Nellie Walstrom—A new voice Norma Everson—Free life membership in Athletic Association Doris Johnson—“Laughing gas” Dorothy Scott—Correspondence course in dramatics Adella Olson—A typewriter Gwendolyn Durning—A sunny disposition Leo Garrity—A shamrock Gertrude Kelley—A smile Helen Kircher—A temper Cyril Parman—A loving cup Bernice Desmond—Some powder Irma Larson—Antifat Clarence Lee—A wristwatch Agnes Smith—A flivver PHYSICS “LAB” Physics “lab,” the wondrous place. Is one all seniors have to face. It’s there they’re taught with greatest skill, Why we slide down, and not up a hill; And how to make from tin and board A perfect copy of the Ford; And how to send a message well Without that system called “The Bell.” They study heat and sound and light, They study Franklin and his kite, They verify Charles’ Law, it’s true; But when at last the class is thru. We hear those seniors oft relate, “ ’Twas in that “Lab” I met my fate.” And one confesses, bless his heart, “I never knew those laws apart.” And many say with looks aghast “I often wonder how we passed,” And juniors,—faces quite awry. Just calmly say, “I’d lather die.” E. M. J.

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IS TRUE BLUE return. They are now willing to sacrifice again in order that the gene rations that are to come may have the advantages of a new and up-to-date high school. Fifty years from now, if we can look over the record we have made, and find that our lives reflect credit upon this community, then we may consider this debt paid. Ten years from now none of us will be able to recite a quotation from Shakespeare, nor shall we be able to quote Pascal’s Law, but it is not these things that we have learned in school that count. That which does count is the fact that our characters have develop- ed in such a way as to make us valuable citizens of the community. We have en- countered many hard and perplexing pro- blems in our school life, and because we set to work and solved these, we now feel assured that by patience anti diligent work we may solve the hardest problems of life. We leave school realizing, we are but what we make ourselves, and that our success in this life depends largely upon our own efforts. VALEDICTORY EDUCATION IN THE FUTURE Education is defined as “the systematic development and cultivation of the mind and other natural powers.” In speaking of one as educated, we imply not merely that he has acquired knowledge, but that his mental powers have been developed and disciplined to effective action. And in this, education in the United States seems to have failed. The tendency in American schools, colleges, and universities has been to drift, to “muddle thru”; and long before the war, businessmen, parents, teachers, and college professors were finding fault with the methods, ideals, and results of education in the United States. Tho many of the criticisms were sweeping and un- fair, they have had a good influence. New theories are being tried and tested, and a new system, which will be national in the best sense, is beginning to emerge. The general policy which seems likely to be adopted in the different states will de- mand equal educational opportunity for all children whether rich or poor. Just as each state will attempt to equalize educa- tional opportunities within its own borders, so the national government will cooperate with the several states in bringing about democracy in education throughout the United States. George E. Vincent, former president of the University of Minnesota, says there should be a federal department of education with a secretary, a national board, and a staff of supervisors and ex- perts, in order to develop this democratic ideal in education. The demeand in education now is for practical training and efficiency. In the vocational field, bureaus of guidance, trade schools, continuation classes, part time shop and class schools are in operation. Manual training, workshop, domestic science, com- mercial branches, and agriculture are be- ing taught in hundreds of high schools. College curricula are being gradually modi- fied to give more room to the natural and social sciences. There is a tendency also to introduce courses in business, journal- ism, and other pursuits which have a pro- fessional character. For example, in our own state university, college degrees are now being given for courses in journalism, agriculture, domestic science, manual arts, and olher subjects of a similar nature. Preparedness in the United States has concerned itself mainly with the army, navy, national guard, coast and fort de- fenses, modern guns, war devices, and other military activities which form the parts of war organization. But all these will prove ineffective unless founded upon a well- organized school system, which not only develops the mental and moral faculties, but also trains in thoroness, application, orderly habits, thrift, and self-discipline, characteristics which are the most valuable contribution that the individual can make to the cause of national efficiency and na- tional welfare. The close relationship which exists be- tween the school and national efficiency is illustrated by Germany and Russia. The school is the force of Germany’s industrial, commercial, political, and military aspira- tions. It trains the child in discipline, re- spect and reverence for authority and tra- dition, loyal devtoion to the country and government. Russia, on the other hand, has always looked on universal education with disfavor. Educational tiaining is a special privilege granted to a small por- tion of her people; and it is in a time of great national stress like the present that the serious consequences of basing her na- tional life on ignorance became manifest to the world. But the present war has revolutionized education in Russia. She is taking French schools for her models in- stead of German, and is also studying American schools; and after the war Rus- sia is determined to make the most of her

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”0 TRUE BLUE JUNIORS JUNIOR NOTES Class Officers President—George Leaf Vice-President—Charles Holden Secretary—Harold Olson Treasurer—William Haugen Class colors—Purple and white Josephine Loughney Joe Claim to distinction—Her trips on the “Cranberry Special.” “Where the Brown-Eyed Susans Grow.” Mary Tourtellot Empty Claim to distinction—Her hair. “Waiting for the Robert E. Lee.” Irving Jacobson Jakie Claim to distinction—The star of the min- strels. “Daddy Long Legs.” Jean Kinney Kinnickinnic Claim to distinction—Her love (?) for the boys. “And Could I I ove Another? No-No-No!” Hilda Hanson Hans Claim to distinction—One of the “Smock Twins.” “If You Only Had My Disposition.” Margaret Trieb Chief Claim to distinction—Her conduct during the 10:30 period. “Dainty Little Buttercup.” Hilda Carlquist Carl Claim to distinction—Chewing gum dur- ing speed tests. “They’re Wearing ’Em Higher In Hawaii.” William Haugen Willie Claim to distinction—Teasing the girls. “They’ll Never Believe Me.” Charles Holden Chas Claim to distinction—His Senior girl. “She’s Helen of Hudson, Not Helen of Troy.” Myrtle Erickson Mert Claim to distinction—Her shyness. “There’s A Quaker Down In Quaker Town.” Esther Haven Porkie Claim to distinction—Her rapid fire of conversation. “When I Walk, I Always Walk With Willie.” Anna Amquist Teddy Claim to distinction—Her case on the boy across the isle. “Don’t Take My Darling (Freshie) Boy Away.” Clara Rowley Her claim to distinction—Her popularity with the boys; for example, Laurence, Casey, and Jakie. “What Do You Want To Make Those Eyes At Me For When They Don’t Mean What They Say?” Erna Klein Ern Claim to distinction—She’s Bertha’s greater better three-quarters half. “Naughty-Naughty-Naughty!” Bertha Elwell Bert Claim to distinction—She’s got a MAN. “The Whole Town’s Wise I’m In Love With You.”