Tomah High School - Hamot Yearbook (Tomah, WI)

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N 'l'Il IC l+'0I,I.0WlNll PXFES HROUGH GUIDANCE CA WISDOM FIND LOMPANIUNSHIP CAIN VICTOHIFS B I Q - I 4 W X1 Q I N A B 'gills Pugc- 8 Bc-gins Pugc 34 WI LEARN AND LIVIC BICTTICR H1-gills Pzlgv 50 I . T I xi 1'giIlS 'ug - 62

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B y ,J Boy. oh. boy! High school days arc hcaps cliflcrvnt than thvy usc-cl lo luv. Xvllill pnzzlvs mv. is it tnorc' work than play or thv othvt' way rounclz' Prom Royalty of '39 King Robvrt Buchholzi CQLICCII Bonnie YVil2 rfoztx' 'llhc' hvll say: 'School is out Y Bflozv: Klosc' Roharqc' Say: Chl catch 'em

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S I1 l' I lN1CIXl'AN IA I nzzmnla 0 I1 zsmmm Our Superlntendent Scotchmen are supposedly oxen thrtfty but I know one who breaks thts supposltlon He doesn t ptnch the pennies to a too great extent only to the extent of getttng hls money s worth Wfhele the welfare of others IS concerned he wtll spend his money on new Ideas lf ll wlll further amblttons And then 'tgam he wants to acquamt them with the best there ts ll! hfe The old Scotch sptrlt preyalls only ln the fact that the best must I know this Scotchman and so do you Most of the tlme hts money spendmg concet ns the benefits that Tomah Hugh School students wlll get out of what he buys Thts man of whom I xe been talking directs our school hfe oyer the pubhe address system and tells us where to report at four o clock He always leaxes us wonderlng what phase of our educatton 19 QOIUU to be explatned to us tn further detatl In that wax he sax es both time and words He ts out own txamplt of the Highlands If I N1cKean We owe to lXIr Nlclxean a hne st md nd ol quahtx for he has mstllled tn us what might he in old Scotch ldea Cet the best for your monex ot lseep xout money To keep thts standard ln nnnd tant hum anyone As for the present Tomah Hlgh School students nt better students btcause we hue is out suputnttndcnt I' I Nlclsean LEADERSHIP Supermtendent s Message XVhll6 ll 1s a tecognlzed purpose of educa tton to tram and develop students to be mde pt ndent yocatlonally soclallv and economt cally schools lllxCXNlSL must tram students to bt men and w omtn oi character, culture and tttwenshrp lhe bulldlngs must be des1gned bullt and equlpped wlth these objecttves tn mtnd The currtculum and the program of actlxtttts must be arranged to further these alms Then tt achers must be employed who by than classroom work, thelr lnterests, and thtn lnfluc me further these put poses of tdueatlon However the foregotng 19 not enough to msure an outstandlng school T the efforts of the students and faculty must be added the eooperatlon and the mfluence of the patents and the commumty Wtth the untted effort and cooperatton of these educa ttonal forces students have the oppottunlty to lwe durtng then' formatlve years IU an en ylronment conductve to thetr welfare and are assured, 1f they do thelr part, of acqutrmg an C educatton that meets the needs of the tlmes It IS a fact that tn Tomah the eommunlty has bullt a school bulldlng whlch wlsely meets present day needs It IS true that tht currlculum 19 broad and well sulted to the needs of the student body UHIVCFSIIY ex tenston and other educattonal work supple ments the regular currtcular work, so that a student may secure the type of tralnmg whxch meets hls parttcular needs Wlthout questton, the school ts w ell equlpped, and the faculty 19 well tralned experlenced and consclenttous ln IIS effort Thus, by thc way ofa summary one may conclude eastly that educatlonal opportu ntttes are ax atlable 1n Tomah for the boys or the glflg S w ho w lsh to secure a well rounded tralnlng and educatlon whtch w1ll prepare htm or hcr for the I'CSpOl'lSllJlllUCS of adult hood ' 9 s , ' , . .' . '- I '.. ft. ' , . . . . . . 1 , s ' f f 1 q ' , n - , . . , , . , .. . . , 1 xis nr 1 Y l . 1 C1111 3. . :'1. ,N... ' , . . , . , , , . . . . O I L 5 If ' -- ' 1, ' f . Y . . . , . ' , ' A - A ' - ' - A' ' .. . . , I ' '. J . . , .. ' ' . . l . - . V. .v V. ' . . ,' ' ' , I . . ck , ' . - i . . . . . ' L ' 37 be gotten for his money. - - - - - ' ' I ' , ' . ' Y . ' ,V V- . . t . ' ' 1 .1 A ' ' - ' Q ' 54 H . . . . . ' 1' 5 ' y . 7 . . . . A I 9 'Y 1 ' A 1 - f .. ,. - .- , ' ' . ,' ' I 3 , . 1 I . . ' 2 HQ y V ,y . . , . v ' - 'sf' . '. L . . ' ' ., ' 2. h 7' ' 4 L . L . ,, 1 v Y 7 I - . . , A . . . , , . . f .. . - s