Westwood High School - Chipmunk Yearbook (Westwood, CA)

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THE CHUWH’Sk EXCHANGE THE exchange department of an annual is one of its most vital parts as it brings us new ideas from year to year and enables us to see how other schools are being con- ducted. Also the “Chipmunk in going to other schools does much to put Westwood on the map. It shows the other schools that, while we are not as large as the majority of California schools, we have Student Body Self-Govern- ment with the same organizations as the larger schools have. In exchanging annuals with schools with which it is pos- sible to have interscholastic relations, the annual acts as a messenger to tell them where and in what respect the school is most able. The exchange stimulates competition between schools. There is always a certain amount of competition between schools of comparatively the same size. Each school strives just a little harder than it ordinarily would to put out an an- nual as good as those of the schools with which it exchanges. Last spring a number of our annuals were mailed as exchanges, but unfortunately few schools sent a copy of their annuals in return, so the Exchange Department has been omitted this year. Here’s hoping that plenty of Ex- changes will be sent to us this spring. —E. C. '24 LOOKING TWO WAYS IN looking back upon our high school days we realize the many changes that have taken place between that time and the high school of today. The first complete organiza- tion of the Student Body was accomplished in our senior year Of course it was only on a small scale compared to some of the large schools of the state. Our small numbers made it impossible for us to have all of the offices that go with such an organization in other places. But today Westwood High Huge Elevem School boasts of as complete and up-to-date an organization of Student Body Self-Government as is enjoyed in the larger high schools. We had a great deal of trouble in getting the students to co-operate with the officers in school activities. All work was left to a few who were ambitious to see the student body organization thrive. It is discouraging to know that some of the students are not behind you. A discouraged leader can not do justice to his organization, because he feels that every move he makes will meet with bitter criticism. The last two years have shown a great improvement in this respect; everyone is ready and willing to step in and do his share. This brings it’s own reward.— the knowledge that one has had some share in the work that has been accom- plished. High school days are just what you make them. If you are unwilling to help out in school affairs, in things that are vital to the welfare and interest of your school, your school days will mean very little in after years. It is the ever will- ing student who supports all school activities, who is going to get the real worth of his high school days. So let us all be boosters and not knockers. Let us live up to the old slogan. “Come in without knocking and go out the same way”. —I. J. ’21 SCHOLARSHIPS THIS year our high school decided that besides supporting our usual student body activities we could establish a permanent scholarship fund. With the help of the fac- ulty and with the combined support of all our students, the Student Body is able to give two scholarships this year.

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I'agt ' V i THE CHtrxtUKK ANNUAL STAFF Top Row (Left to Right)George Chipman, Art; Mrs. Eby, Faculty Advisor; Harry Mitchell. Bovs’ Ath- letics; Kenneth Walker. Business Manager; Miss Ball, Faculty Advisor; Carl Allen. Josh. .L i».1r,Roy— Beatrice Eckert, Dramatics; Ruth Gadehon. Society; Capitola Quigley. Assistant Editor; Edith Williford, Literary; Winifred Rodman. Editor-in-chief; Agnes Israelson, Girls’ Athletics; Edith Coil Exchange; Lydia McKinney. Student Body Activities; Ingerman Jacobsen. Alumni.

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I'uge Twelve These scholarships are to the student a goal well worth the devoting of his time and efforts to attain. They serve not only as a means to encourage the student in his studies, but also as a guard to his conduct. The student will be more careful of his conduct, and will strive to make his character the best. Such aims and ambitions on the part of the stu- dent benefit not only the school, but more especially the student himself. The scholarships also serve to encourage higher educa- tion. for they are not given for business courses, but only 10 the institutions of academic standing. In a high school there are always many students who would be only too glad of the opportunity to go to college, but whose financial circumstances will not permit. Tha scholarship, though ever so small, is a means of starting on the road to a higher education some boy or girl who will re- flect credit not to himself alone, but to his school as well. —J. R. ‘23 CLASS RIVALRY CLASS rivalry is a very serious handicap to student self- government. In order to control a school successfully by student government, it is necessary to have the un- divided co-operation of all the students. This cannot be pro- cured while there is class rivalry. By class rivalry is not to be understood competition. Competition is a most desirable element in a school as well as in other branches of life. Without competition one’s in- terest lags. If we merely take life as it comes, never trying to do better than the other fellow, or perhaps not even as well, we will never progress. Competition brings out one’s best efforts and also one’s highest talent.-for talent is born of effort. But rivalry, while it has the god features of competition. THE CHIPMUNK has also an element of hatred. It is this hatred that grows and expands, little by little, pushing the good standards maintained by competition to the background. When rivalry grows to excess, students will not co-oper- ate with one another and self government, which is based on co-operation, is completely undermined. —C. Q. ’23 • PROBLEMS IN CONSTRUCTION OUR world has often been likened to a workshop, or to a stage with ourselves the workers or actors. It may be permissible to compare (and contrast) our school to a factory. Shall we suppose our equipment is the factory machinery, the pupils the raw material, and the teachers the operators? Then the pupils, when they leave us. will cor- respond to the finished product. This can be at the best but a crude comparison, and we shall see the similarities perhaps the more clearly through showing the opposite phase by contrast. When working with metal, wood, clay, etc., we are dealing with life- less, unemotional, helpless objects. We may mould the iron to the desired form, veneer and color the wood, and glaze the pottery. The finished product will retain it’s shape and ap- pearance only until acted upon by some outside agency stronger than it’s inherent forces. In school-room activities, we are endeavoring to cope with ever changing conditions and with greatly diversified natures. Methods applicable to one are entirely unsatisfac- tory. if not altogether useless with another; but each pupil is susceptible to some form of treatment and is responsive to it. In the factory undesirable portions may be removed, ob- structive corners rounded off, rough parts smoothed over, and the whole polished. This alone, however, is but super- fiscal. In dealing with human beings we must get to the very heart—the growth must be from within.