Westwood High School - Chipmunk Yearbook (Westwood, CA)

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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.

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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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THE CHI EM UN A In the curriculum work, whether the subject be language or history, shop or mathematics, science or what- not, the idea is to get the right information to the student. But that is not all. our obligation and responsibility do not cease then. It is my belief that this is only a perfunctory duty. Here are characters in the making, and these char- acters are based upon habits being formed daily. The value of the book knowledge acquired is not to be minimized or overlooked, for it is indispensible in the scheme of liberal education. Yet I am convinced that the more worth while side of education is obtained not from books alone, but by contact with really worth while people, and with a mutual and sympathetic understanding. And we as teachers may have and must take our share of this duty. The skilled cabinet maker is able to transform the com- mon boards into the most artistic and valuable furniture. The expert mechanic shapes his metal, plates the brass case, hardens or tempers the steel; and the sculptor models his clay or carves his stone. All of these artisans are dealing with inanimate objects and they shape the objects at will. Our “raw materials’ . boys and girls, present many problems which necessitate new avenues of approach. But because of this, they are more flexible and the more sus- ceptible to direction. Appeal is made to reason and a sense of responsibility developed. The personal touch is the key- note. Just as the artisan strengthens or beautifies his work- ing material, through knowledge of its properties and by his ow n skill attained by long experience, so we may influence the moulding of a character. Once a mutual understanding is reached between pupil and teacher, and a feeling of confidence and respect is gained, the approach is possible. By utilizing the proper means, and by exercising the necessary- patience and judic- ious care, that much desired phase of education can and will be accomplished. As the mark of w orkmanship is apparent on the finished piece, just as unmistakably will the mark of our influence show in the character of our boys and girls. —H. M. ‘age Thirteen WHAT WILL COLLEGE LIFE BE LIKE? TO those members of the graduating class who are going to college the one important question is—What will college life be like? Thoughts about college naturally divide themselves into these divisions,-studies, dormitory or fraternity life, social life, and athletics. No attempt is made to arrange these topics in the order of their importance, for the order would vary with different people. Studies are of grave importance. They shape one’s life work or occupation. Shall one major in political science, economy, commerce, law, medicine or some branch of engineering? From one’s high school studies one can judge what general branch he will go into. His Registrar will then be able to sign him up in some branch of study in which he will do his best. What will dormitory or fraternity life be like? To anyone coming from a small school where he knows every- one and everyone knows him, and going into a school of sev- eral thousands, the thought of associating and living with many people whom he has never seen before is startling as well as intimidating and terrifying. However, he will prob- ably find people the same the world over, after he becomes acquainted wdth them. Will social life be like that which the college papers and magazines picture? In a way wfe half consciously hope it will be. but are afraid it w’on’t. Social functions in college ought to be part of one’s education because they give polish and poise. Athletics always absorb a good deal of one's thoughts. They are important but should not eclipse one’s studies. Summing up all the question marks, any member feels about as conspicuous as a chicken at a colored camp meeting. However, others have boldly attacked college and have won —so w'hy can’t we. —K. W. ’23