Bellevue High School - Beacon Yearbook (Bellevue, WA)

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MR ROY THORDARSON Superuntendent SUPERINTENDENT S MESSAGE If you were to look up the word beacon un the ductuonary you mught fund as one of uts mean ungs a devuce for warnung of danger That us the unterpretatuon of the words un the expressuon beacon lught used wuth reference to a lught house Such a defunutuon however does not have much sugnufucance for us un connectuon wuth the present topuc of duscussuon namely Bel evue Hugh Schools present yearbook the 1952 BEACON There us very luttle un common between thus cheer ful volume of happy memorues and a warnung of grum danger So we must go back to the ductuon ary for another explanatuon of the word bea con And there we fund sumply the expressuon a sugnal Now to see how thus applues to the Bellevue annual It furst occurs to me that un after years when a student comes upon hus hugh school annuals un the bottom of hus cedar chest or on the top shelf of the bookcase thus volume wuth uts golden word BEACON shunung from the cover may then serve 4 as a beacon utself callung the unduvudual to return un memory to Bellevue Hugh School Then for a luttle whule perhaps the man or woman who was once a boy or gurl treadung the halls of Bellevue may fund humself agaun un that famulnar place perhaps wuth the half forgotten odor of chalk dust un hus nostruls and the clatter of class bells un hus ears Perhaps thus book bearung on uts cover the photograph of Bellevue s tower wull serve as a beacon or remunder that from the heught of that lofty edufuce the boy or gurl once looked out across a magnuficent vuew of water and mountauns And perhaps the unduvuclual wull feel agaun hus youth ful wonder at the breadth and beauty of the world s horuzons No one can preduct how brughtly thus ussue of Bellevue s yearbook may serve as a sugnal now un thus year of 1952 or un the years to come It us my suncere hope that thus BEACON may have good fortune un flashung forth uts message MR THORDARSON l l . ' 1 I . . . . . 1 11 11 - - . . . . . - , , I . . - 11 - - 11 - , ' ' . . . . . . . . . . I ,, . ,, . . - 1 1 ' 1 1 . . . ' . , . 1 1 1 1 , . . , . ' 1 ' 11 ,, . . . I 1 . , - 11 . 11 - - . , . . . 1 , . . . . . . . 1 - 1 , .

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MQ? SECTION 1 -ADMINISTRATION Let's imagine that it is 10:30 on a typical school morning. Just two hours ago we entered the front doors, went to our lockers, hung up our coats, got out our books, then climbed the wide stairs to the balcony. There we stood leaning on the curved railing and watched the life of Bellevue High School ebb and flow around the flags of the United States and Washington State, in and out past the huge stone pillar shielding the entrance to the office. Then the bell rang, and we went to first period class, where we heard in the bulle- tin that we were to attend a committee meeting in the conference room at 10:30. The time has come, and here we are at the long table in the little room tucked back under the down stairs. The table's polished surface reflects our faces os we discuss an important matter of school policy. Perhaps it is an A. S. B. affair, Boys' or Girls' Club business, or any one of the thousand vital matters that are brought to lie on the gleaming table top in front of a committee Presently we are loined by three leading figures in our school s administration, Mr Thordarson Mr Heidenreuch and Mr Knoell They have a map or a blue print with them and for a while we all lean eagerly over their display We are especially eager if it is a blue print for our long awaited gym Then the meeting is over, and we file out knowing with satisfaction that we have had a part in our school s administration STANDING Sandra Add ngton David Egan Jeremy Anderson Ken Crocker Mr Thordarson Bob Stewart Jack Bolton Don Carter SEATED Nancy Sm th Debby Marsrail M Knoell Mr Hendenreich Margie Lohrer Donna Me gher Carole Boston X vs. 3 I ' . . I - I . . , . . , . . . C 9 i ' , , , - . , , - 1 i , . , r. , . ' ' , ' , a , . 'W EQ ? g I , s. - 5 0 Q. 15 U r ' , ' l .4 T r , A 9 hifi? W , , M I ' f K, ' in X W ' , . ,Q l . v f , in . Nl I-9 ff ' X I

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PRINCIPAL S MESSAGE Sometumes you hear ut remarked that hugh school us a preparatuon for lufe Thus us a true statement but ut seems to me that hugh school us much more than lust a gettung ready for what us to come later In my opunuon hugh school us an umportant segment of lufe utself What years of a person s career are rucher un actuvuty un growth un enloyment7 As I see ut student centers practucally all hrs actuvutues around hus school he us not only preparung for hus career after graduatuon he us experuencung hus present portuon of exustence wuth keen untensuty He us probably workung and playung as hard as he ever wull un all hus Iufe That us why the hugh school structure utself us so sugnufucant The buuldung and uts settung are the physucal nucleus of a student s present partucupa tuon un experuence Consuder Bellevue Hugh Schcol s buuldung for a moment Insude uts walls and close outsude them MR HAROLD HEIDENREICH Pruncupal on the campus and un the staduum throb the vug orous luves of over fuve hundred teen agers A buuldung servung as the center for that much un tense luvung should be what Bellevues clean cut sturdy representatuon of youth utself Its Iunes should be what Bellevues Iunes are staunch and sumple Its colors should be Belle vues colors warm and uncomplucated But there us more to youth than vugor and modernuty There us a strong straun of Idea usm a struvung of the growung spurut toward lofty heughts often dumly seen but suncerely yearned for Here at Bellevue Hugh School we have an um pressuve symbol of thus upward struvung he tower a strong cleanly modeled funger of ma sonry pountung toward the sky gesturung for our hearts and munds to follow uts durectuon upward As for myself I am grateful that I have had the pruvulege of servung Bellevue s young people un a beautuful settung from whuch I have been able to draw a very real unspuratuon MR HEIDENREICH 5 I I I . . I . - . . 1, . - ' 1 1 s ll I ' I . - ' us - a I - I . . ' . . . . h I I . - . , ' . - . . . . . I , , . . . . I . I . . ' .I 1 . ' . it I none. During the years of adolescence, when a - - - - - - 1 v n p I I I Q 1 . . . . . . ' ' ' ' -1 ' ' I I ' s Q 1 I I - I , I t Q . . . , . . . , . . I I I ,