Central High School - Arrow Yearbook (Aberdeen, SD)

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TEACHER ID IT! BARBARA ANDE ON English--Sophomore ebate: II. S. North- ern State Teachers Co eg:-: University gf Minnesota: University o Iowa. l DEWAR ANDERSON Chemistry-Heacl Footh ll Coach: Il. A. Carleton College: Universi ' of Minnesota: University of Uolorado: Mo rhead Coaching' Sehool: Morningside Coachi 1' School. BRITTA ASKER . Physical Education: li. S. 'outh Dakota State College: University 4 ' Vt'iseonsin: and Sydvcnska Gymnastik I titut, Lund, Sweden. ETHELYN BAILEY Shortfhand-Typing:'1I3. S. Nor iern State Teachers College: University of XVisconsin: University of California: University of VVash- ington. KATHLEEN BRADY English-Debate-Public Speaking: Ii. A. tnoekford College: M. A. University of Min- nesota. ELLA CHRISTENSEN Art: Iowa State College: South Dakota State College: University of Colorado. DWIGHT COURSEY Journalism: li. A. University of South Dakota: University of Michigan. ROY DAVIDSON Geometry-History: Northern State Teach- ers College: University of Minnesota: l'ni- versity of Wisconsin. MILDRED DAVIDSON PrincipaI's Secretary. BERYL DE HAVEN English-Drama: II. S. Northern State Teachers College: M. A. University of Iowa. HANNAH DYSTE Geometry-Advanced Mathematics-Girl's Counselor: IS. A. St. Olaf: University of Minnesota: University of Southern Califor- ma. CLARA FLEMINGTON Home Economics: ll. A. University of North Dakota: M. S. University of Minne- sota: University of Chicago. CARL GRUHN Geometry--Biology: IB. S. Northern State Teachers College: University of Minnesota: University ot' Southern California. INEZ HAMMOND English: Il. A. University of Kansas: Uni- versity of Iowa. SAMUEL HARDING General Shop: Il. S. Northern State Teach- ers College: University of Wiseonsin: Iowa. State Agricultural College: Stout Institute. IVIERTEN HASSE German---Physics-General Science: II. A. Carleton College: M. A. Carleton College: Northern Slate Teachers Uollegreg University of Iowa. ROBERT HERMAN Band: IS. S. South Dakota State College: American Conservatory of Music. I4 INGA HOLEN Shorthand-Typing: IS. A. St. Olaf: Uni- versity of Chieago: University of Minnesota: Gregg Normal. CLARE HOLGATE Abhletic Director-Basketball Coach: B. S. Dakota XVesIeyan: University of VViseonsin. JUDITH JOHNSON Latin-English: Il. A. University of South Dakota: University of Minnesota: University of Chicago. DOROTHY KRAFT Biology-Girls' Physiology: IS. A. Gus- tavus Adolphus College: University of Min- nesota. JOHN LINN English: Il. A. University of Montana. CHARLOTTE MASON French-English: ll. A. Dakota. NVesleyan: University of Paris: University of Colorado: University of XViseonSin. BENJAMIN MILLER Mechanical Drawing: li. S. Northern State Teacliers College. CECIL MONROE History-Modern Problems: li. A. Dakota NVesleyan: University of Minnesota. RUSSA OSBORNE Bookkeeping-Commercial Law: IS. A. and M. A. South Dakota State College: Notre Dame Coaching School. BERT POPOWSKI Printing: I3. S. South Dakota State Col- lege: University of Indiana: Purdue Univer- sity: University of Minnesota. LESLIE RATHMAN History-Trad: Coach: ll. A. Jamestown College: University of North Dakota: Moor- head Coaching School. CLIFFORD ROLOFF History: B. A. Seattle Pacific College: M. A. University of NVashington. REVA RUSSELL Supervisor of Music: B. M. University of Nebraska: Columbia University: Northwest- ern University. ELMER RUSTAD n Vice.P1-ingipal - Study Hall Supervisor- Vocational Training: Ii. A. Sioux Falls Col- lege: University of Minnesota. LEOPOLD RUTTER 4 Orchestra: Student of Theodore Spierlng. Alexander Iiloch, and Christiaan Kriens of New York City: Sevcic of Vienna in 1933: Philharmonie Society of New York: KVUUS Symphony Orchestra: Mozart Conservatory of Music. IVAN SMITH Woodshopg Ii. S. Northern State Teachers Colleuge: Stout Institute: Iowa State Agri- cultural College. ALMA THOMAS Librarian: IB. S. South Dakota State Col- lvgq-: I3. I.. S. Columbia University. HAZEL ULREY Modern Problems: IS. A. Yankton College: M. A. Columbia University: University of Uhieagxo. '

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WHY DO ACHERS By BERYL DeHAV WHY DO TEACHERS teach? Ay, there's th questionf' answered o11e debater, a enior who has absorbed some of the l'2lVCyZi.l'd philosophy of Hamlet ant a little Freudian psychology of mode 1 writ- ers. I9'irst. all teachers enjoy inflict- ing extreme cruelty upon their students. Secondly. all teachers be- lieve in, thwarting the natural instincts of youth. lf a senior feels an insa- tiable desire to hurdle over a drinking fountain . . H And so on, far into the night. lf our superintendent. principal. and a member of the Board of Educa- tion'were asked the question, their off- hand :mswr-rs might be identical in thought. The first of the month in all probabilitv will roll around fit al- ways has. you knowj and there will be the yellow check. the realization of a long, long dream which has haunted the teacher for no less than thirty or thirty-one days. And tiltfll they may add some fictitious remark about Feb- ruary's being the favorite month of pedagogues. NViIl a member of the faculty agree that the pay check is the dominant motive? Ya-sf' one of our professors may agree. it may seem to he all im- portant when one has to buy several pairs of shoes for the family and hay for Betsy Ann. However. all faculty members are likely to forget about the pay check except on pay day. Uvhy then do teachers teach? ,Xbout ninety per cent of all teachers just fall into teaching, or forced into it by parental insistence, or decide to lake teacher training because of their own iinancial limitations. The first day of teaching may make them desire the latest type of machine gun with 16 TEACH? which to eradicate certain students. The first month may consist of thirty days fThirty days hath Septemberj of eager anticipation for the yellow check. The first year may be colored by romantic missionary zeal. How- ever, in the end, teachers do teach be- cause they like young people. Some teachers get side-tracked, because they like to tell round-eyed students about gory battles of the Civil VVar, but those who merely ladle out information should work in soup kitchens. The real teacher likes high school students, wants to associate with them. wants to help them, wants to belong to a pro- fession that exists for the welfare of humanity. The real teacher wants to aid some boy to become a lawyer noted for his usticeg a second to become a minister qualified to safeguard social and spir- itual idealsg a third to be an engineer responsible for public safety: a fourth to be an architect to construct churches. schools, and governmental buildingsg a lifth to be a doctor guard- ing the health of this and the next gen- eration. The true teacher wants to help some girl to be a fine home makerg a second to be a nurseg a third to be a business womang a fourth to be a better teacher than her own teachers have been. Thus the teacher's work touches every phase of life and assures her a sort of innnortality here on earth. Such reasons for teaching do not mean that Miss Russell dreams of a Grace Bloorc or Lawrence Tibbett in A Capella. that Miss Hammond envis- ions a Katherine Cornell in the senior play. that Mr. Hasse conceives of an Edison. or that Mr. Rathman expects another Jesse Owens in the spring track meets. No teacher anticipates genius: she wants ust average students with wholesome interest in doing the best possible. X