Cut Bank High School - Wolf Yearbook (Cut Bank, MT)

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COMMAND OF THE FUNDAMENTAL PROCESSES Perhaps none of the seven cardinal principles of secondary education is more important to the individual than a complete command of the fundamental processes. By fundamental processes I mean reading, writing and arithmetic, the basic subjects being taught. Other subjects, such as spelling and grammar or English are of course important. In order to prepare for the superior positions, one must have a good foundation in the fundamentals. Failure to master these fundamental principles has disqualified many a man and woman for the positions of profit and responsibility. English must be carefully considered for a person is largely judged by the English he uses. Even in the very first grades the foundation or basis for good English is begun, and carried through the rest of the grades, and then applied to the high school subjects. Penmanship has been a great barrier but through the advancing methods of the day this is being largely obliterated. The present methods of reading are very superior to the older types. With the ability which he has derived from the new method, of reading rapidly and comprehensively, a student entering high school is able to cover a great deal of material and to understand what he reads. Again in arithmetic we have the fundamentals being first taught in the grades and then applied to the high school courses. Realizing the benefits of a thorough mastery of reading, writing and arithmetic, more time is being devoted to these subjects. There is a greater application of the results of research and scientific technique to the problems of instruction. This study and work is greatly repaid by the rising ability of students to think for themselves and the more complete mastery of the tools of learning. Proficiency in the fundamental processes has been greatly increased by their practical application in extra-curricular activities and even in the subjects themselves. Practical education enables one to continue his own education if he is unable to attend a college. Many a person, after graduating from high school is faced with the necessity of earning his own living, or for various reasons is not able to continue his education directly. This person must seek other methods of adding to his knowledge. With the foundation he has received in his elementary and high school courses, he is able to go out into society and take his place as a desirable member, and that is the goal toward which all mankind is working. HELEN PETERSON, Salutatorian. ETHICAL CHARACTER Of al the aims of the educational system, perhaps the most important is that which has to do with moulding good ethical character. Character is the sum of a person’s reactions to certain situations. Since character is developed as the child grows older, much can be done to mould it along the most desirable lines. The great responsibility of moulding and developing character rests on the home, the church, and the school. In school the child is taught book knowledge and also the importance of good character. As the child matures he comes to realize that what he will be in later life depends a good deal on what foundations he is laying today. When the student reaches high school he comes to a broader horizon. Here the finishing touches are put on his education and he is ready to go into the world and take his place as a citizen. During the high school course, the student has many resources at his command and learns to depend upon himself more and more. Here he is able to test his strengths and weaknesses and remedy them if such is the necessity. Some instruction is given on character building but more important than this is the personal influence of the teacher The teacher cultivates good traits in the students by setting a good example. The aim of the school system is to turn out people with high moral standards as well as with high intellectual standards. After this brief anlysis of the aims of the course which we have brought to completion, we, the class of 1934, cannot but feel grateful to the people who have made is possible. Although we owe a great debt to many people we feel that we can justify their faith in us by fulfilling the purpose for which all these twelve years of preparation were made. Tonight we stand before you as the graduating class of 1934. Tonight we must pass from the classroom to a greater workshop— the world. Our days of preparation are over and we are ready to pit our mental and moral strength against the world. We are filled with regret that we must leave behind our high school days and their happy memories but this feeling is outweighed by an eager desire to apply the lessons which we have learned well. We cannot fail if we keep our class motto ever before us — “We can, we will.” WENDELL POORE, Valedictorian 12— i

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CLASS WILL We, the Class of 1934, in twenty-nine individual parts, being about to pass out of this sphere of education in full possession of a crammed mind, well-trained memory and almost superhuman understanding, do make and publish this, our last will and testament: We give and bequeath to our beloved Superintendent H. C. Davis our sincere affection, our deepest reverence, our heartiest gratitude and the whole unlimited wealth of our eternal memory. We give and bequeath to the dear Faculty, who has been our instruction in all wisdom of the ages, a sweet and unbroken succession of restful nights and peaceful dreams. No longer will they have to worry whether or not we prepared our lessons. It has been hard on them, for Seniors are said to be at all times and under all conditions difficult to handle. But they have done their duty and verily now shall they have their well-earned reward. To the school in general, we leave Mr. Wold, the janitor, providing they are as obedient to him as we were. To the Juniors, we leave our Senior dignity of which we have an overabundance. We also leave them our vacated seats in the assembly provided they maintain our dignity and our polished manners. To the Sophomores our beguiling way with the Faculty and a book on “Child Care” to help them in taking care of the coming Freshmen. To the Frosh, we leave the power of concentration and to these beginners we leave the ladder we used in gaining the road to fame. The following seem but trifling bequests, but we hope they may be accepted not as worthless things, lavishly thrown away, because we can no longer keep them but as valuable assets to those who may receive them and a continual reminder of the generosity of heart, displayed in our free and full bestowal: Ray Peterson leaves his way with the women to Jack Welch. Eleanor Strong leaves her Shorthand book with Florine Stewart hoping she can learn to write notes in Shorthand as well as Eleanor has. To Merle Magee, Jim Miller bequeaths his ability to cause disturbance and keep on the good side of his teachers. Florence Gurney bestows upon Hettie Bedord her power to pop her gum. Rutherford Jones leaves his beloved Latin book to Irvin Teterud providing he makes good use of it and follows in the paths of the past owner. Marvin Vasboe leaves his love for the higher things in Literature to Lloyd Frisbee. To Peter Anderson, Windy Poore leaves his football ability and his recipe for energy —eat more Grape Nuts, Peter. Max Tenney leaves his love for the teachers to Pat Murphy. To Frances Kremkau, Doris Fee gives the honor of receiving 5 or 6 pounds of gum partly chewed, providing, of course, she will go around and get it off the seats. If Gae Berger promises to treat him real nice, Jessie Kleinsmith will leave Cub Wal-burger to do with as she wishes. Madeline Crawford leaves her art of make-up and chest of cosmetics to Margaret Miller. To Chris Hagan is willed the art of love-making as Vernon Haglund believes Chris is badly in need of it. Leo Ray bestows upon Rolland Bonds his popularity with the fairer sex. To Sally Lewis is bequeathed the beautiful birdlike voice of Evelyn Bell. May she win her fame as Evelyn has. Carrie Gaines wills her quiet and shy ways to Stella Narducci. Georgia Narducci wills her ability as an actress to Lydia Thompson. Esther Pugerude wills her recipe for shortness to Evelyn Stewart. To Louise Bauman, Marjorie Peterson leaves her period of setting in the library chair, but Louise must bring her own cushion if she wishes real comfort. Helen Peterson bequeaths her powder of swallowing to Betty Reagan in case Betty should want to discard her gum in short notice. Rex Lahr gives up his quiet, winning way to Jasper Davis. Charlotte Teeple leaves her immense attraction for the opposite sex to Albertine Halvorson. Marian Kremkau leaves her attraction to the boys to Melba Johnston. To Inez Gunderson, Verla Erickson gives her musical talent and her ability to get out of study periods. Bob Reagan bequeaths with pleasure his polished manners to Miller Berger and his ways of keeping out of mischief. Wilma Humble leaves her nights after school for chewing gum to Betty Reiland. Le Naire Peters leaves her Public Speaking ability to Lillian Sullivan. Letha Teeple leaves Sam to any Junior girl who wants him. Kendis Wold leaves her alluring figure to Anna Rose Price. In witness whereof, we, the Class of 1934, set our hands and seals, and publish this, our last will and testament, this 18th day of May, one thousand nine hundred and thirty-four. —11—

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SCHOOL CALENDAR SEPTEMBER 5—First day of school. 16—Oilmont Football game—28-0. 30—Valier 0; Cut Bank 28—Football. OCTOBER 6— Senior Assembly Program. 7— Havre Football Game; 12-6 victory. Freshmen Initiation. 21—Conrad Football game—postponed. 28—Shelby Football Game—6-0 defeat. NOVEMBER 10— Freshmen Return Party. 11— Armistice Program. 24—Pep Squad Dance. Junior Assembly Program. DECEMBER 8— Valier Basketball Game. 9— “The Whole Town’s Talking.” 15—Browning Redskins took a one point game. 21—Christmas Program. 29—Alumni defeated. JANUARY 1—Whitefish Basketball Game. 5—B. B. boys got stuck between Shelby and Sunburst. 12— Columbia Falls B. B. game there. 13— Whitefish game at Whitefish. 19— Sunburst B. B. game. 20— Valier Basketball game. 26— Shelby—2 points too good. 27— Browning B. B. game—“sweet revenge.” FEBRUARY 2—B. B. at Conrad accompanied by Pep Squad. 9—Shelby B. B. game here—comments censored. 10—Brady overtime thriller. Indian school defeated seconds. 16—Conrad—but we took ’em. 20—Intersquad Debate. 22, 23, 24—-Tournament—Second place. MARCH 3—Debate with Belt, last year’s state champions. 12—Junior play starts practicing. 23—Shelby debate—2 to 1 vote. APRIL 2—Magician pulling eggs out of hat. 6—Orchestra concert. 10—Kansas tests—whee! 14—Scholastic Contest, Shelby; third place. 20—“It Never Rains.” 26, 27, 28—State Scholastic Contest at Bozeman. Those attending: Marvin Vasboe, Physics. Evelyn Bell, Shorthand II. Evelyn Stewart, Shorthand I. Charles Merrill, Biology. Cub Walburger, Pentathalon. 28—Track meet, Havre. MAY 4— Junior Prom. 5— Oilmont district track meet. Band concert. 10, 11—State track meet and debate at Missoula. 12— Band Festival, Havre. 13— Baccalaureate Address. 17— Graduation. 18— School closes. —13—