Fillmore High School - Copa de Oro Yearbook (Fillmore, CA)

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lx 4 I 'V 11 fl ssj I' 'VA l w , Q 4- , r uiaerinferwlenf ? ' nn MAIN 5 it Frllmore Unlon Hugh School was establrshed hfty years ago as the result ol the desrre and fore srght of the people of this area to make rt posslble for the young people to recerve therr educatlon locally Srnce 1909 the Hugh School Drstrrct has grown steadily rn srze to the pomt where It has a separate campus for the Hugh School and lunror Hrgh School Over the years It has been the work and dedrcatron ol many larthful school board members admrmstrators and teachers supported by the people of the communrty whrch have made the school what It IS today Dunng the hfty years the Hugh School Drstrrct has been rn exrstence each burldrng program has helped to grve the school an upto date campus designed to lacrlrtate and make possible a sound educational program In fact the school plant rs an Integral part of the total educational program m and understandmg of beauty neatness and cleanlmess rs furthered by the appearance of the campus. The exrstmg burldmgs and facrlrtles should be ample for the next lrve years unless there rs an rnflux of people mto the Flllmore area When It becomes necessary to bulld addltronal bulldmgs they wrll be built rn conformity wrth a master plan lor each of the schools. The master plan shows locatron ol exrstrng and proposed burldmgs rn order to secure maxrmum utrllzatron ol the total avarlable acreage on each campus Some ot the proposed burldmgs for the future as the communrty grows are 1 Classrooms at both the rumor and senror hugh schools. 2 A multr purpose room at the rumor hrgh school 3 llddrtronal shop burldmgs at each ol the schools. 4 An audrtorrum with 3dl0Illlllg musrc rooms at the hrgh school Over the years Fillmore Unron Hlgh School has taken Its place rn the community and has con 35 .3-3'-s A 'H ' six 'ibn' YQ' J' Q.. Q9 PL v wx. sv' 'A Q tributed much to the hte ol Its people ' ii X gt 'lf las: ,x X l H .vi 1 f 1 l J - 2 - O - . ' . 14, - 1 - fl .-37: 'L.:-:,- w:.',-1' . . J' ' ' 1 0... in ,'- '1 ,. ine? . U, 'I 4 ' ' ' 1- - ' - Ap ' - Q X ' I fl . f ' gif! Q . l r , . . f 1' '1 S l3.TQ'1-75 ' D : ' .- -I .tl' lil. : -Q --att.. I, -' - 'T5.'i'-:- A ' .ser .Z 2 I ' . .--C ..., , u 1, ' . . . . . . . 'ws 'V A JJ . TQ: , 4 . . . . . . . c M' 'Q' 1-6 'W-,g v . . . . . . . . . ,, If ,' J. - -I-Q - - . . . ' ' '- 1 :--- - ' , 'X F4 'J' 4 . . . I . Q , ,I F. -r . . ' ' x4 X' Flax. Q , . ' . . . . . . . . Q, '-.H ,Q ' . . . .. . ' , : ' -' K ' A 5 - - ' -' ' .mr .1 . . , . . . . . 5: - . I . . . . . . 0 N ' if. . that the appearance and upkeep of the bulldmgs carnes over to the students. Therr apprecratlon for A G T'-. Jrs 3 . . . . ' ' . Q I 'V . Q . A .P I A . . . . . .. - . , ' ' . L. 1 . . . . . . ' ' . , go '.. ' r . . . . . . .. . . ' ' Ph il ' 5 .'-2 . N QQ It w n l ' l I l Q A ,nga . te -' . . . . ' - -Q f', gf Q I - , ' 'oy' V .:g'.'. .. . . 1 'O V 'Vex' ' . - - . . . . . . - ,Zo- Y.l ' ' . . . . . ' . '1' ' I - . - , .Qu v . , . . . 'V fl -. - . ': ' . '51 , ykai ', - ' ,qs X f.,-, x.. I K I aj 2-42 ,, . ' 1' . ' ., I n it .su A- -'S-.:,,.,, . . . .ss l '-3' - M gy' 5 Ni' 5' - - 5 ' 03... ' W . I 'A S 5 - - e I A ka ' xl u Qcfbfl' 'K ,aQ :s::QD . '.. Q.'QQ Q . -'Wfwx -.J 31 '.- - ' -. '.' sl ' A' Lvixf

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rinciloa A MR. BIGGER If ' 1, ! I 4 How does education effect the student throughout his years in school and alter he has become an aduIt? In answering this question I would like to consider education not to be iust the results of formal academic instruction, but rather as the total results of all instruction, training, and experi- ences of an individual. The ancient Greek philosophers taught that, What you are to be you are now becoming. Amos Alonzo Stagg, dean of all football coaches, used this as the topic for a speech he gave to our student body when I was in high school. The words are just as true today as they were three thousand years ago, and I will never forget his message. These are the most important years of your lives. What you do during these formative years largely determines what you are going to do the remainder of your lives and what kind ol persons you are to become. The old saying, You can't teach an old dog new tricks, is quite true. Once habits of thinking and doing are established it becomes difficult to change them. Employers place great confi- dence in high school records as reliable estimates of individuals because it has been found that, by and large, behavior patterns do not change very much after maturity. It becomes important then for you to take advantage of educational opportunities each day, and to remember that everyday you are practicing to be the person you are to become tomorrow, next year, or twenty years from now.

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