Hardin High School - Big Horn Yearbook (Hardin, MT)

Page 9 text:

 -4- «• •• •- • •• •• I ■+- THE BIG HORN ANNUAL C. G. FRY, Principal of High School Scholarship:— Viola Brennan Rcmiio Took Thomas Cook Lucille Bartlott Ralph Dctcamp I esIle Fish bach Kathryn Kelley Phebe Jewel Helen McCarthy Charlotte Put nan Margaret Smith Arthur Strand Helen Wort Webb Weir Computation:— Robert Ebellng Helen Howell Spelling:— Juanita Fish Athletics:— Bernice Carper Olive Kellams U Vota Van Houton Clara Lockwood Etta Torsko William Larkin Oswald Burla I’arl Hoorr George Tipton Edgar Reeder Claire Pafford Arthur Gladden Cyrus Calhoun Earl Brennan Robert Young Uriel King -The Big Horn”:— Helen Wort Opal Fllnncr Hesslu Cook Oswald Burla Webb Weir Helen McCarthy Randal Carter Sam Ragland Rachel Ottun Kathryn Kelley William lxirkin Joseph Torsko Harold Llndstron. Edgar Reodor Phebo Jcweli Oleta Lewis Debate:— Harold Llndstron. Phebo Jewell Buchanan Foley Bcssiu Cook Ik'clainatlon:— Phebo Jo well Harold Llndstron Randall Carter Arthur Strand Harry Cox Edwin Astlt Blanche Tipton Russel Danlelsot Play:—. William Larkin Oswald Burla Edgar Reeder Randall Cartel Olivo Kellams Rachel Ottun Ellen Stearns Helen McCarthy Orrln Weir Viola Brennan Claire 1’afford Glee Club:— Helen Howell Charlotte Putnam Kathryn Kelley Pauline Astle Viola Brennan Clara Lockwood Rachel Ottun Helen McCarthy Helen Wort Oleta Lewis Elizabeth Weller Lucille Bartlett Lillian Robcr Orin Weir Arthur Gladden Jacob Queen George Tipton Oswald Burla lx flic Fish bach Randall Carter Filing Olson Gordon Yonst Edgar Reeder Webb Weir William Larkin Claire Pafford Orchestra:— Lloyd Russell Ear! Brennan Carl Olson Vincent Fish bach Robert Rosa Edwin Astle Ix'slio Fishbach Filing Olson '•ordon Youst — Seven — -• 4 ! •-« -I •»•♦•• •

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■ • • « . THE BIG HORN ANNUAL Our Progressive School Board I call attention tc two recent acts of the board of trustees which are epochal in this district: employment oi teachers on a twelve-month basis and extension of the teaching term four weeks Country districts have ordinarily regarded teacher employment much the same as the employment of farm labor—of the seasonal sort. Ordinarily a farmer hires for haying, for seeding, for harvesting, and for other emergency jobs, at the conclusion of which the man drifts on until he finds another occasional job. Perhaps this works well enough on the whole in the case of the hired man on the farm; certainly it is grotesque and vicious in the business of schooling children. Now it is to l e r cognized that the teacher is a nermanent fixture, o» I otter, a integral part of the community. yea. in and year out, just r.s is the banker, the farmei, the merchant, the doctor. She will have r reasonable vacation and will put in all of the rest of hci time in the performance ot her actual teaching duties or in preparing herself further foi an abler performance ol such duties. All of this means continuity, stability, justice, good business. I have just noted an item in the paper which showed that every one of the seventy grade teachers employed in a certain city of the state has just been reappointed for the year at a salary ranging from a minimum of $1300 to a maximum of $1950 per year. Notice the salary, notice that not one among seventy was discharged, and notice that that city has paid its teachers on a twelve months basis these many years. Failure to re-appoint in the case of a large proportion of a teaching corps may be indicative ol any one or more of the following fundamental causes: Incompetence ol the superintendent and supervisory officers. Improper interference by the school board. A critical, gossipy,unsympathetic and non-co-operativc community. Living conditions so bad that only the poorest teachers will con-sidei submitting to them. 11-liberality of community, superintendent, oi school board. Salaries so low that good teachers are secured only by accident. To be able conscientiously to retain every teachei is not only a compliment tc the teaching corps, it is a much grcatei compliment to the superintendent, the school board, and the community. The teacher labor turnover in country districts and in small cities of the United States is exceedingly vicious. Henry Ford could not profitably make so good a car for so small a price if he had the tramp labor situation in his plant that we have generally in our school systems. If the conditions of labor in his plant were not psychologically and hygienically right, his labor would go bad; he would have difficulty getting good men and more difficulty in keeping them; and both he and the public would suffer, in lost profit on the one hand, and in reduced and more expensive service on the other. Intelligent management encourages fair teachers to become good teachers and good teachers to l ecomc superior teachers. Longer Term. I will not take space at this time to discuss the advantages of the longer term, for they would seem to be obvious First, on the twelve-months basis of employment the additional month costs hardly anything. Second, it means that the children will progress more than one-tenth faster. Third, with a ten-months term wc can venture to look other civilized countries in the eye without shame or apology. It is reported that there is not a single public school in all Saskatchewan province that is not in session many days longer every year than is any public school in the state of Montana. Think of the shame ol the frightful illiteracy of our native-boni Americans; think of the fate of democracy in this country, remembering that the ultimate hope for its preservation and extension is in the people’s public school; then thank your trustees for their progressiveness and bid them push on, always forward. Hardin Grade School Building • CRcoL-House at ; vz-V • £ - Cu TI S C.OEHME. ARCH-r5lL' l(3i£ • MON T . — si —

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 i I • i i i i i • i i . 1 ♦ i 4 THE CLASS POEM t]«rl Hoerr : : . lit tho v;ill y of tho Big Horn Then- wan t tret ol knowledge. Anti up li trudged a Jolly class On their way to college. Win it this class first began The roll they called was seven. But later on. It Increased more Until it nnmitered eleven. Soon it shriveled down to nine I'nlil one fine day—when— A 1ml came traveling front the east And brought it tt| to ten. Sometimes the struggles of the Class Beached u vliasm deep and dry. But they were safely pulled across By their brave guide “Prof. Pry When they got Into a mesa That almost proved a fray, Spoil Nelson” rushed to the colors And foi them saved the-day. Two lovely maidens of this class Were named for a Trojan Queen, And like that famous beauty Had Wits both sharp and keen.. When 'ere the music failed them Without Viola In sight. Their pretty t’ook would pull then’ Out oi their awful plight There wan one boy among them Clay and full of fun, Who had a name so foreign That 111 would not make a pun.. Of all classes Hint attained The lofty, dizzy height. This one shown like a “Jewell Dropped Into a Snow -drift white.. It has been said that some ol them Had been accused of sparking , Don't stop to ask the tale; Io Interview Bill l arkin. However they were shocked past speech When at last the top was won; Their teacher Raid In Stearn -est tones Your Journey's just begun”. This is Just u hillock small That you've scaled with earnest Milfe, Now buckle on youi armoi And begin the mount of life. ? . f T ? : T t : •• ? T I f T T ? t f