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Page 15 text:
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HISTORY OF THE FAMOUS CLASS OF 1953 The purpose of this history is not to relate every step in the progress of a people, from their humble beginnings as Freshmen, four years ago, to their arrival at the dizzy height they now occupy. On the contrary, in accordance with the modern tendencies in historical writing, the author aims to emphasize only those factors in our class development which ap- peal to us as most vital from the standpoint of today, and to explain pre- vailing conditions and institutions by showing how they came about. We have not tabulated a series of historical occurrences under suc- cessive classroom administrations but have cerefully selected the great phases in the development of the class and treated them in as coherent a manner as possible, considering the material with which we have to deal. It will be noted there has been no attempt on the part of the author to sentimentalize or smooth over any awkward spots in this history, but he has faithfully adhered to the truth, regardless of tradition or custom. The work is divided ineo three parts: Discovery, Exploration, and Settlement, with an afterwork in which some strictly personal opinions are hazarded regarding the probable future of the class. DISCOVERY The discovery of the class of 1953 was an accident. Four years ago, early one morning on the 7th of September, 1949 the faculty of the Huston High School were strolling aimlessly through the corridors, chatting a- bout the just-ended vacation and wondering whether there would be any startling changes in their work during the coming year. Suddenly they caught a glimpse of something new and strange. Just inside the front door, huddled together in mute embarrasment and anxiety were to the casual eye, merely a group of ordinary boys and girls, well dressed, reasonably good-looking, and badly frightened. But to the trained eyes of these seemed distinct and widely separated individuals, each pos- sessing aptitudes and talents, deficiencies and capabilities decidedly worth finding out. Gently attempting to dispel the fears of the strangers, the faculty bade them enter and spent the next few weeks attempting to gain their confidence and friendship. They succeeded, after great difficulty, in ac- complishing this. The discoverers of the class of 1953 will be celebrated in history for the gentleness and courtesy they ever displayed toward these strange beings they so curiously encountered on September 7, 1949. EXPLORATION The discovery having been reported to the ruler of the high school Principal Harry H. Alcorn, he received the news of this remarkable ac- quisition to his territory with marked delight and few misgivings. He examined with interest the trophies presented by the strangers to their discoverers. Among these trophies were report cards bearing cabalistic signs supposed to denote the degree of mental alertness possessed by th' owner and to show his possibilities as a future citizen of the country. Accordingly each of the discoverers became an explorer. The strangers were divided into small groups and assigned to the care of the different explorers. We were given a name, “Freshmen,” and became a part of the life of the school. We were taught many new, strange customs and man- ners and were required to learn difficult lessons. At first we often wished we had never been found, but before a year was over, we became thorough- ly at home in their new surroundings.
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Page 16 text:
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The most unpleasant thing about this Freshmen year was the con- tempt in which they were held by those who had been residing in the school for a longer period than they. However, understanding that this was a custom of the country, they ignored it. During the first month of this year, the Freshmen suffered much in- convenience because of their unfamiliarity with the new country and itr traffic rules. They were forever taking the wrong turning, finding them- selves in the wrong corridor, and arriving at their classroom half an hour late. Because of this, they incurred heavy penalties, but by Thanksgiving they had become familiar with the topography of the school buildings and were in the right place at the right time. They were permitted to form an organization of their own, and elect- ed the following officers, all of whom fulfilled their duties well: President Vice President Secretary Treasurer Class Advisor Class Flower Class Color Lamar Hudsick Anna Marie Cataldi Audrey Walters Merle Shoemaker Mr. Allshouse Yellow Rose Maroon and Gray As Freshmen we suffered much agony and despair during this period because of the social functions which they were required to attend in order to acquire poise and dignity, ihj male Freshmen in particular found the dances torture, but the females enjoyed them greatly. In time however, these functions became festive occasions for all. There were few casualties during the year. Several times, in chemis- try laboratories some Freshmen mixed the wrong ingredients and a minor explosion occured, but, aside from scorched eyebrows, holes burned in clothing, and some awful smells, no damage was done. Much information was gained by the exploring faculty in this first year regarding the members of the Freshmen class. Their intellects were found to vary in keenness from sponges to razors; but, on the whole, they turned out to be very satisfactory, and some were a source of great joy to their explorers. Already some of the Freshmen were showing signs of unusual ability in various fields, such as athletics, music, art, and his- tory.. At the end of the year, a terrible disaster befell the Freshmen. Al- though it was instigated by their benevolent faculty and intended to prove of lasting benefit to them, they suffered greatly. Many had their growth retarded a year by it and a few, permanently disabled left the Freshmer class forever. This disaster was called Final Examinations, and ranks as one of the worst massacres of the time. Among the pupils that left us at this time was Pat Curtis, Ronald Parks, Virginia Wheeler, Joanne t-orsythe, Francis Hutchins, Lorrine Smith, Burton Wheeler, Sam Rhodes next September, we received a new name. aS 3° i?Ur sk in acquiring the customs of the school, we were re- moTion »°phoiTlores and the Process was called by a native name, “Pro-
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