Los Angeles High School - Blue and White Yearbook (Los Angeles, CA)

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soon as we were getting to be fairly well satisfied with ourselves, he suddenly turned on us and remarked that he had been very much disappointed to note that most of the fellows in this group had not been contributing to the good name of the school, but in fact had been guilty of acts that were positively harmful. This, he said, he regretted, but still had confidence that we would be willing to turn our energies to bringing about better conditions, that he had not invited some of the worst boys to the conference, because he felt, if this group would show the proper spirit and be willing to aid in 'putting the school back to its former place and honor, that the others would follow. In addition, he urged us to join in an effort to increase the school's prestige in athletics, debating, and other outside activities. He promised to give more liberty to the debating club, and do all he could to encourage the athletic teams. Fifteen boys left his oflice determined to aid in his program, and were ready to fight for Mr. Housh at any time. I do not doubt that all feel the same way to this day. The various problems were carefully considered, experiments were tried, the good ideas adopted and the school went steadily forward along all lines. The Los Angeles High School remained true, however, to the idea of a broad cultural school. Carrying the name of the city, in conjunction with the fact that many of those who were its graduates later became prominently identified with the various lines of civil, social, and political activity in the city, the school had a background that no other high school could claim. The idea of putting forth the best.effort, both on the part of the faculty and the student body, acquired the force of a tradition. This spirit was largely the result of Mr. Housh's leadership. The wonderful opportunity for the develop- ment and expansion of this tradition, which was offered by a thirty year continuity of administration, is rare indeed. As the years rolled by, growth and progress were continuous. With in- creasing numbers came the increasing problems of administration. Organiz- ing ability of a high order brought forth the system of departments with respon- sible heads. The student body became more and more important, and its har- monious work with the faculty is a monument to the tact and diplomacy of Mr. Housh. He has always had a splendid faculty to work with him and aid him. The culmination and fruition of the past came in the establishment of the school in its new location, in its wonderful buildings and with splendid equip- ment. The alumni of the Los Angeles High School feel personal interest and pride in the growth of the school. We recognize in how great a measure Mr. Housh has contributed of himself to that achievement. We love him, and honor him, and rejoice that he has been permitted to serve through this long preiod of years, and to live to see his work fulfil the measure of accomplishment. Mr. Housh's prestige with the faculty and the students grew as they came to understand more and more of the fine qualities of the man, the tireless, painstaking study that he brought to the solution of every problem, his won- derful patience and willingness to wait for results. He possessed the quality of sympathetic understanding. When it became necessary to be firm, he was not afraid to exercise that virtue. Go back today, and you find the same modest, kindly, hard-working man bringing to his task the same high ideals and enthusiasm that he had in the be- ginning. Ask him about the various teams and he will give you a pretty good analysis of the players. Ask him about educational problems, and his opinions are worth listening to. No greater testimonial of true worth can be had than is to be found in the warmth of feeling for Mr. Housh entertained by the graduates of Los Angeles High School. We love him, and honor him, and offer him the warmest and heatiest congratulations upon the completion of his thirty years of service. Marshall Stimson President L. A. H. S. Alumni Assn. 23

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Tributes to r. Housh Thirty years! A generation of human existence! In point of time, the measure of years of the principalship of the Los An- geles H.igh School held by Mr. Housh. A record of continuous service so rarely attained, that by reason of the fact alone, it is deserving of recognition. Far more important than that, how- ever, the quality of that service, in untiring and patient effort, rare educational leadership and unusual executive ability, merits an expression of appreciation and special commemoration. It is impossible to estimate the importance and far-reaching effect of the work of such a man as Mr. Housh. Accustomed as we are to laud and extol the great ngures in the business world, whom we denominate captains of in- dustry, we often fail to realize that the men at the head of our great public schools perform tasks calling for much higher and rarer qualities. They also manifest a more unselfish nature, for the rewards materially are so much smaller. Mr. Housh, and men like him, who build themselves into the systems of a great school like the Los Angeles High School, are true captains of progress. The writer of this sketch has had ample opportunity to observe the work performed by Mr. Housh. He was in the school when Mr. Housh first came as a teacher of physics. It was at the beginning of his senior year that Mr. Housh assumed the principalship. Few years have passed during the entire period of Mr. Housh's connection that the writer has not visited the school and had an opportunity to keep in touch with its development. From the foundation of the high school, to a little after the beginning of Mr. Housh's principalship, the Los Angeles High School occupied a position in the community a little below that of a small college, Many of the pupils came from Whittier, Downey, Norwalk, Compton, and other nearby towns. In athletics, the school engaged on equal terms in contests with Pomona and Occidental Colleges, and even the University of Southern California. When Mr. Housh took the reins of government, the problems were many and perplexing. A period of growth and expansion was well started. New ideas were clamoring for recognition. The vocational idea made its appear- ance in a. demand for a commercial course department. Students' respon- sibility and participation in school government was preceded by a period of unrest and rebellion which came to a head just before Mr. Housh began his administration. Colleges and universities were investigating and classifying high schools. Altogether the situation presented was one that could only be handled by a strong man who understood the nature of youth, could take a broad view, and was animated by the highest motives. The solution of the problem of order in the school was so unique and char- acteristic of the man that it is worth recounting. A few months after he took control, one morning Mr. Housh summoned about fifteen of the boys to his of- fice. He opened the meeting with a little speech in which he said' that he had called together this group because they represented leadership in various lines of activity: that there were many problems confronting the school that re- r,u.ieu co-operation between the faculty and the students: that the high school was representative in a sense of the city, and had been identified with its history, and that it held a high place in the community. All, of course, were very much flattered to have been chosen to participate in this conference. As 22

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ACHIEVEMENT He gave himself to life as swimmers fling Their headlong strength upon the shifting sea, Tasting like wine the perilous ecstacy Of wind-piled wax es, of buffetings that bring The quickened heart beats, and the sweet, sharp, sting Of salty spray on the lipsg the victory Wrung from embattled waves, exultantly He rides beyond the white surf's thundering. Leaving upon the shore the rabble rout Of ignorance that fears the untried vast, Confident, calm, he came to rest at last He sought the shining sunway of the truthg Upon the pulsing, sunlit heart of youth. Breasting the breakers of distrust and doubt, Snow Longley Our high school has been indeed fortunate to have had as principal for over a quarter of a century a man of such courtesy and innate refinement as Mr. Housh. Happy is our school tio have had a principal who could influence the many young lives with which he came in contact, not merely by precept, but still better by example. In all these years his keen appreciation of the best in life as well as in literature, in art, and in music has helped to establish the ideals and stan- dards oof a great school. Bertha Oliver Understanding and appreciating the American doctrine of self-government, Mr. Housh hals made the Los Angeles High School a truly self-governing insti- tutiong and in so doing, he has given the young people the training so impor- tant in life. Always a leader in education, he has brought the school to a position fore- most among the high schools of the country. Young people going to Mr. Housh are always sure of a hearing and of an understanding sympathy. Their problems receive the greatest consideration and with his friendly advice cease to loom so large in their lives. Instead of gearing to go to his oflice, they welcome the opportunity of a conference with im. Calling out the best that is in them, he has always secured their loyalty and has proved a tremendous influence for good. His sincerity and sympathy have endeared him to all. Frances V. Harrow One does not fully appreciate the depth of nobility and the fineness of char- acter of our Mr. Housh until it is his privilege to be one of the family circle in his home. it is here that the unfailing thoughtfulness for all about him and the con- stant sacrilice of self for the comforts and wishes of those he is with stand out as a beautiful clear cut cameo. in that realm, the little principality he rightfully calls his own and where he is monarch of all he surveys, the spirit of this ruling potentate is one of sharing equally with others whatever is his bo enjoy-equal rights in every Way. There the younger generation, as well as the older, regard him with the truest kind of respect and affection and find him a delightful companion and friend. Lowell's words, Not what we give, but what we share,- For the gift without the giver is bare, are the keynote of his character as portrayed in his home: and the same courtesy and thoughtful care is bestowed, with fine gentlemanly respect, upon all who enter his family circle: so that the guest feels and says, Here is a life that has been unfalteringly lived for others! Elizabeth Day Palmer 24