Lowell High School - Red and White Yearbook (San Francisco, CA)

Page 15 text:

'1'H1211EDANDWH1'rE fill NVILLIAM BERELSON STEPHEN SXVEITZER DONALD IHCCARTY 1NH2I.VIl.l.I2 'I'HRI2I.KlZLD RICHARD GUGGENHEILI MATIN NVEIL I-ITHIEI. Ol-IRI JOHN MOSES KATHLEIEN MAHONEY FRANCES HAZELTINE SEYMOUR SALTZ EDITH FIEBUSH XVILLIADI .YOHNSON RIZGINALIY RUBIYVELL ADIELE BIORONEY SIDNEY Llilill X I I w .5 s N: O V w v x

Page 14 text:

10 1 THEREDANDXVHITE GILBERT ROOT MERRICK CREAGH LOUIS HEILRRON HOYVARD CURTIS XVILLIAM ZECH MILDRED IPSWVITCH NITA COOPER HYME JACOBS HAROLD LINDNER GERTRUDE HESS ROGER BRAMY EZRA G. GOTTHELF STEPHEN BRODER LIONEL PEREYRA JULIAN FRIEDBIAN HERBERT MENSING ' !

Page 16 text:

E121 THEREDANDXVHITE Such Is Life By MERRICIQ CRE.-XGH EDI'1'0R'S Norm: The Blau AND XXVI-IITIE is essentially a record book and the present article violates none of the rules laid down for it. ln the past we have been told of the sehoolis outside activities, clubs, athletics, etc. Now, for the first time, we read the story ol' the daily routine. Axlr PEP, student and Lowellite, usually got to school on time. That is, he generally managed to slip into his seat before the ringing of the fatal bell that marked the beginning of the first period of the school day. Maximus had always maintained that quarter-past eight was too early to begin school every morning. But as the Board of Education has not as yet taken any action on his suggestion to defer the time of the first class for an hour or so, the period will begin at 8:15 a. m. indefinitely. Max considered the first class an ordeal to be gone through with the stolid patience and long suffering endurance of the diminutive pack burro on a moun- tain trail. He always tried hard to give his attention to his work, but, gazing about the room, he was not surprised to discover that others were less attentive to busi- ness than he. Many of them seemed a bit weary, perhaps the least bit sleepy, and as a whole apparently bored with the lecture on the genus ornithorhynchus para- doxus, or the hypothesis of the Pythagorean Theorem as proved by Garfield, or the intrinsic complexities of ratiocination as practiced by Edgar Allan Poe. As a rule' the class was awakened from its reverie by a great crashing of gongs and bells that marked the close of' the first period. Those bells wrought various and sundry effects on the populace of the classroom. On some, the effect may be likened to a charge of electricity applied to a high-speed motor. The resulting speed is little short of marvelous. With a bound they are out of their seats, and, rounding curves and leaping obstacles at sixty per, they present but a fleeting glimpse as they vanish out of the doorway into the vast expanse of hall beyond. Others rise leisurely from their desks and betake themselves to their classrooms. Still others seem too fatigued to move until requested to vacate by the owner whose desk they are occupying, and then with a mighty application of yawns and stretches they rise and wend their way slowly onward. Maximus was subject to all of these' modes of' motion, according to his state of mind. At any rate the beginning of the registry period found him in his own classroom listening to announcements and important notices. lt was during this period that class business was attended to and school subjects discussed. On rare occasions Maximus was called to the fore by the faculty and asked where