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Page 8 text:
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IN MEMORIAM , ARVEY EDGAR HARRIS was a member oT The TaculTy OT The Lowell l-ligh School Trom i928 To I934, Though his period oT Teaching service in San Francisco began asvearly as l9Ol. V As such he was ever The generous Triend and advisor oT Thousands oT sTudenTs who aTTecTionaTely knew him only as CapTain. Boys, especially Those who were anxious To enroll in his Mechanical and ArchiTecTural Drawing classes, will never TorgeT The knowledge ThaT he, as a pracTic- ing archiTecT, commanded and imparTed. V The Red and WhiTe always TelT parTicularly graTeTul To Mr. l-larris Tor his willing assisTance and counsel each Term in The selecTion oT iTs Technical sTaTT, The Bom' Decemberz' I873 mosT valued members oT which were carefully D' d, J 6, 34 , , , , Ie une lg Trained by him. V Voicing The sorrow TelT upon his deaTh by his co-TaculTy workers, Mr. CroTTs, as principal OT The school, apTly said: ln The passing oT Mr. Harris we have losT a kindly Triend, genial and courTeous. l-le was a man oT mild and even Temper, disciplined, consideraTe, ToleranT, paTienT, conscienTious: by TemperamenT a harmonizerg a culTivaTed and courTeous genTlernan, uprighT and honor- able. V BUT lvlr. l-larris' service To educaTion Transcended Lowell l-ligh School. For Three years he was presidenT oT The San Francisco Teachers' AssociaTion. This organiza- Tion expressed grieT aT iTs loss, in parT, when iT said: l-lis going has leTT a vacancy among The leaders who have worked Tirelessly To improve To The highesT degree The proTession oT educaTion in The ciTy oT San Francisco. The memory oT his loyalTy and unselTish devoTion To all The good causes which he championed should be a guiding inTluence To Those who Tollow. ArchiTecTural builder-Triend OT sTudenTs-worker and leader among Teachers-Tireless champion OT educaTion-l-larvey l-larris lives in achievemenT, ideal and inspiraTion. JUNE PARRISH Class oT June I933 Born, June I I, l9I5 - Died, AugusT 25, I934 4
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Page 7 text:
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PRINCIPI-lL'S FAREWELL I-IE Time is near when I shall have To leave my daily companionship wiTh pupils and Teachers aT Lowell. This musT be meT wiTh whaT equanimiTy I can command. IT will noT be easy. I could have chosen no beTTer calling in life Than ThaT OT working wiTh and Tor yOuTh. This is realized more sensibly each year I live. IT has served much in helping me remain young in vigor, in spiriT, and in TaiTh, in spiTe OT The years. I shall miss The young people, whom I have learned more and more To love and sympaThize wiTh and Trom whom I have learned so much. I came To The service OT Lowell in I89I. There is buT one oTher now living OT The Teachers aT ThaT Time in The school. There were buT Three high schools Then in San Francisco, none OT Them wiTh more Than 500 or 600 pupils. Only a small parT OT The boys and girls Then in San Francisco even ThoughT OT going To high school. None wenT save Those especially ambiTious and OT demOnsTraTed abiIiTy. V The curriculum OT ThaT Time would now be considered very meager. There was buT IiTTIe OT science, modern language, music and arT, and in one school only was There anyThing in The naTure OT mechanical, indusTriaI, applied or household arTs. The sTudenTs aT This school-Then called Boys' I-Iigh School-were raTher highly seIecTed by reason OT Their anTicipaTed vOcaTiOns and The naTure OT The curriculum. STudy was Their one business in life. There were no Organized cOrnpeTiTive spOrTs-no program OT sTudenT acTiviTies. They accomplished as much Or more in The Three-year course Than is now done in Tour. ConTrasT Those Times and cOndiTiOns wiTh Those OT The presenT, when all musT go To high school unTil They are eighTeen years OT age, when There is a wide range OT sTudiesg when everyone can, and mOsT do, Take parT in some Icind OT socialized acTiviTy. V ReTIecTing upon These years OT work, I am moved To some words OT cOmmenT. Is iT all wOrTh while TO The STaTe, The pupils, The insTrucTors? Yes, iT is supremely so. This is The Time when boys and girls discover The elemenTs OT living as social beings. They learni beTTer how To live wiTh Their Tellows, To approve Tair play. They come To siTT permanenT values in characTer, conducT, respOnsibiliTies. They should learn The supreme value OT seIT-discipline, selT-undersTanding, selT-direcTiOn. They may begin TO Tix righT sTandards Tor iudgmenT, Tor TasTe, Tor ideals, Tor living. Courses OT sTudy, insTrucTiOn, acTiviTies, counsel, and example OT The Teachers all conTribuTe To such ends. They help To Torm The Truly good ciTizenship which The STaTe aims aT, which parenTs approve and hope Tor, and which every Teacher cOnscienTiousIy sTrives TO inculcaTe, exempliTy, prOmOTe. Many have already said These Things. I repeaT Them since They express my creed. They are my parTing words To Tellow pupils, Tellow workers-Triends all, FAREWELL. .bg i J fr,
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Page 9 text:
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IN MEMORIAM .-lE sralif of Jrhe Red and While feels parlicular regrer ar ihe unrimely dearh of Thomas Franklin, a senior of lhe gradual- ing Class of December I934. v In his capacify of rechnical ediror of Jrhe Red and Whire, he per- formed a diliiiculr Task mosr capably, nor only in doing his own work +0 a high degree of efficiency, bur consranlly supervising and aiding his co- workers. Undislrurbed by 'ihe arduousness of his lask, he was ever calm, smiling and cheerful, and ro him belongs much of rhe credil' of rurning our Jrhe prize-winning June, I934, journal. v A wide gap indeed was lefr in rhe Red and While siaff Jrhis rerm, one Thar has been almosr impossible To replace. A wider void was leil in his classrooms, al' his Boy Scour meeiings, and in his family circle, where his presence was always refreshing, helpful and endearing. V Those who knew him ar his full value will ever hold him dear 'ro Jrheir hearrs, and, conslranlly remembering his cheery companionship, will be all lhe beHer for having known him. Born, March 23, I9I7 Died, Augusl I7, I934 ROY STARK Class of June i936 9 Born, November 3, l9l7- Died, Sep+ember I6, I934 5
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