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

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CLASS HISTORY HISTORY, as we know it, is a chronological narration of events with their causes a nd effects. There are histories of art, of music, of nations, of civilizations . .. which people study in order to understand man and the world in which he lives. Then, it might seem pretentious for us, this graduating class, to call the little story of our last four juvenile years a history. ¥ Yet it is a human weakness, on a day of fulfillment and happiness such as this, to pause for a pleasant moment and give thought to some aspects of our class life in Lowell; and we hope you will indulgently forgive our youthful desire for the limelight during an hour or two. ® Four years ago there were hundreds of students throughout the city, thousands throughout the nation, entering the high schools. They were all strangely alike, strangely different. Though, for the most part inarticulate, all wanted life, liberty, and the pursuit of happiness; their outlooks on life, their definite aims, their ambitions differed widely. H Their choices of a high school were largely governed by those aims and ambitions. We felt that our class, entering Lowell then was fortunately made up of students whose aims and ambitions would carry them on through university training or its equivalent. When graduating from grammar schools, we thought ourselves important personages; but, somehow or other, we shrank into timid nonentities when entering Lowell. The school was as big as we were little, the room numbers bewildered us, the locker clangs deafened us, the thousands of new faces frightened us. Only the kind shepherding of Mr. Stephens, of our vice-principals, our teachers, and a few upper classmen, saved us from stampeding. B We were divided into different flocks, assigned to different folds; but after a few days we realized that the great big boys and girls weren't wolves, and that it was safe for us to venture alone in the corridors or in the court; and presently, we were gamboling about as if we had always been there ... It was OUR school. We had very little choice of work in our first year. The program was made out by the office and it was not for us to question

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No, Hoffman hasn't the big head but a mortar board goes on it this time instead of a helmet. Barreto waits his turn for a fitting while Miss Wilson sees that cap and gown measurements are kept straight. There were 206 records to be kept this term and there were also funny feelings in 206 stomachs when fittings took place. Seniors said: “It won't be long now'' and all knew that they weren't at all happy to leave Lowell. SENIORS Boys’ Councils, respectively, and accomplished a great deal, as did Naomi Shain presiding over the C. S. F. The number of high senior students belonging to this federation totalled thirty-one, and the total number coveting life memberships at the present tine was seventeen. ® The Boys' Glee included first tenors Ralph Buchan and Leslie Keisling; second tenors, William Chandler and Clifford Roberts. Barbara Beall was soprano of the Triple Trio, and with Patsy Alexander, Sonja Hayward, Marjorie Finck and Avonne Arnault comprised the seniors of the Girls’ Advanced Glee. ® R. O. T. C. officers were Lt. Col. Bush; Major Flexsenhar; Captains Mauer, Rahlmann, and Warnke; and Lieutenants Dudley, Mac- Farlane, and Murphy. Sports played a major part in the activities of the terms’ seniors. Elsie Wagner was President of the G. A. A., and Norma Kothe presided over the Girls’ Block ''L. Badminton, golf, hockey, and volley ball had senior managers Wyona Lindner, Janislee Casey, May Almlie and Betty Klinker, respectively. The Boys’ Block 'L'’ was represented by Skiles Hoffman. A star athlete himself, Skiles led such outstanding players as football captain Robert Burmeister, William Chandler, Ber- tram Horn, Peter Kepon, Wayne Marsh, Angelo Misthos, Jack O'Brien, Edwin Rowe and John Thompson. ® Turning to the lighter side of school life, a day was set aside by the seniors in which only they partici- pated, entitled, Back To the Farm day. The students and most of their registry teachers dressed in gay and colorful attire typical of the farm, with a barn dance climaxing the day to the envy of the lower stu- dents. Then came the sad but significant part of the term—graduation. The students marched solemnly in their navy blue and cream caps and gowns to the platform of the War Memorial Opera House on Janu- ary 22, 1941. Here speeches were delivered by Class Historian June Nakayama and Valedictorian David Robins, excellent vocal selections were rendered by the two advanced glee clubs, and concert selections were played by the orchestra. The end of four perfect years entered its final stage the same evening at the graduation ball held in the St. Francis Hotel. B Four years of loyalty and everlasting spirit, an example for future seniors to follow, had passed into Lowell history. Ze ee. Ee nna CRNA See SO Si a oa nL ed

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why. However, we were eligible in the field of selected sports, school clubs, journalism, and debating . . . in none of which we were phenomenal. Our first year ended almost before we had recovered from the excitement of its beginning. Naturally WE, the fine class of December 1940, were all promoted. Summer vacation followed report cards, and was followed by our second term as the ''little Freshmen.'' $ January 1938 saw the class helping the school to welcome an attractive group of students from the Junior Highs which, added to our group, made the complete class of Fall, 1940. We were Low 10's... sophomores. We began to realize how small and insignificant freshmen are. Our subject matter changed in character, we studied earnestly, and considered college requirements. Nevertheless, during the second year we participated more in the many extra-curricular activities at Lowell. Truly we felt well seasoned as Lowellites as we entered our junior year. We were granted some independence in choosing our own subjects, also our teachers, and class officers . . . liberties which were not ours before. F With our independence came our first social event, sponsored by our dance com- mittee with our faculty adviser, the L3 dance, which was received enthusiastically by the Juniors and our guests. B Some members of the class proved to be gifted with forensic abilities; witness the spectacular trophies that were brought home. We may also boast that the term plays owed much to the dramatic talents of our actors and actresses. In the selected fields of sports, in crew, in basketball, in baseball, in swimming, in soccer, in football our efforts for glory made us better men. The last year as 'prep- sters'' brought many responsibilities. We modestly assumed the leadership of the school. We became leaders of the service societies, the Block L societies, and other outstanding activities, for we were now seniors. In addition to the regular low senior dance, the class was allowed to have a Senior Day, with a ''Back to The Farm dance. ® Being seniors perhaps turned the heads of some, but beneath that so-called “glamour'’ was a big question: ''What has the future in store for each of us?'’ We have now com- pleted the first step in our trek towards our goal. We are happy, yet sorrowful, because though we are older now, we are still mere students confused by so many domestic, social, economic, and world problems. But one thought stands out clearly . .. our Ameri- can school is a democracy, unequaled throughout the world. We knew well that we weren't taxed for its maintenance, didn't have to sacrifice for its continuance. We knew that as school children we all were protected and privileged members of the community; we knew all this; but began now to realize and appreciate it. Furthermore, we grad- ually became aware of the bigness of the real work-a-day world into which we were so soon to be launched. Perhaps the Exposition, the opening of which was a feature of our Junior year, helped us to this awareness. B Midst world turmoil, domestic problems, and human sufferings, the class of Fall, 1940, now stands on the threshold of university or other approved sources of training, to be prepared for our later life. As American men and women we must try to think sensibly, to be tolerant, to cooperate loyally, to be ready to assume the privileges and the work of good citizens. It is our hope and desire to appreciate the blessedness of being born in America, the ‘heaven on earth’ nation, unique in this troubled world. JUNE NAKAYAMA, Class Historian. a