Monterey High School - El Susurro Yearbook (Monterey, CA)

Page 4 text:

DEDICATION B. l-l, SCHULTE President, Monterey Union l-ligh School Board of Trustees, to whom this issue of El Susurro is respect- fully and affectionately dedicated as a small taken of student appreciation of his constant and self- sacrificing efforts for their best good, K it ,sf

Page 6 text:

OUR ATMOSPHERE EVERYONE knows that we cannot live without atmosphere. lt is so common that we do not notice it unless it is polluted, or drives upon us in strong winds, or fails us. In these cases, so vital is it to our welfare, we sicken, or suffer disaster, or quickly die. lt covers the earth and is part of every person's daily experience. lt is so much a part of our lives that we use the term atmosphere in description of many phases of our lives. Business may be marked by an atmosphere of confidence or of advance or of retrenchment, the community by one of industry, ar leisure, or neighborliness. We speak of architectural atmosphere, use the word in explaining the social life of a town, or a single individual, speak of the air of a person, and the atmosphere of an institution. Whenever we use either word it refers to some- thing intimate and vital. A school, too, has atmosphere. Notlonly is it certain to be present but it is most truly descriptive and has sure effect on every person coming into touch with the school. This effect is small on visitors and great on ,those who spend much time in the place. You can see that it is exceedingly important. Stop a minute, please, as a student of our own school, to reflect on our atmosphere and on the things that make it. You naturally think first of the physical, the groundsxand the buildings. ln their type, in their arrangement, and in their treatment, these embody the heritage of the Monterey Peninsula. Both the arrangement and the form of the buildings express California. The sidewalks are of native stone, and the thousands of plants and shrubs flourish here and abundantly delight us with their beauty because they are native. These physical elements unite in a splendid contribution to a delight- fully distinctive atmosphere for the school. But the other two main elements mean much more. One of these is the board and the faculty. They constantly study how to increase their usefulness, and, in their enthusiasm, their personalities, and their service, are worthy parts of the institution. These things exist for the sake of the third element in the making of the school, the student. In our young people we have an illustration of American Democracy, at work and pro-- ducing. ln its companionships, in its enlarging understanding and sympathy among the most diverse types, in the friendly confidence each develops in all, the spirit of democracy grows and refutes the aristocratic theory that privilege belongs to the few. By success in joint endeavor and group enterprises, the student body gives the lie to the dictator's dictum that democracy is collective irresponsibilityf' By joyful zeal in the educational guest, the way is opened to achievement and to lifelong habit of happiness in work. The school atmosphere can be altogether wholesome and life-giving only as the students give it the elements which depend on them. We congratulate the students of our school on their joy in their school.life, on their growth in the social virtues, and on their increasing classroom accomplishment. J. R. Mcliillop