Polytechnic High School - Polytechnic Student Yearbook (Los Angeles, CA)

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LICCRHRY k 1 27

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7' J cultural and academic subjects are offered to such an extent that were all others Withdrawn there would still remain a school of no mean proportions. The Junior College, introduced in 1912, has been one of the greatest addi- tions of recent years. It at first offered a few academic and domestic science subjects as well as those of a technical nature. Later the Board of Education decided to distribute the Junior College work among Polytechnic, Los Angeles, and Hollywood high schools and declared that Poly should give its sole attention to technical courses. Henceforth technical subjects predominated, the cur- riculum now includes Architecture, Chemistry, and Civil, Electrical, Mechan- ical, and Mining Engineering. These courses offered are not strictly what the term Junior College would imply. Their work does not attempt to cover that of the freshman and sophomore years of college, while it does include some technical work of junior and senior years. This curriculum has been arranged in order to provide practical preparation for the boy who does not intend to enter advanced educational institutions, although a graduate of our Junior College may receive advanced standing in the university. By 1911, the attendance at Poly had so far increased that it became neces- sary to purchase the yellow house and remodel it for class rooms. This building was placed at the disposal of classes in 1912, but by 1915, there was still another overflow of students, when the grey cottage across the street was pressed into service. Today our cry is: 'Room, more room, may we but have more room l Let it be hoped that we may realize our desire and that this most serious need may soon be satisfied. Each year's history has added much to Polytechnic's growth, growth in usefulness, in breadth of interest, and in beauty as well as numbers, and it is with pride and joy that we today refer to it as Our School. Carmalete Waldo, S'16 T0 MY BABY PICTURE Robenia Francis Greenlun, VWI8 Picture baby, isn't it queer That once I was you, so tiny and dear? There you are in your little frame Gazing at me who bears your name. Your eyes with wonder are opened wide, Yet a smile in them is trying to hide. Dimpled hands and wriggly toes, Saucy mouth and tilted nose, Soft white skin and rounded cheek, Parted lips about to speak. Nineteen years have passed away, Life has been both gold and gray, Happiness and trouble, too, Across life 's path have come to you. But now good-by, little other me, I put you away where none can see, Back in the box with the baby clothes, The tiny ring and the faded robes, Back in the box of sandalwood Where lie my gifts of babyhood. 26

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-iw Y lllll -llglllll-ll-lllll 'Tis the mind that makes the body rich. i F Taming of the Shrew Act IV Scene 3 ulllinillullininnnu THE BOY, SHAKESPEARE Edna A. Hull Yes, once upon a time he, too, was a boy, a real flesh and blood boy, not at all unlike our own small brothers, Tom or VVilly, who keep us continually smil- ing at their flights of fancy Cbehind their backs, of coursej, wondering about their next prank, and sometimes try our patience sorely. IK: Ill: ll? if Sl! fl? 9? The Boy is the first to be heard in the household. Up with the lark, his merry voice calls from the garden to his sluggard brothers. Off for a run in the early sunshine with his trusty hound, Fangs, he is back again before the family gathers for the bountiful breakfast. At six the Boy is due at the Guild House school. He is a. sturdy little fellow, cap pulled off, blond curls blowing in the breeze, bright eyes dancing, 'l' 1' if with his Satchel And shining morning face, creeping like a snail Unwillingly to school. ' ' The way is long, but there are many things to see and hear. The sunny meadows are far more interesting than the old school room, the language of the birds, and bees, and streams so much easier for the Boy to understand than dry Latin verbs. 'Tis the hardest task to be on time. The Boy loiters as long as he dares, but the penalty for tardiness is too dreadful to consider so he man- ages to arrive at six. In the class room until nine, then a breath of fresh air, a few minutes to devour hurriedly a crusty tart, and he is off for a hasty game of hide-and-seek. Now the search starts, one by one, each hiding place is found. But where is the Boy? The master calls to lessons, and still he is missing. The boys start in reluctantly, loath to acknowledge that the Boy has again outwitted them. But look! There he is, laughing in glee from the doorway. He knows they will never think to look for him in the school-house. The afternoon drags on. Long before the sun has neared his journey's end, the Boy, a restless youngster, no more able to concentrate histhoughts at his master's bidding, is about some ingenuous prank, his clever little brain alone saving him from discovery. By six the shadows lie in broad lines across the benches, and their small occupants are speeding homeward, their long day over. Such were the school-days in which the Boy learned his 'tsmall Latin and less Greek. SF if Ill 'lf 1: if if The Boy screws his eyes up tight that night. He must get to sleep as soon as possible to hasten the coming day and its wonders in store for him at Kenil- 28