Ranchester High School - Rustler Yearbook (Ranchester, WY)

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SCHOLARSHIP IN RANCHESTER The University of Wyoming recently issued a publication Here Is Wyoming. The author. Dr. Ruth Hudson, whose brilliant use of English has turned dry statistics and chronology into a clear, vivid picture, states the quest on: Need Scholar- ship Feel Isolated at Wyoming? She says: Cer- tainly the potentialities for manv types of creative and scholarly interpretations are as rich within Wyoming’s borders as are those of any of its neighbors . . Her pertinent comments refer to the University and there is. of course, a large gaD between the aim of the University and those of Ranches ter High School. Yet. it may cause us to ask the question: “Are honest and the best means being used to bring out the latent and potential talents of scholarship in the school? As a partial answer, one might consider the RHS publication. The Rustler. whose columns represent the contributions from the entire school. In the December issue there appeared twenty-five original poems whose authors represented every class in school----grades one through twelve—-which moans one fourth of the scholars arc capable of producing some good original poetry. It is true, as Dr. Ruth Hudson points out. that “studv in these fields do not equip a man to build bridges or to apply scientific knowledge to farming but it is developing a taste for equipment needed for building a more complete life than is supplied . by mere skills . . . Surely those who early dis- cover this priceless resource of the human spirit are vastly better students and citizens. In too many schools, the recent trend has been for athletics to replace scholarship. We who know cur school have proof for our assurance that how- ever much the fields of extra-curricular entertain and advertise this school, that. here, they are used as tool to encourage the students to as well-bal- anced and multi-sided development as he is can- able We know, for instance, that the average academic record of our basketball team will com- pare favorably with that of any group anywhere, in fact five of the first six regulars are honor students, maintaining an average grade of two or better. Although trips to centers where competition are held always involve difficulties, it was really lack of funds that prohibited Ranchester's attendance at the Wyoming Speech Festival held at Laramie in March. It is hoped that a definite plan to finance such a trip can become effective next year so that students who are interested can compete with representatives from other schools in the state in some of the nine contests sponsored by the Uni- versity's Department of Speech. There are. unfortunately, many neglected fields. Mrs. Moore’s resignation left us without a trained art teacher. There is a great need for a vocal in- structor whose influ?nce can reach the upper grades. This school has recommended a system of county supervision and we feel it is but a question of time until a program will be initiated, either with a private teacher or with a county teacher-specialist in which Ranchester is most willing to do its part. This year the scholarship revealed in essay work has given genuine satisfaction to the faculty who feel that in this field of creative writing. Ran- chester has made some excellent contributions. The growing interest in and willingness to try this type of writing is also encouraging. In the two years 1946-8. ten essays went out from the school, of which eight placed for an award. This year fifteen essays were judged worthy to be sub- mitted to various sponsoring organizations. The fact that two of the contests were of national scope is important in that our contestants felt the respon- sibility of competing with the real talent of the nation. This gave the necessary incentive to bring cut the best in individual thought and style. It meant mastery of and conformity to the rules of formal writing. The essays that follow are chosen as the best of the year and it is with a great amount of justifiable pride that we. as teachers, present these scholarly, original writings. We think these papers alone assure the community that there is a lookout for and an encouragement of special gifts. ---o— EDUCATION—OUB FIRST PREREQUISITE TO WORLD PEACE AND FREEDOM Dale Schilling—Tenth Grade If a nation expects to be ignorant and free, in a state of civilization, it expects what never was and never will be . . . Educate and inform the whole mass of the people. In this statement Thomas Jefferson formulated his firmest belief: that the success of American democracy depended on education. He knew the shortcomings of his day but he believed education was the key to our security. , History has proved the truth of Jeffersonian wisdom. It is just as true today, but both whole mass of the people and education are terms that take upon themselves broader meanings and demands from a groping world. We have reached the place where, as nations of peoples, we must declare our cultural aims and our national ambi- tions. Then we must analyze education and gov- ernment. as sciences, and determine if they are consistent with our ideals. Fort instance, if we truly desire world peace and freedom, there are certain elements that edu- cation must include. Above all there is tolerance The barrier of ignorance that keeps our minds in national, airtight compartments is a basic cause of lack of peace. Education must permit development of judgment and ability to recognize truth lrom propaganda. An education to produce peace must include, henceforth, a better balance in values between the purely scientific and the science that permits man to live with man. Science, as we have it today, can enslave minds with aggression and terror as cruelly as a totalitarian government. Education must teach the necessity and profit of compromise. New thoughts are created by the uniting of dilferencss. A peace, based on freedom, cannot be imposed; it must grow into a universal state of affairs that contains the best from all peoples. The very constitution of our country was created by compromises from many sources. Education for peace and freedom demands that each individual be intelligently interested in his government and that he. individually, insist that national policies be for the ultimate purposes of peace. The improvement of our way ol life is more important than the spreading of it.” Charles A. Lindbergh recently wrote. If we make it sat- isfactory enough, it will spread automatically. If we do not. no strength of arms can permanently impose it.” , One of our most successful policies has been the growing unity and friendship resulting from the 15

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BOUQUETS TO SOME GRAND FOLKS It is no play on words that Mrs. Cook can cook! The hot lunch program has be- come an essential part of our school’s program and every effort is made to give as good a meal as is possible on the budget and supplies we have. Mrs. Cook serves an average of 67 meals each day—a total of over 9.500 lunches this year. Food costs approximately $1,500. In addition to this U. S. government surpluses and donations amounted to about $300. Help costs ran $850. Mrs. Cook s I chief helper and dishwasher were Margaret Kukuchka and Bob McStay. V f ' , MRS. HELEN COOK For the second year we have had the friendly help of Mr. Wolfe in keeping the school warm and clean. Although it would be silly to claim that 100 students are always considerate, surely consideration is the general rule, and the teachers have made an effort to teach cooperation and regard for the person who has the important and tiring job of keeping the building in good order and comfortable. The school may well reconsider the many favors, big and little. Mr Wolfe has done for all of us. A regrettable break in the smooth running of this school year came when Mrs. Pauline Moore. 7th-8th grade teacher, had to resign after two and a half years with us. She was one of the four teachers who came as strangers to Ranchester in the fall of 1946 and was. therefore, one who had helped in the transition of the school to what it is today. The first two years Mrs. Moore taught the intermediate room. We trust that memories of her stay here are as pleasant to her as they are to us. She will always have the good will and admiration of the entir? student body and this community. We feel it has been only coincidence, combined with the luckiest of good fortune, that has brought us a teacher «Mrs. Smith) with equal qualifications, and one who has been able to effectively take over Mrs. Moore’s good work. MR. GUY To. Mrs. J. P. McClintock and her pleasant staff. Mrs. Lillian Stuart and Mrs. Alma Grimes, the Ran- chester School snnds sincere thanks. A Ranchester teacher visits the library on the average of twice a week and the school checks out between 50 and 6T books per month. These vary from supplementary primary readers to books on ‘Why Democracy Works and the latest book- on science or business. Read- ers, which means those who have profited from an individual book, whether by a complete book report or by a specific reference for a special assignment, run approximately 6C0 a month in our school. It is on the basis of readers that the Library determines its propertionment for additions and replacements on its shelves. To the Ranchester School, the Carnegie Library is as essential as the typing room or the chemistry ‘Continued on Page 36) THE RANCHESTER RHYTHM BAND—THE MOST JOYOUS ORGANIZATION IN SCHOOL 14 •

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‘Good Neighbor Policy” which has almost sup- planted the misunderstandings of thirty years ago. Exchange of travelers, literature, the arts. and. above all. students—the next leaders of the world —have led to the good will that is the foundation for prace and freedom. “The iron curtain of ig- norance” that has closed off all avenues for sim- ilar exchange with Russia is. probably, the most dangerous situation in today's world. Undoubtedly Mrs. Franklin D. Roosevelt had this in mind when, in addressing the United Na- tions' General Assembly, she said. A requisite of democracy is an informed citizenry. A requisite of peace is international understanding. Education is the only way to obtain an informed citizenry. A truly educated citizsnry would demand that inter- national understanding be based on fairness and tolerance instead of force. To do otherwise is igncrance. Thus individuals and nations would grow in greatness and education would be acknowl- edged not only as the first pre-requisite, but the enduring requisite to world peace and freadom. «Representative paper from Ranchester High School submitted to Sheridan Chapter, D. A. R. Historical Essay Contest, May. 1949» ----o WHY DEMOCRACY WORKS Douglas McLean. 10th Grade Civilization dawned when m:n learned to live together peaceably under some form of government. History proves that it has always been the trend of givernments. regardless of what they call them- selves. to become totalitarian. Likewise, there has been, always a trend and struggle among the masses of mankind to gain a position of equality. Perhaps equality as viewed in the light of history, might be ccnsidired the keystone of dem- ocracy. Liberty has led to license, fraternity to contempt, but equality grants human dignity and the freedoms that have become the foundation for the various democratic governments. Actually democracy has had little chance to prove what it can do. perpetually, for a nation. From the beginning of nationalistic governments until the present time there have be?n but two periods when democracy grew strong enough to work unobstructed. First there were the Greek democracies, so idealistic that they have been the inspiration for all democratic movements since their day. Secondly, two thousand years later, the United States of America proclaimed its freedom on a principle that was almost new in the world: that government rests on the consent of the governed. The whole historical background of government was overthrown by the United States’ Declaration of Independence. The last century has seen the rise and fall of various drmccracies all over the world. Many, especially those of the western hemisphere, have been copied after the American pattern: ethers are more British or French in thought but all make equality basic. The Communistic movement over much of the world today is making a grave challenge to the very existence of democracy. In the inaugural speech of President Harry S. Truman, h? said. “Communism is ba ed on the belief that man is so weak and inadequate that he is unable to govern himself, and therefore requires the rule of strong masters. Democracy maintains that government is established for the benefit of the individual, and is charged with the rights of the individual and his freedom in the exercise of his abilities.” The tool of Communism is fsar, whereas a dem- ocracy works with the principles of equality in speech, press, religions, and voting. Critics of dem- ocracy say it is too slow and cumbersome to meet emergencies. They point out the inefficiencies and extravagances. It is too often assumed that respon- sibility to a whole people works for incompetence. A democracy that is really working however, is direct, efficient, and intelligent in its conduct. The British System has always been flexible and allowed great changes without destroying funda- mentals. The United States is built on English tradition but Congress has used constitutional means to keep abreast of the times. Yet democracy is still on trial before the world because our search for a more perfect security and equality is still going on. One of democracy's greatest threats is that, recently, man's understanding of science has so exceeded his understanding of brotherhood that the survival of democracy and civilization is “at the cross roads.” Students of history point out that actual scientific research in government may be the key to solving world peace. All genuine efforts and institutions, such as th? League of Nations and World Court, have originated in democratic nations. These great experiments worked on the principles of democracy. It seems safe to assume, in view of the past, that a democracy offers the finest opportunities for honest, effective social research. Under th? protection of free speech and press, long range plans can be made for the good of all. In the United States this has been done with free education, labor unions, Tennessee Valley Authority and the “Good Neighbor Policy.” It seems reasonable to believe that an enlarge- ment of the Monroe Doctrine, the functioning of an Atlantic pact, the security of Benelux, and sim- ilar unions, could become examples of international democracies. People today should not forget the darkness in which our fathers groped with governmental prob- lems they sought to solve. From a state of mutual distrust, sectionalism and jealousy, the United States has grown into a nation of enlightened and per- sonal participation in self government. In the many places where d:mocracy can work only in the hearts and hopes of men. the eternal mission is still “to form a more perfect union, establish justice.—provide for the common defense, —and secure the blessings of liberty to ourselves and our posterity Today, a yet higher mission and interpretation cf democracy has been added: to carry these bhssings of equality, union, liberty, and defense against feers and agression to “all people” as the late President Franklin D. Roosevelt declared “everywhere in the world.” • Representative paper from Ranchester High School submitted to B. P. O. Elks' national high school essay contest.) ----o---- “WHY DEMOCRACY’ WORKS’ Catherine Fiedor—12th Grade Here in the United States we know that dem- ocracy works because the people who came over to found the United States had freedom in their hearts. Each one had high ideals that he brought from his home land and fashioned them to meet a new standard that was in a new land. Thus, they made their government to meet their ideals. We have our democracy because our fore-fathers knew what it was to be without it. The forms cf government they knew did not please them so 16