Sam Houston High School - Cherokee Yearbook (San Antonio, TX)

Page 6 text:

ANY MOONS AGO THERE LIVED A BRAVF CHEROKEE INDIAN CHIEF NAMED KALI- JUH, WHO WAS DEVOTED TO HIS BLOOD- BROTHER FRIEND, SAM HOUSTON. ONE DAY AS THE TWO FRIENDS DIVED INTO THE WATER FOR A SWIM, KALUUH STRUCK HIS HEAD ON AN UNDERWATER ROCK. QUICKLY, HIS LOYAL FRIEND SAVED HIM FROM DROWNING. THE CHEROKEES CAME TO HONOR THE NAME OF SAM HOUSTON, WHOM THEY CALLED ;’THE RAVEN, BECAUSE OF HIS BLACK HAIR AND BRAVE DEEDS. THE TIME PASSED, AND SAM HOUSTON HAD TO LEAVE THE PEACEFUL VILLAGE TO FIGHT FOR THE INDEPENDENCE OF TEXAS. SOON AFTER, WHILE SEARCHING FOR BET- TER HUNTING GROUNDS, KALUUH TOOK SEVERAL FAMILES FROM THE ORIGINAL TRIBE AND FORMED A VILLAGE ON A LARGE GRASSY PLAIN IN THE SOUTHEAST PART OF THE OLD TOWN OF SAN ANTONIO. THE VILLAGE WAS CALLED SAM HOUSTON AFTER THE MAN WHO HAD BEEN SO CLOSE TO THE CHEROKEE TRIBE. MANY MOONS LATER IN THIS SAME COMMUNITY, WORK WAS BEGUN ON ANEW RESERVATION FOR THE YOUNG CHEROKEES. IN PLACE OF THE TEPEE VILLAGE, IN THE WAVING SEA OF GRASS, HOWEVER, A BIG, BEAUTIFUL, ULTRA MODERN SCHOOL BUILDING STOOD IN ITS PLACE. THE INHABITANTS. 600 IN NUMBER BY 1962, WERE NOT INDIANS BY BIRTH, BUT THEIR HERITAGE CAUSED THEM TO NAME THEIR RESER- VATION SAM HOUSTON HIGH SCHOOL AND TO TAKE AS THEIR MASCOT THE STALWART CHEROKEE INDIAN. CONTENTS Chapter 1 HEAD CHIEFS Chapter 2 HIGHLIGHTS AND HONORS Chapter 3 BRAVES AND MAIDENS Chapter 4 TEPEE TALK Chapter 5 CHEROKEES MAKE WAR Chapter 6 INDIAN TRADING POST

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Head Chiefs Chapter I S THE GREAT CHIEF KALUUH HAD CHOSEN THE WISEST AND MOST PATIENT LEADERS TO TEACH THE YOUNG BRAVES AND MAIDENS THE CUSTOMS AND TRIBAL HISTORY OF THE CHEROKEES, SO HAD THE ADMINISTRATION SELECTED FOR THIS MODERN RESERVATION COMPETENT CHIEF- TAINS, OR TEACHERS, WITH THE RESPONSIBILITY OF PREPARING FUTURE LEADERS FOR THE TRIBE, PRESIDED OVER BY GREAT CHIEF CAMPBELL, ASSISTANT CHIEF GORDON, AND CHIEFTESS SIEBRECHT, THIS TRIBAL COUNCIL, COMPOSED OF BEINGS OF GREAT KNOWLEDGE, TAUGHT THE YOUNG CHEROKEES TO FORM PATTERNS FOR THEIR FUTURE LIVES. BESIDES THE CHIEFS’ KNOWING THEIR SUBJECT MATTER, THEY TOOK A GENUINE INTEREST IN THE STUDENTS. THE ACA- DEMIC COURSES HAVE BEEN ACCELERATED AND WIDER OPPOR- TUNITIES FOR STUDENTS TO DEVELOP NUMEROUS TALENTS IN THE ELECTIVES HAVE BEEN INCREASED.