South High School - Tiger Yearbook (Minneapolis, MN)

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Lim' r E TI -V CQ? ix X These are the big ideas the Every Student Tiger aspires to explain to its readers so that a student of 1945, looking over the dusty pages of the 1920 records, may say with true idealism, They had Democracy for every student: and every student was for Democracy. ALMIRA W. HOPPE. The Changing Order The student looking about him notices three changes in the school year. These changes have been made to give a greater opportunity to the student, and to put the school year on a more progressive basis. The Hrst change we notice is from the old two semester plan to the three quarter system. The three quarter system with summer school will be practi- cally the same as the all year school plan. A student who is compelled to stay out of school for some reason can register at the end of three months and take up the work where he left it, where before he would have to wait for six months. Also a student who cannot afford to waste any time can make high school in three years by going all four quarters, and, on the other hand, a student who is weak and fails, will have to stay only three months to make up his work. Students can enter the University three times a year, and both the high schools and the University can accommodate a larger number of students. There will also be fewer members in each class and the teacher can give more individual attention to the weak pupils. Statistics show that it costs fifty-four dollars to keep one pupil in school for one term. So by reducing the number of failures it will be a great public saving. The second change is from two graduations during the year to one grad- uation, in which the talent of all three classes will be represented. The one graduation will establish a uniform classification of the graduates. The third change is in the marking system. Tests have been taken from one hundred people and it has been found that 570 of these are far above the average and these are called A studentsg 20? are above the average and are called B's 3 but the great majority or 50? average and these are called C's g while 20? are below the average and are called D's g and SQQ are failures. This new system is being tried out in the never ceasing effort to discover the best conditions for the success of Every Student. RALPH BRASTAD. School Spirit During the last year or two, student, teacher, and casual observer all became aware of the fact that school spirit was dormant. The glory of achievement did not cause so much stir and pride as in earlier yearsg the 7

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X 11, 'fx Ll ff If TLi1f-P 1 .5 fi , 1 i n D T-E--L-:E ' 3 ' , ' ' .' I , V i t ' ' Nasiit. n v A -is G t 4 dv A ' - ' 5 I E . fag:-an I 4 '-'il 'N'5?. N V J' l' Q iff - Q M AR! Af .Ili .5 Q K ii M' ff' in A F- and the forensic. In my imagination I can see a massive classic scholastic castle silhouetted against the eastern sky obscuring even that friendly city on the other bank. I can see at the end of the vista between the stately trees, by the sheen of the moon playing beneath the beam of the speeding bark, the South High crew in her fine new racing shell coming home from its run on the course. It is a great picture I have all to myself and so, too, I fear, darkling in its loneliness, is the fabric of my dream. JOSEPH JORGENS. With the Editors The Every Student Tiger After several years of travel over the globe, spreading the great ideas of Liberty, Democracy, and Victory, the Tiger has come back to South High to devote itself to Every Student. It aims to describe to the students their own life at South High School. The Tiger Board hopes that the Every Student Tiger brings out two great ideas: FIRST-That we have democracy along educational lines. Any one walking through the halls of South High or looking over the pages of the Every Student Tiger may observe Every Student, during one period at the forge, learning to form tools out of the raw material. The next period he may be seen in a Virgil class, following Aeneas from Troy to Italia, or in a French class striving to comprendre et de se servir de la langue de Moliere et de Foch. SECOND-That democracy is not confined to the curriculum, but is also evidenced in school activities. For instance: any student, who is worthy of being called by that term, may have an opportunity to work on the South- erner, our school paperg or on the Tiger, our school annual. If he is a good English student, he is eligible to become a member of any of the literary clubs, such as Inkpah and Meridian. Or, if he is interested in foreign litera- ture and history, he may join any of those organizations, as the Edda, Span- ish or Le Cercle Francais. To our educational and cultural activities are added the physical activi- ties. Therefore, students may go in for football, gymnastics, track, basket- ball, or volley ball-winning their places entirely on their own merit-by their own individuality entirely. If Every Student can sing with some talent, he may add to his own and others' pleasures by joining the Glee clubs, which furnish, perhaps, some of our most enjoyed entertainment. 6

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X ,i I LE, 'xx fA,,.A X, if 1 f 1i.4 '.t.' . :ls I i 1 - -X ,xi rl X K 'F f,,,.....l ' g, R .YY Alt! QL. Jli. Qi ' U' e' e e T '-556 school was becoming dead , and, worst of all, a lack of interest crept into the students. No, we are not speaking of South High alone. We speak of the schools of the nation. It is not a local disease. Perhaps almost every school editor in the country has at some time pleaded for a change in school spirit. School spirit is to the school what patriotism is to the nation. It is our school, right or wrong. Never, perhaps, was there greater need for true school spirit, both for the school and for the country. America, torn between the Americanization of countless foreigners and the reorganization of post-war times, needs all of the patriotism we can muster. That spirit is fostered in school spirit. The reason for this recent drop in school spirit is easily discovered-and it is both logical and natural. Every American has three shrines: God, school, and country. God should pervade his whole life. The school and the nation come in periods. The average student of high school is not personally implicated in the affairs of the government. His more personal patriotism is naturally directed to the school. This is school spirit. The man, out of touch with the school, gives his patriotism wholly to the country. When the war broke out, the mind of every true American was drawn from his petty, personal interests to the pressing needs of the nation. Love of country predominated all things and among them, school spirit. Then came the end, bringing with it the present social, political and economic unrest. Who could expect the world, let alone the high school, to pass through this period without a loss somewhere? In the school the loss is in spirit. We are positively certain that, when the world has settled down into the routine and calm of peace, the school spirit will rise and again become the dominating spirit in the heart of Every Student. Even now its old force can be felt rising and asserting itself. From school life now, one cannot judge the meaning of school spirit. It is a thing that must grow-yet not without the help of Every Student. It is school spirit which spurs on the athlete to come out in glory for the honor of the schoolg it prompts clean living for the honor of the school, it demands fair play to the opponent, for the honor of the schoolg and it calls the student to live an honorable life, for the honor of the school. THEODORE SCHIMELPFENIG. 8