South Pasadena High School - Copa de Oro Yearbook (South Pasadena, CA)

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THE COPA DE ORO OF 1923 The Annual Staff this year has tried to produce an annual of which t he school could be justly proud. We have endeavored to produce a book which will present this year’s activities in concise but inter- esting form. Believing that we have accomplished this objective, we present this Copa de Oro to you. Although the Copa de Oro is a senior publica- tion, there are others who have helped to make it a Success. Miss Lauman and the Art Department have worked perseveringly and have co-operated to the ereatest extent possible and we take this oppor- tunity in thanking them for their efforts. To our advertisers who have helped us financial- ly in this publication, we wish to express our appre- ciation. Moreover, for the support and co-operation of the Student Body, for the help of Miss Evans and the Journalism Classes, and Mrs. Linn and her Typ- ine Classes, and to other departments which have helped materially, the Annual Staff wishes to ex- press its gratitude and appreciation. THE TIGER SPIRIT OF 1923 At the beginning of the school year the fresh- man were earnestly requested and the upper class- men reminded to ‘‘get into’’ the spirit of South Pasadena High. When we look back over this year, we must realize that this has been accomplished. The freshman have taken hold and the upper class- men have carried on in the spirit. The athletic con- tests were full of fight and good sportsmanship, as well as all the interscholastie contests. The plays, the programs, and the operas were all carried out in the spirit of co-operation between coaches, stu- dents, and public. In scholarship, a spirit of good will and co-operation has existed between the faculty and the students. And so in the interscholastic activities, in the athletics, and debating; in all school affairs, yes, even in our studies, we have maintained that policy of fight, good will, and co-operation that represents the true ‘‘tiger spirit of S. P. High,”’

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Roger Del Mar Martha Sansor Frances Ryan Ruth Billhe’ mer Snapshots Music Editor Debating Editor Alumni Editor Helen Hill Ellen Elledge Madeline Egan Hazel Germain Calendar Mounting Jokes Drama Roscoe Ryan Lucile Treff Jean Yule Virginia Clark Assistant Editor Asst. Literary Editoi Girls’ Athletics Society Editor Leon Dostert Charlotte Meckes Virginia Gigas Walter Taylor Asst. Adv. Mgr. Asst. Bus. Manager Asst. Art Editor Asst. Calendar

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11 IS AN EDUCATION WORTH WHILE? Does it pay for a person to fit himself for a superior position? Does it pay to acquire a true character-wealth which no disaster or mis- fortune can destroy? Does it pay to make life-long friendships with industrious and ambitious young people, many of whom will occupy high places in the future? To every scholar the answer to these questions would be yes. But do we follow that principle? The student of today must not content himself with the mere browsing over books; he must make an application of those principles and ideals that make for a broader scholarship and citizenship. Scholarship is an ideal towards which all of us should be striving. Any individual who attempts to improve himself intellectually is traveling to- ward a successful and happy future. Unless he utilizes this knowledge to help his fellow-men, it is of little avail to him. In our own school, we too often notice that the book-worm forgets his: re- sponsibility of citizenship and does not share in the activities of the school. Furthermore, we find that those who are engaged in student activities often forget their responsibility as scholars. The leaders of the future will be those who have realized the importance of these two factors combined and have looked to them as ideals. Education is the training of the mind to solve the world problems, the training of the hands to do the world’s work, and the training of the heart to beat in sympathy with the world’s needs. Education must develop in the individual self-reliance and responsibility. It must produce intelligent citi- zen-people with initiative and the habit of team work, so let us not be con- tent with an education of mere facts, but let us learn to think clearly and independenly, for, as Frederick Harrison has said, ‘‘Every bit of stray in- formation whic h we crowd into our heads without any sense of its impor- tance is for the most part a bit of the most useful information driven out of our heads and choked off from our minds.’’ When a person has learned to think for himself he has attained much toward the ideal of true citizenship as a result of excellent scholarship. hn