St Joseph High School - Challenge Yearbook (Kenosha, WI)

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Culture Can Cultuvute What connotatuon do you deruve from the word culture? Some see a be ueweled Iorgnette perched on a pow dered pounted nose whule uts owner stares umportantly at a most untellectual opera Others see the crumblung ruuns of an empure ancuent and long gone uts destuny fulfilled To many ut us a crooked finger and an affected holdung of a cup of tea A few call to mund a dum musty Iubrary wuth tuer upon tuer of heavy pon derous volumes stoludly endurung the gradual assualt of dust These varued examples serve to ullus trate the confused contraductory attu tudes whuch are presently held toward culture by large segments of our socuety Basucally culture us the enlughtenment and refinement of taste acquured by un tellectual and aesthetuc traunung Supposedly cultured socual affecta tuons and mususes of the term culture should not lead us to belueve then that thus qualuty does not have a definute place un our own Iuves Enlughtenment us a process that constantly takes place wuthun an unduvudual The only degree of perceptuon thus requures on the part of the unduvudual us conscuousness The regard to culture however us un refine ment the refinement of taste The acquurement of thus so called enlughten ment and refinement of taste does pre sent a problem for ut us obtauned through untellectual and aesthetuc traunung The traunung un these two fields forms a large basus of the educational foundatuon that thus unstututuon seeks to buuld upon Thus traunung however us valueless unless applued to your own Iufe The element of culture then deoends on the unduvudual Any person who com prehends fully the true values of Iufe wull come to a realuzatuon of the desurabuluty of culture and consequently desure ut He wull realuze that the cultuvatuon of culture contauns for hum refined maturuty Duane Keane The Challenge Pubhshed by the students of St Joseph Hugh School EDITOR ASSOCIATE EDITORS News Ruta Petrettl Laurun LeTart Leslxe Thelen Judy Conrad Duane Keane Lucllle Morettx Patr1c1a Gaffney Mary W1entJes Mary Kae Hawkms Dennls Rutkowskl EXCHANGE EDITORS Carol Smuth Carolyn Warner PHOTOGRAPHERS George Kasparek John Lundberg Don Sershon Edutorlal Jo DIHIOHS Prrsms Plctures Features Sports ARTISTS Mlke Hyland Bob Bosco TYPISTS Joan Glovanellu Julue Morrussey Karen Knught Kathy Zuffa DANCE Rscumu. Nov I9 VqRlETy EHQW I ' MW Nov fi Ni-I I? I Dom Bosco Nov: MEMORIAL NUVZY A at .M FREE DAy NOV mtvlm X tuegv , . SO, What Is St .loseph's I am St Joseph s Hugh School A part of a cuty The youth of a country Many young seek me They turn to me for knowledge and fruendshups too These chuldren of my creator I am St Joseph s Hugh School Each day I hear youth Laughung sungung cryung too Hu us the password of my halls Although sullen faces sometumes enter Marrung the beauty of These chuldren of my creator N DA CE Nov 25 I am St Joseph s Hugh School A symbol of thus world s opportunuty Therefore I hold the key to happuness The key to despaur and musery too Whuch way wull ut be turned? Theur chouce can sadden me I am St Joseph s Hugh School For my own I am the PRESENT Fruends and fruend hup are my gufts Wusdcm and knowledge are my wares As my sourc of Iufe I ask Tume and love lust those from These chuldren of my creator Judy Conrad So Thus Is Thanksguvung 'P Now comes the tume of year when stucky hands and greasy faces reach for the proverbual turkey or ham Thus us the Thanksguvung season un whuch everyone guves thanks for hus blessungs Let us look unto an average Amerucan home and lusten un on the customary medutatuon and sulence before the bug meal Hey Joe have another beer Itll be a couple more munutes before the oId lady gets the burd on the table Next we wull go unto the kutchen where the modern woman us slavung over the hot stove uust luke her ances tors used to do Jane wull you please open the can of unstant turkey and those Iuttle cans of unstant coffee? Oh yes dont forget the unstant potatoes sulver 2 ware and EEK' Dorus whats thus Volkswagon doung un here? And un front of the fireplace Iues the champuon of the home the protector of all Lassue I wush theyd get started I hear that these burds sure have uuucy bones' Out of earshot but not out of eyeshot Iues the buggest blessung a home could have the baby Man uts Iuke these fossuls are goung ape Gets a Iuttle cold out and they run around Iuke they never seen food before I open my mouth and they stuck a crummy baby bottle un ut Personally Id prefer a bottle of I Thats Thanksguvung and Iufe 1959 style Who should know better than we the ones Iuvung un ut Bull Shulskr 0 ,v 'A 'ld . ' I - ' . pnr ,un - ' - l H . . . . ,- . we sq , , ' Q ' ' l f I ' . . . A , W! I ' I I ' I I l .- , I . ggff fi' -A -A ,A ' . . V I - u . . . I' if - ' Q 4- '. ' . ES' N . Zb. ws t Q ' ' . . - ' Q9 ,MX . . . . . A I l 1 I I - , . . . I . . , . ' . . I 6ppllC6llOI'1 of this enlightenment in ' The-Se Children of my Crgafof- I I - - . I ' 4 . . . . I I . . . I . I . . . C . . V I I . . I . . , . ' 0 , , I I II -Il ' v - - , . . ' ' 1 1 , . , , . . ' ' ' . I I O O ' . 1 u Q 1 I I I . 1 D ' . . . ,, . . . . . I . . . . - . ,, . , l . ................- . I . II 4 ' l 11 I l l l t . . . . . . . . . . . - ' I I A ,I . I . A - - - 1 ' I . ' Il ' . ....... . , ' ' - T' I i- II . . , . , . . . . . , . , . . . . . . , . . . . . ll , . I . . . . ' I . 1 , . . . . . r . , . . . . . . . . . . I I . 1 , . - , , . I - - . . I -

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Can a pupIl who dlSlIkeS readIng be a good student? A pupIl cant be a good student It he doesnt lIke to read and Isnt able to read Every sublect In school has readIng connected wIth It In some torrn or an other and If the pupIl doesnt lIke to read ITS goIng to be a lot harder for hIm to understand what hes tryIng to learn Everythmg that he reads he learns from no matter If It s bIographIes or ad venture STOFISS A pupIl who lIkes to read Isnt nec essarIly a good student The type of readIng that he does determInes what he gets out of It For example a person who wIll read only romance storIes and other such trash IS surely not IncreasIng hIs knowledge The person who can read and know what hes readIng has the best advan tage of all Trudy Deom 113 A pupil who dislikes readIng will not be a very good student Reading forms the basis of knowledge There are two ways In whIch knowledge IS obtalned readIng and listening Reading IS a kmd of self teachmg method What IS read remaIns In the memory for future use Listening has many drawbacks It does not stay In the mind all the time Usually It travels In one ear and out the other without stopping for the brain to puck up some of the passing Information Thus valuable statements are lost for ever Nick Mlschler 201 A pupil who dIslIkes reading cannot be a good student He can be excellent In other sublects but not In English which IS the backbone of all sublects He wIll not know words If he does not read To be a good student a pupil must be able to speak well and to know what other people are sayIng He might not know what some words are in a chemistry book and wont be able to understand the part wIth those words Of course In high school this rule wIll not apply tn all cases but It surely will In college Jerald Fetzer 206 No I dont belIeve anyone who dlS lIkes readIng can be a good student To be a good student Involves more than lust doIng the requIred or the mInImum A good student IS an Interested and IUQUISITIVB person I-te wIll go out and search for materIal concernIng a partIcu lar toprc I-Ie trIes to famIlIarIze himself wIth hIs subtects so that he Wtll benefit himself and so that hIs contrIbutIons to the class wIll b of more value Pat Gaffney 211 What IS the greatest obstacle to the student as a reader? The great st obstacle to the student as a reader IS hImself The explanatIon of thIs IS that the student must want to learn new words and what they mean He must contInually study the EnglIsh language In order to Rnd thIs out Joe Tennessen 308 The greatest obstacle to a student as a reader is lack of comprehension. The student doesn't understand the vocabu lary used. The words are vague, he doesn't understand their meaning. He becomes disinterested in reading. He becomes a poor reader. Helen Volpentesta 1 12 The greatest obstacle to the student as a reader, I thunk, IS the fine prInt IO some books and also the bIg unexplarn able words I don't belIeve, of course, that we should keep readIng the same type of words day after day, but we should read books with a lIttle more ad vanced words In them If you do stum ble over some hard words look them up In a dIctIonary Roxanne Recker 308 I thInk that the materIaI to be read IS the greatest obstacle After all If you dont lIke what you re reading you wont get much out of It I know that It I dont lIke the book that Im readIng I ll go over It rather haphazardly and not get too much out of It QuantIty IS a great factor In how much a student Wlll read or get out of hIs readIng It someone has to read a lot of books In a short tIme, he wIll get nothIng out of It I thInk teachers should strlve In theIr assIgnments for quallty, not quanhty Richard Suszko 211 I thInk the greatest obstacle to a student as a reader is noise. How can anyone concentrate on his reading if the televIsIon is on, or the radio is blaring, or even if there is a party downstairs? He can't! lf there is all this noise around, a student will not understand what he IS reading. I think the best way to read and understand what is being read is to be In a quiet room alone and stay there until the reading is finished. Bonnie Hansen 107 WL I I thInk that a student who dIslIkes readIng can be a good student because I myself dIsIIke readIng I do read ot course but not much more than I have to Somethmg has to be InterestIng for me to read It I thInk that I can be and am a good student Gloria Thomas 301 Yes If the pupil IS rich enough he can have someone read to him But un der ordinary conditions the answer is of course NO Why? Well first of all he would be bored when he reads and would not understand Secondly he would try not to read what is assigned because he dislikes It Proof Latin IS a sublect where the malorlty of the time is spent reading If a pupil dislikes read Ing and does not read he could not pass at all Paul Walllg 309 In my own readIng I find that my greatest obstacle In readIng IS compre hensIon In order to understand what I have read especIaIly If It concerns hIs tory I have to re read a paragraph at least three trmes I have been told that the only way to overcome thIs IS by prac tce But beIng the lazy person that I am I never take tIme to read somethIng over and over because It IS lust pure torture and besIdes It s easIer not to do Cindy Maegaard 213 In my opinion the greatest obstacle to the student as a reader is the subject matter. After all, if a person doesn't like what he is reading, he won't be very interested in reading it. But, when one gets, you might say, drawn to a book, it is a great pleasure to read. There are obstacles of lesser importance, but this I feel is the greatest. Dave De Simone 101 Lack of speed IS the greatest obstacle to a student as a reader If It takes a student an hour to read 30 pages In a book, and there are 270 pages, no won der he doesn't read Who has I2 hours of spare tIme In whIch to read a book? Can you see now how lack of speed could be the greatest obstacle to a reader? Carol Smith 105 a Q a Q Q .5 -. - f 1- o,1, -- ' L' .'- , I I cg ' ' 3 .,'f,1,r5'l1 ,-'Ca-rg - ' ',' ' 1 I 'I :..l.,gvJ2:F- N 'Q , ' ,lm -.' -. . . 0 .Q Pri,-3 in If Q I .Dr 1 J: - 1 - ' 'Q .' .' ' 4'2 .' .'. s'-T -' ' . . 3 TSR. Us .1 I Z ...I - 1 . . , '. . 1 ' f - l , Y I,-it 1- . . . a..- Qi-,IAA . , -14. f fl, 0 , - ' -'f':.:',N - , . ' Z . 'v '.' 1' -. ' - - , KT.. . O ' ' G.: 4 . . gd- f - - I ' . ' 4 1-if 1' ' ' .- - s '0lc,,'7' . I . I I to-.. - ' affix' I 13. I . I - 5.0 . Ax -W. ,.:'?.f.I ' ' ' Jn' V' . . , . . I - . . . . . - - - . . . , - - . . . . . . . - - - . - 1 . , . . . 5 I , I . . , . . - , . . . I . I n I 4 ' . ' I . ' I n ' ' ' ' ' ' - . . . I I ' I u a I . . . . . . . . , . . . . , . . 0 I n q v - 1 I Q 1 0 . . . . . . . . . . - . . - . . . . . . . . . . . . . - I . . 1 1 - 0 - . . . , . . . . . . . . . . . . . . . . 0 I - . . . . . . . . . . I . . . . . . . . . . . - f . . Q ' T' ' . . 1 . . I - . . , - . . . . I . , D . . . I N' . . ' ' ' . . , . . . 1 - 1 - 1 1 ' . I - ll. . . . , . , . ' 1 . . , .