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Page 8 text:
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Top: CHARLES MAYNE Bottom: DONALD MYERS DOROTHY SMITH JOAN McMASTERS SCHOOL BOARD It would be difficult to choose the personnel of a school board who has the interest of the school more at heart than Mr. Shuman, Mr. Myers, and Mr. Mayne. Messrs. Myers and Shuman have a special school interest because they have children in school. Mr. Shuman, as a business man, represents busi- ness interests on the School Board. Mr. Myers, as a farm- er, represents the rural peo- ple. While Mr. Mayne, a home owner and a traveling sales- man, represents the citizens from another angle; in his travel he has a fine opportun- ity to observe business con- ditions and to become ac- quainted with school prob- lems of other communities. OTTO SHUMAN In a modern high school of today, there is a great deal of office work to be done. During this present school year the office work was done by five girls. Dorothy Smith, a junior, worked during the activity period gathering the records of attend- ance from the various home rooms. She also ob- tained the number of pupils staying for lunch for the lunch-room. Marian DeWitt, a senior, worked in the office for Superintendent Overmeyer, the third period. She had charge of the Disbursement Ledger, Fund Ledger, and Claim Docket. Janice Shultz, senior, checked afternoon at tendance and recorded the high school attendance in the register. She also takes care of the typing for the Athletic Department. In addition she helped with the permanent cards. Charlotte Shull took care of the office the fifth period. She kept alumni records up to date, took dictations, typed, and wrote checks. Joan McMasters, a junior, did general office work the last period. She obtained the final report of the day from the teachers on attendance. She helped with the grade cards. MARIAN DeWITT JA NICE SHULTZ CHARLOTTE SHULL
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Page 7 text:
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DEDICATION For his willing cooperation with all student activities and his loyal support of the school, its traditions and ideals, we the staff of the 1949 Rosebud dedicate this thirty-sixth volume to Charles A. Overmeyer. TREASURE CHEST We the ‘Forty-Niners in concluding our high school education have kept a record of our studies and activities in this book, our Treasure Chest of knowledge. The ‘Forty-Niners” of a hundred years ago worked, struggled, and fought for gold. With this discovery of gold, people from every walk of life worked and struggled to get to California by two main routes. Hundreds perished on the !7,000-mile voyage around Cape Horn, or the 2,400-mile overland trail they followed to the tune of “Susannah.” They had for a goal in life wealth of gold and silver. But we have worked and struggled to obtain knowledge, which is our goal in life and which we believe will benefit us and our fellow men. In our struggle for knowledge in our regular academic subjects and through extra-curricular activities, we have learned to get along with our classmates. In our quests during the last twelve years, we have also been building character which is very essential for success in the life in this rapidly changing world. These things we prize more than gold or silver. We the modern ‘’Forty-Niners” do not think of a treasure chest as a place tor storing wealth in yellow gold as the original ’’Forty-Niners” did. We measure wealth, not in terms of gold, but in terms of knowledge and success in life. To some of us, whose school days are over, our Treasure Chest is nearly completed, to others who will continue their education, it is only a beginning in their new search for wealth. The following pages will reveal some of the wealth which our Treasure Chest contains.
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