West High School - Hesperian Yearbook (Minneapolis, MN)

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 ■HE old soldier is always an inspiration to us-—for does he not typify one of the highest forms of self-sacrifice? When we look at him, we do not see a feeble old man—our vision is of a stalwart warrior, enduring every hardship —the weary march, the rude camp, the storm bound bivouac—in order to win a final triumph in the front rank of the charge. We picture a veteran, braving the enemy’s bullets to rescue a wounded comrade, or scouting within the lines of the foe, or leading the forlorn hope against the impregnable out]X st. We sec in him a hero, willing to give his life for his home and his country. It matters not to us whether he served in the ranks, or was a general of brigade—we attribute to him the same bravery, the same unselfishness, the same moral and physical heroism. We never ask what he is worth—financially—for he has won that which is more than gold. Did you ever realize that there is a certain parallel in the way the public generally regards a high school pupil? Just as the old soldier is estimated on the supposition that he has won his battles, just as we think of him as always a victor and a hero, so a high school student is judged to have gained his triumphs, and if he fails to show his mettle, is as much a disappointment as a veteran who turns out to be a coward or a thief. Just as the faded uniform is a mark to us of courage and bravery, so the diploma is the sign of efficiency and learning- whether held by the slowest student or the valedictorian. Just as we simply ask, Were you a soldier?’’ and not Were you honorably discharged?” or Did you serve clear through the war?” so the question is most frequently not. Did you graduate?” but Were you in high school?” And the judgment too frequently is based on the fact of enrollment. and not on the final triumph. So. then, if we arc to assume so high a place in the life of our community, is it not to be a matter of pride to us to justify the confidence placed in us? If it is to be taken for granted that we arc suixrior intellectually and morally, shall we not strive to make the assumption fact? Are we not false to the trust imi oscd in us if we fail to win good scholarship, politeness and courtesy of demeanor, honesty in act and word, integrity in thought and deed, purity in mind and heart? Shall we not strive as diligently to measure up to the standard set for us as the soldier takes pride in striving to meet the measure set for him? Let us, then, set up our creed and not remit our diligence until our names arc proudly inscribed on the greatest Roll of Honor in the world—the hearts of our associates and friends. a Five

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The Facuity R. H. Jordan, Principal. English: Marie R. Acomb Edward A. Blomfield Hannah M. Griffith Blaine McKusick Clara L. Mandeville E. Dudley Parsons Edith Penney Mary E. Raines Harriet J. Sawyer Jenny L. Teeter Grace Watts Latin: Robert J. Barnes Mary T. Brewer Eliza Kay Brown Louise E. Dunbar Elizabeth P. Fairfield German: Susan B. Heffernan Carl O. Ki.oepfer French: Jennie I. Hiscock Martha L. Tobin Mathematics: Maud G. Beck Thomas P. Gruwell Clara B. Hubachek Mary Kerr Francis E. Pray Lillian J. Stbrret Martha B. West History: Effie J. Kennedy Irene P. McKeehan Amanda J. Sundean Mabel H. Thomas Winifred E. Turner Civics: Albert J. Lobb Chemistry: Jessie F. Caplin Clifford G. Salt Physics: Samuel N. Coher John H. Cook Botany: Deborah M. Anderson Stenogra pity: Larmon 0. Cummins Henry W. Dark Geography: Charles E. Huff Drawing: Agnes I. Lodwick Mary L. Willard Mecho meal Drawing: Ray L. Southworth Domestic Art and Science: Mary L. Knox Mary R. von Storch Manual Training: George A. Campbell Guy R. Lander William D. Robertson M usic: Letitia Burnham Donald M. Ferguson iguiipa Seven