West Salem High School - Neshonoc Yearbook (West Salem, WI)

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SEUIORS BOB STFENSEN There surelv must be some hard Class Plax 3 4 work 1n hlm For none has ever Renew Staff come out HARRIET S'I'0RAND'l Glee Club 1 2 4 I care for nobody no not I unless Speakmg Contest 4 thes care for me Band 4 NI ARG ARET SCHMECKPEPER Glee Club 1 2 3 4 for all A sunny srmle a cheerful Word FSTHER SPRAIN I I Glee Club 2 3 4 Industrlous gentle and l3IlXllk9 4H3 Ill Hlll lil l I I llllll E unnunmuluunnnulunnmmunmnum . ulnuunE Illlllllllllllllllllllllllllllllllllllllllllllllllllll v A ts v' v 77 w - - 4: s s 1 , , , .v . . - . U . - 1 - n 4 1 v J . . - as ' , ' H - - . ., ' . .

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'''''' ' ' 'I'' '''''U' ' H'III'HN'U' IH'NH'HHIlllllI'I 'l 'H ' 'HH llllllllllm Class Flower'-'lDh1te Rose l , l HAROLD OAKS 4 H 1 2 3 Basketball 3 4 Track 2 4 Claw Play 4 Scouts 1 2 Band 4 State .Iudgmg Team 3 LEONA MITL HPI I 4 H 4 Speakmg Conteet 2 C LIFFORD MICKFLSUN Mlke Presldent 3 Presldent Athletlc Awn 4 4 H 2 3 4 Sec and Treae 3 Baeketball 3 4 Track 2 3 4 State Judgmg Team 2 3 4 I THIIL SL AFE Glee Club 2 3 4 4 H 3 4 Scoute 1 2 3 ALFRED NII' DFLLDT 4 H 2 3 4 Baeketball 4 Track 3 4 Play 3 Band 4 State Judgmg Teame 3 4 DON AY ON RUNGF Clase Trea urer 4 Clan Plax 3 4 Peslexs Staff For een though vanqulehed he could argue Qtlll Alwaw ready to help a fellow out A voung man who blueheq re better than one who turne pale 16 S 21 fI'lPI'Ill to EXSTX OTH? The e wlld women are mal n g a wlld lllll of m I newer knew Qo young a bodx wlth sO old a head

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mum., . uunmummmnmm:nnunmuunum'nn1nunnnnnnuuuuunnuun IHIIIIE OUR SCHOCDL The School and the Community Few people realize how important a factor are our public schools in the prosperity and growth of a community purely a commercial viewpoint We measure the products of our schools in terms of cultural and educational value, their splrltual influence, their part in developing better citizenship, thelr work ln equlppmg our youth to meet the problems of life These prlm ary products are of first importance and it is a wholesome condition that thev are so stressed However we often overlook the fact that a com munltv without an effective school svstem may be not only lacking in these essential elements but likely to be equally as far behind ln material prosperity When the time comes for a family to change its residence, a location accesslble to an efficient school IS of first concern This is true in intra as well as inter citv movements Realty the class room A good school will surround itself with a solid popula of lllllLlStI'l0UN families, families whose wants must be supplied, who build up chuich memberships patronize shops and stores glxe thelr patronage to the professions and thus fill the arteries of trade with the blood of business Attention IS called to this phase of chool influence an influence that aids in building up the business welfare of a district as well as leading in the mental and ethical dexelopment of its xouth -X substantial slghtlx and well equipped school plant such as ours manned bx a teaching force of per on al1ty and power, with adequate faclll ties for study and play IS a source of prestige, a worthy asset to city district or country town Such a school atmosphere makes for stability and S0l1Cllty 1n the property surroundings, increasing land values through its influence on the character of the neighborhood and on the volume of trade We have the testlmony of a former cabinet member who has sald that ambitious cltlzens will go where edu catlon may be had for their children The same point IS emphasized in the story of another prominent Amerlcan vsho tells of his fathers leaving the back woods of the Ozark Mountains because there were available but three months of school My father packed our belongings in a covered wagon he relates and went to a new state- and we moved out of a three months school into a nme months one, with a free high school This leads us to wonder how deslr 1tv who are not sufficiently mterested in their children to inquire regarding school advantages before establish ng a new home It has been said We can Judge of a ClVlllZ3tl0ll as well as an individual bs the wax childhood is treated This is a slevs of a bv product of our schools, a form of public SSTYICC to the communitx that should impress residents who haxe no occasion to utilize the schools as well as non resident propertx owners both of whom sometimes feel that thex haxe taxatlon without proportionate bene fit The lmportance of the products and by products of our schools may be summarized 1n the words of Herbert Hoover, If we were to suppress our educational system for a single gener ation the equlpment would decay, the most of our people would die of star vation, and mtellectually and spirit ually we should slip back four thousand years in human progress We could recover the loss of any other big buslness in a few years but not this one In estimating the CHICICIICY of our schools should the emphasls be placed on scholarship or citizenship-capacity or character or both In the life of the individual even as in the life of the nation, the activities of today are conducted in the light of their influence on the affairs f tomorrow So it IS with education its prime busmess is the development of the 1nd1v1dual to build the nation s future One s vsay of look1ng t things does not depend upon the size of his mmd With educatlon there need be no Main Street Our educational system works in many directions It enlarges the earn ing value of the child to its parent and to the natlon It brings an American lzlng mfluence to bear on the lives of our foreigners It steps forth to rehabilitate the delinquent child to restore the falterlng phvslcallx It develops research students trams teachers and makes posslble the pro fe sions These are all essential in our scheme of things However, education fContmued on next pagej , 0 l -1 ' . , t. . 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