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

Page 12 text:

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. . ' . . . . . A . Lk H I - - - . s N 1 f L . . . . . . K L ,, A T K' N . . . , . l . I . . '. . . . ' , , , A 5 - h L A F .I . . H . . I S . Q H . l . ,,, . . . K 0 . . ,, . . . . -. , . 'K 'L ' ' ' A .rr . as VL . ' a values are affected by proximity to able are new residents to a commun- of the town he lives in but on the size 1 . . . . . . . ,, . . 1 . A 7. K . - . ' . . K . . K . A .H . H . , ' ' ' at ' ' - n h h . - . ' . . .5 . 5 ' . K 1 . . B -. N . ,, . . . . V s , . j . ' . . . ' , . ' j. .. I ' l . . - . s Y . . Y . . . ., . A D' . . .' , , f i I' ' ' . . i' ' .' . . ' A . . , F . . , ' - , ' , , '

Page 11 text:

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 - - . ., ' . .

Page 13 text:

Ennnnn nlnnanmnuannumnmn:nummunnunnunnnnuumu . numulg our-icromau nnn1annnannunnunnnnnunnnuunlnuu uInnnulnunn:nunnunnnnuuununnlnununul L L ASS OF 1927 Clarence Drecktrah Attendrng La Crosse Vocatronal School Wrlbert Drecktrah Attendrng Voca tronal School at Mrlyyaukee Robert Dudley Attendlng Lnryersrty of Wrsconsrn Arthur Flerschman At home Mrlan Halverson Workrng rn local flllrng statron Charlotte Hass Takrng nurses tram mg at Grandyrew Hosprtal Leonard Hugrll Attendlng Luther College Decorah Iowa lloyd Johnson At home Ellen Knudson At home Vaughan Larson Workrng 1n L W Nuttelmans Mrldred Mrchelson Taklng nurses tlZ1ll11I'lg at Lutheran Hospltal Katherrne Nuttleman Worklng at local creamery Verna Moos Marrled Vernon Nuttleman Work1ng on A Vlck s farm Margaret Paustran Stenographer at Grandvreyv hosprtal Dorothy Runge-Attendrng La Crosse State Teachers College Helen Schnerder Workrng 1n the Standard Restaurant La Crosse Irene Storandt Stenographer t County Asylum Bermece Sprarn Stenographer at the Securlty Sayrngs Bank La Crosse Mrlton Wenzel Workmg rn paper company rn Mrlyyaukee Armrn Werngarten Workmg rn local Farmers Store LL-XSS OF 1928 Julran Anderson Workmg on father s farm Owen Anderson Workrng on hls father s farm Harry Baker Attendlng La Crosse Vocatlonal School Rlchard Battrs Workrng 1n fathers store Lerla Bechtold -Xttendrng La Crosse State Teachers College Helen Drekroeger Attendrng Crosse State Teachers College Edna Flerschman Takrng nurses trarnrng at the Sparta Hosprtal Alma Hauge At home Evelyn Herman Attendmg La Crosse State Teachers College Frederrck Horman Attendrng Teach ers College at New Ulm Mmnesota Adelme Hugo Attendrng Keefe s Busmess College Marre Hulberg Attendlng Keefe s Busrness College W1ll1s Klusman WOFk1Hg rn hrs father s meat market nnunnuuuuuun nnunnunnunllmIIurunlIllIllInnuuumnnnnlulunnnunnn Vernon Knudson Attendrng Luther College, Decorah, Iowa Janet Lee-Attendrng La Crosse State Teachers College Arthur Lewrs Workrng vyrth brrdge contractor at Mt Horeb Byron Lord Workmg rn a store m M1ndoro Phrlrp Larson Workrng for Clrnton I Grrswold 'Clarence Meyer Attendmg La Crosse State Teachers College Frederrck Meyer Attendlng Lmyer sity of Wrsconsrn Rudolph Mever Attendrng La Crosse State Teachers College Irene Rhodes At home Erma Sandman Attendrng La Crosse State Teachers College Verna Schwartz Takrng nurses tram mg at Lutheran hosprtal Mrnnre Seeger Workrng rn local beauty shop Elda Selebrede Attendrng W BU at La Crosse Dorothv Smrth Attenchng Keefes Busrness College Marjorre Storandt Attendrng Unryer srty of Wrsconsrn Luella Wedekrng At home Marlon Wrlson Attendrng La Crosse State Teachers College School and tommunrty Contmued rs especlally concerned wrth the many They hold the balance of povyer at the ballot It rs rmportant therefore that they have an lnterest 1n and an under standrng of publrc rssues It 18 to them yye look for establrshrng a wholesome socral mor xle It IS rmportant then that they be educated rn an atmos sphere of Farth and Hope It IS rmportant that they be educated to relrsh therr work and wrth a proper balance betvyeen yyork worshrp and play, they may enjoy toll and utrlrze the rncre-rsmg lersure allotted them y xthout berng bored or tempted t dr srpatron It rs a m1 conceptron that educatrng a person hrs effrcrency to toll H yy ork sl'l0l1lyl be none the he ll'1s been schooled Nllflfl help mu cle 51 young college may y ro drg drtch durrng 1 yac'rl1 yn to ff ll health and yyealth th ne t chool year, recall e Itrhan yyorkman yyho vsould hum matches of opera yyhrle he labored an Irrshman yvho would dr cuss p 1t1c'1l 1 e yyhrle he prcl-.ed an -Xmerr 'rn yyho yyould analyze econo m c condrtrons vyh1'e he yyorked None of the e m 'r yyas less effrcrent vyrth p cl and hoyel becau e rn a degree rrtellectufllly deyeloped Yet therr to conclude ls reducrng capacrty to l because l1ves were rrcher, therr resources greater It would be unfortunate were rt necessary to conserve rgnorance rn order to furmsh an adequate labor supply The welfare of thrs country centers around the trarnrng of the many It depends upon a hrgh socral morale an rncreasrng number of mentally alert producers It requlres a crtrzenry wrth rntellrgence to yalue and enjoy socral contacts vyrth suff crent educatronal foundatron to admrt of self govern ment equrpped to rmproye rts lersure and rmbued vylth suffrcrent sports manshrp to play the game Th1s IS a co11tr1but1on educatron makes, a contrrbutron wrth rntellrgence, not xgnorance as the foundatron I-Jducatron should make more palat able the humbler tasks rn lxfe Educatron has an appendrx, a useful one It functrons as promoter of the cultural and practrcal art musrc, lramatrc dome trc scrence, vocatronal trarnrng pny rcal development There are those who do not thrnk thrs oran useful I requent rs the lament for the good old day of better spellers and better Hgurers, rn prte of proof to the contrary Wrthout the appendrrc yye work for memorrzatron and dr1ll the Three R s yyrth the appendlrc rn addrtron to the e yye yyork for modrflcatron of conduct to deyelop hrgher moral character, better health greater c1y1c conscrousness, closer home relatron shrp greater vocatlonal effrclency and more wholesome use of lersure How has thrs organ of educatron functloned what rs 1ts value based on two separate tests? Take the seryrce test Keeprng rn mrnd our twentreth century envrron ment yyrth 1ts rncreased lersure, shall we remoye the recreatlonal and group rnterest actryrtres, the gy mnasrum the playground, the chorus, the orchestra and the band? Keeplng rn mrnd the spendrng orgy shall yye elrmrnate the teachrng of thrrftq Keeprng rn mrnd artrficral lrvrng, shall we ellmrnate good rnstructron and medrcal super y1s1on Keeplng rn mrnd the tremend ous yyaste and loss of l1fe by accldent or fire, shall we elrmrnate Safety Frrst rnculcatronq Keeprng rn mrnd the need of self expresslon shall yye elrmrnate art musrc and fll'3YTl3tlCS9 Keeprng 1n mmd competrtrye busrness and rndustry shall yye ellmmate pre yocatronal tra1n1ng Keeprng 1n mrnd the prevalence of crtrzenshrp lndlfference shall we elrmrnate the teachlng of crvrc responsrbrlrty Take the rnterest test There are 14 per cent of the total school enrollment ln hlgh school today as agarnst 11 per cent forty year ago There are 82 8 per cent of the chrldren betyyeen 1Cont1nued on la t pagej i , . I , I 1 - A l . 1. . Y. . ,1 X , A Y . X . 1 1 . s , . . . ' - .' 1, , ' - ' ' ' . l. v . ' ' Y I ' i. I Q n s 1 x ' ' 1 -1 . . . 1 , . 1 ' 1' 1 . 'T . . s , - 1 1 - . ' ' -1- , 1' ' 1 ' .. ' l 1 . 5 -, I . 1 1 1 1 . A . r, . s l t' , M . ,X . L ' , - . . , , w , Y Y . .. . , l Q , 1 . Y kk W Q 1 n v . . . . - y 1 . 1 , 1 . 1 11 1 . . I .... - 3 1 - 1 1 Y V Y A n ' V' i , , , . . . . . v. A 1 1 1 , . , , . Q V . . 1 . . . . 7 1' 1 ' I- - - . ' ' 1 . v ' f ' ' 1 i 5 , , 1 . 5 x 1 , ' I .fs -s '- - l Y I 1 ' ' 1 1' 1' f 1 ' , Q v' hr 2 1' ' 2 . 1' , , 1 V - V . - i . . . V . v. ' I Q , , vf v , ' . I lr - .' 1 1 U 1. , - 9 t ' - ' 1 1 , , ' V . A . . . 1 y - 1 . 1 . . V ' v ' ' ' A A L- , ' , , ' ' . . 1 i . I h 1 N , 1 .1 5' ' 1 , . , v- 0 I - A . . . . . A v 1 . Sf' . 1 1 ' 'i. S , 1 . v A . - . ' ' . . . ' .1. '-. 1 - A v K A ' ' ' ' 7 ' 's 1 ' v 1 - - N ' ' H ' ' . IS L ' s 1 r N Q . N . . ,, . . . . 1 ' 1' 1' 1 Eszs 1 . 1, ' - ' v Q 1 1 . . 1 1 1 1. , 1 - - S X ' A .1 1 , 1 ' , 1 D ' 1 . K! 1.1 I ' es h 1 s, s 1 1 1. ' ' v ' 'F . 1' ' 1 I ' 1 - N vi l 5 ' ' . . . ' Y . . . . for 1e X s j th -W D - , ' H y , . , 1 . Z . , 1 , A , . 1 . 1 1 1 U f 1-77 . e. ' ' ' ' S! V. .. V 5 y S 1 1 , 1 - 'N N 1' F- 1' 1 ' . ' ' Q, ' S 1 1 - ol . ssu ' ' 3 - ' ' ' S - I ' . 1 IC: . ' ' c ,V ' l .- I - . . . Q V . v , , 1. l . . A . . it V . ' . 1 . 1 , 1 , 1 1 . 1 . . , , . . . . . . . ' 1 ' -' l ' - .Y 1' 3 - rc . s. ' s S , ' ' ' - , ' 3 g .' v l i Y S .