Williamsfield High School - Venture Yearbook (Williamsfield, IL)

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74' Il. 'Uenluae 'iI

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emu., Standing-left to right: lr. Hubert Geyer, lr. Lee Killer, Mr. Kenneth Elliott, lr. Shaw Teruilliger Seated-left to right: lisa lluriel Yenerich, Hrs. Paul Shaffer, lisa lay Collins, llrs. Hilton Eastman, lllss Virginia Fryrell uns. nnfron nssmm, smith Hughes Home Economics Instructor, B.S. Degree Bradley Polytechnic Institute, 194Og lilllansfleld one half year. J. KBWETH ELI.IO'l'1', Principal, lathematlcs, Social Science and athletics, B.S. Degree Knox College 1930, Summer work at l.I.S.'!'.C., University of Chicago 1930, Summer work at University of Wisconsin 19395 Summer assistant at Wisconsin 19415 illliansfield two years. HAY COLLINS, Comercial and Girls Physical Education Instructor, B. Ed. Degree, Western Illinois State Teachers College 1927 Sumner work at Western, Monmouth and University of Colorado, lilliemsfield two years. VIRGINIA FRYXELI., English, Speech, Journalism and Girls Physical Education, A.B. Degree Janes lllllikln University 1945. Iilliansfield one year. .T. H. GEYER, General Science, Biology and Band. B.S. Degree University of Louisville 1923, ILS. 1924. Summer work, Washington University 1928, Williamsfield e18ht years. ' LEE MILLER, Mathematics, Physics, and athletics. B. Ed. Degree Illinois State Normal 1935. Graduate work, University of Illinois. lilliamsfieldtwo years. uns. Pm. smm, History and English, A.B. Degree, Knox College 1942. lilliamsfield two years. SHAW TERZVILLIGBR, Smith Hughes Agriculture Teacher, B.S. Degree, University of Illinois 1932, ILS. Degree, University of Illinois 1943, Williansfield eight years. HURIEL YENERICH, English and Vocal llusic. Ph. B. University of Chicago 1930. B.I.E. Northwestern University of Iowa 1940--1941. lilliamsield two years. MRS. NORMAN WISE, Smith Hughes Home Economics instructor, B.S. Degree University of Tennessee 1941, Williamsfield two and one half years.

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.. 2,4 lho is to solve the Problems which the leaders of today have not yet been able to settle? Who else than those like you who are in schools such as yours, and who go farthest in the path of education and experience? Hindsight is keener than foresight. This may sound trite, but those of us who are older are extremely sincere in urging you to make the most of your educational opportunities. Rare indeed are the occasions when one who has neglected his chance for education doesn't regret it bitterly. Life is not an accident but cause and effect. Each of us is creating his tommorrow at every moment by his motives, thoughts, and deeds of today. The great purpose of education is to develop the ability to adjust oneself wisely to the constant changes of life. A survey of what the past has contributed as a heritage to the present aids greatly in understanding our contemporary pro- blems and values. Your school curriculum of such fields as Science, Literature, History, Government Economics, Mathematics, Agriculture, Home Economics, and Commerce, alms to provide this background. Your education would be incomplete, however, without something more. The total social interaction of your school and its extra-curricular program of music, speech, dramstics, athletics, publica- tions, parties and organizations provide a wide range of opportunity for priceless experiences. Courses in civics and social problems, for instance, are splendid aids to good citizenship, but they must be supplemented by student activities. We learn how to live by living even more than by studying life. We can learn democracy only by practicing it in our daily lives. If ideals do not find expression in some constructive action they soon lose force and meaning. le have no student but who has something to contribute to the cooperative welfare of his group. Your school itself is a community in which euch student should learn the principle of self-restraint for the good of the greatest number. Discipline imposed from above may at times be necessary, but it is a poor substitute for persondl Ind group responsibility. School spirit and loyalty in students are akin to patriotism in adults. Through the sincere cooperation of all you may have a school of which all may be proud. - Your faculty, the Board of Education, and patrons feel that if your school's efforts have made it possible for you future leaders to do better the work which maytgomiiinto your hands in the years ahead, those efforts will have been well wor w e.