OCR Text |
Show Page Two THE SIGNPOST January 19, 1940 TO THE FACULTY, STUDENTS AND ALUMNI OF WEBER COLLEGE MY DEAR FRIENDS: Last evening your beloved president, Dr. Dixon, called to see me at the hospital and graciously left three or four books, more or less profound, for my entertainment and WeberaptMinf Vocational Interview The OuUide WcrtJ Published Scmi-VontMy During The College Year Official Student Paper of WEBER JUNIOR COLLEGE Ogden, Utah Editorial Officca bOl Moench Building EDITOR-IN-CHIEF: Norman Bowen BUSINESS MANAGER: Glen Brewer ASSISTANT EDITOR Jack Branham NEWS EDITOR Reed Anderson EDITORIAL COUNCIL: Chairman, Jesse Jensen; Members, Helen Moore, Wilmer Perry, Eugene Allen, Clyde Miller SPORTS DESK: Editor, Donald Roush; Associate Editors, 0!af Zundel, Wilmer Perry; Reporters, Eldon Gardner, Jack Wecker, Harold Wright, Carl Worden, Glen Stamos, Don Hatch, Sylvan Godfrey, Eleanor Clark SOCIETY: Co-Editors, Shirley Critchlow, Donna Jenkins; Reporters, Florence Cashmore, Margaret Todd, Donna Marie Curran CONTEST EDITOR: Mary Huggins TYPISTS: Bernice Mclntire, Marjorie Hampton COLUMNISTS: Blair Burton, Glen Wade, Edna Miller, Lew Austed, Donald Roush, Wilmer Perry REPORTERS: Arlene Andrews, Dan Bradshaw, Ross Deardon, Kathleen Davis, Gordon Huggins, Charles Leti, George London, James Luvares, Robert Peterson, Rolfe Peterson, Richard Thomas, Mildred West CIRCULATION: Bill Warnock, Junior Squires BUSINESS ASSOCIATES: Darrell Mayfield, Howard Page CONSULTANT: C. M. Nilsson BELL, BIOGRAPHY Eventuality merges into actuality! The interval between the inauguration of a campaign to secure the city hall bell and transform it, with the proper degree of tradition, into a Weber college Victory Bell and the successful conclusion of said campaign has seen delay, disappointment, and many days. ' Difficulty was encountered in securing the bell. Resistance emerged from totally unexpected quarters. Despair ruled when all methods of removing the bell from the inaccessible city hall tower failed. And then, with the help of the Wildcats, Bart Wolthius and others, the bell appeared triumphantly, a cynosure, in the Homecoming parade. Objective achieved? Hardly. The original blue-prints call for one more finishing touch. The, last one, surely, an exterior one, yet one by which the success of the project will be measured. Specifically, that of bestowing the proper respect and tradition upon the bell. The contract calls for joint action, part by the student body and part by the leaders of the movement. The student body gets the best of the deal, receiving duty involving only proper action and consideration. Inasmuch as the avowed prime function of the bell is to ring out Weber's victories, its use must be rigidly restricted to that. There, of necessity, can be no promiscuous ringing such as rever-brated around the campus of late as the bell stands unguarded. Students do not want the ringing rare, but they do desire it significant.And to the ones we have to thank goes commendation, along with their final part of the deal the mounting of the bell. Provisions are being made for its establishment and security. Keynote of its mounting will be mobility. Present plans call for the construction, now under way, of a tri-wheeled transport that will permanently bear the bell. A garage is in the making. With the advantage of nihility the bell will be of great publicity value to the college, in addition to being able to follow the school in games, parades andfestivity. PEACE REIGNS Peace reigns once again in the halls of dear old Weber. Last week, which tradition has designated as "Hell Week," will go down in the annals of history as the most hectic yet experienced. No longer does one see the surprised and startled looks on the faces of visitors. Such sights, such bewildering happenings which were the order of the day, have ceased and normalcy has almost returned. "Hell Week" has come and gone, and our pledges have been weighed and tested, and have passed with flying colors. From the feminine point of view, this week has been a complete "washout" in more ways than one. From the feminine pledges much moaning and groaning was heard because the sophomore girls were gaining prestige with the fellows as a result of the "black out" for pledges. The fellows have enjoyed the unique opportunity of seeing a girl as nature intended her to be, and were dazzled by the fresh natural beauty unimpared by the outer coating usually worn. What glamor has been lost to the world. But for every loss there is a gain, and "Hell Week" was no exception. To balance matters, the fellows gained this elusive glamor; what handsome oil-paintings resulted from application of lip-stick and rouge. Then, too, must be mentioned the lingerie in the strictly modern stapless style which they were permitted to wear. Some "also wore the cutest models in red flannel underwear; while some manly, motherly pledge was soothing his baby doll, his conferees were endeavoring to make themselves heard in speech and song with deafening results. Such are the tribulations of the up-to-date pledge. We must acknowledge, however, that though varied and long torture was theirs oiir pledges came through with shining glory and showed us without doubt that they are the sorts we expected them to be. A WORD TO THE TEACHERS: Do you realize that a student's impression of you may be formed in one of your unguarded moments? That, though you are ordinarily the most pleasant and agreeable person in the school, you may, by letting down just once, stir up the dislike "and perhaps even the hatred of not only one, but several students? And do you realize that your purpose, instruction of students, may be materially undermined by their dislike of you, arid hence that your presence in a progressive institution of learning becomes of a diminished value to that institution? . . . A word to the Students: First impressions are invaluable incidents in the life of any individual, whether they be concerned with business or the omnipotent factors of friendship and social relations. An unguarded moment in which these first impressions are made, may determine the foundations of success or failure in life. The years of college life are true molders of the future. Hence, strict application of one's efforts to avoidance of unguarded moments during these years should be rewardedmany-fold. GRADE SYSTEMS Every student here at Weber at some time or other forms an opinion regarding grades and grade systems. He may keep that opinion to himself; he may, and usually does, voice it to fellow students in the hall. He may, in rare cases, impose it upon some member of the faculty. This last remains the exception, however, because there are those students that still hold professors somewhat in awe and also there are those professors that have heard the story so many times that it is old history to them and should not be rehashed. There is much that has been said about the present system of grading of both a pro and con nature. But until there is shown to be a radical deficiency in that system, or until another system is formulated presenting a greater efficiency, we will continue to receive a report card causing us to groan and wonder. Since the marks were received tills quarter the library has experienced an unforseen rush of business. Freshmen, and even sopho mores, are studying as it that were the only activity to be found on the campus this quarter. Perhaps the shock of fall quarter grades brought out of them the lethargic ideas of studying they formerly had. Verily, grades must be of some good then. Grades, though, are something more than just a mark of advancement, or vice versa; they represent, more or less, the scores we receive in competition with the other students in our classes. Some students would put their best into their work regardless of whether or not they were graded on their efficiency or not, but there are others who really need tne stimulus ot marks to bring forth, per haps not their best efforts, but initiative enough to enable them to make their grade point. Grades cannot be anything but merely representative 01 a student's etticiencv. Pro fessors vary in the standard upon which they base their marks, and this campus as well as otners contains a certain group that prac tices that art known as "apple-polishing." AN OPEN LETTER Dear Miss Tavlor: If yours is a response representative of all the students of the school, the Signpost has no fear of going unappreciated, though yvu uu express concern m your letter. The intent of your letter was self-evident, hilt W7A are quite perturbed to learn that the paper reeKS 01 solid stuil. The following are sources of that which "reeks": the citv dumn. skunke itin swamps, and adolescent literature. We are siue, nowever, iuiss xayior, that this word slipped into your letter unwanted, and since you have obviously been exposed to none of the above, your good manner warrants such usage as "replete," "redundant," profuse," "lavish," or even "ful of." And so with your permission, let us not say, "the Signpost reeks". Thank you. Constructive criticism is always welcome, and any deviation from the intent and purpose of a paper, namely, to inform and to entertain, will be dealt with in the best journalistic tradition. Your reference to the paper as "roughage" is well put. If this paper can provide stimulation for the dieesrinn uiviiuaiiuii unbiased, unnpinionated and, as you suggest, provide a buttress for social rapport, then ours is a happy job. But remember, as with everything in life, a newspaper is not infallible. The following was heard the other morning: A lady, apparently thoroughly peeved at her husband, who was just leaving town, yelled at him from the front porch, "If you don't come back from Salt Lake, I am going (0 shu t taking the paper." We doubt if the best of newspapers can replace in every respect even the poorest of husbands. Yours truly, Signpost. instruction during convalescence. He also reminded me that January 8 is Founders Day. After he left, I lay in reminiscent mood trying to analyze the real source of my affection lor this cherished institution. ASSOCIATION AND SERVICE I concluded first that this attachment is rooted in the fact that not a few years of my life are interwoven in its history and growthh. As a youth of 16 I was a student in its first rented home in the Second Ward Meeting House. Three instructors of that period stand out in memory Principal Moench, Professor Haag, and Professor Pedersenv Later I was a student when it entered its first new home on Jefferson Avenue. In September, 1899, I became a member of the faculty, and later was appointed principal. From then on in my interest and affection the welfare of Weber was second only to the welfare of my family and loved ones. During that period the faculty, as loyal a group as ever taught school, assumed the responsibility of building this $45,000 addition in which you meet today. Funds were raised by soliciting contributions from loyal patrons in Weber county, trom the Church, and from Henry Peery and Samuel Newhouse of Salt Lake City. People are interested in that which they help to make or build. Service is the road that leads to love. Thus after twelve to fourteen years of interest and intimacy, part of my very self, as that of my fellow teachers, seems to linger in the halls and class rooms of tondly cherished Weber. PERSONALITIES However, there is a more intimate bond. What I learned in the classes during the old Second Ward experience has undoubtedly become sealed in memory's crevasses. I cannot recall anything specific; but I shall never forget my class mates of that happy adolescent period. When I meet them now after the passing of halt a century I'm surprised to see how old they have grown. Occasionally, I note an expression in their faces that indicates that they are equally surprised at me. I recalled them reminiseently last night. Some have cross ed the Great Divide, but they and those who still trudge toward the hill top have been and are honorable citizens, a credit to the school and to the community. The courses taken in the first new home of Weber are more distinct, particularly the lessons in physics and English literature; but in detail these, too, are hazy; but my school mates I can still name by the score. Several have gained renown in music, art, education, and business. Nearly all have made happy homes all reflect honor upon the school that impressed them with the value of high ideals. They are like brothers and sisters, and their home is the Weber. But nearer still are the students who crowded these halls from 1900 to 1910. To the teachers they are as their own boys and girls. After thirty, thirty-five, nearly forty years I meet them now in different parts of Utah, Idaho, Wyoming, Nevada, and California. Strangely enough I re member them still as students, and am surprised to meet men and women whose features are furrowed by the passing years parents now thev are and even grandparents. But their countenances still glow when we mention the happy days in Weber, and my heart warms as I see them worthy citizens and not a few of them able leaders in civic, religious, and political life. Of all that number I can recall only three who have besmeared the purple and white by trailing it in the dust of dissipation and dishonor. All the others as they march along hold that banner unsullied as it waves in royal dignity and honor. So, as I search for the source of my affection for the good old school, I find it not in its architecture, not in its brick walls, its beams and rafters, not even m the classrooms that connote so many fond memories, nor in the scholastic courses of study and the efficient instruction of the professors who compose the excellent faculty, but in the personal integrity and worth of the hundreds and thousands of students who in their lives in this old work-a-day world exemplify the ideals for which Weber Stake Academy, and Weber College has ever stood. These ideals are the eternal verities individual freedom to choose one's life as long as one does not deprive another of that same right; Integrity, Fair Dealing, Unbroken pledges whether spoken or written, Faith in God and Belief that there is still good in our fellowmen. For the preservation of these and other fundamental virtues democracies of the world are at this very hour fighting on the high seas and on European battlefields. Tore-consecrate itself to the application of these indispensable elements in true civilization is today the world's most pressing need. These and every other fundamental truth and noble virtue dear old Weber has ever held aloft as worthy ideals God bless the students who cherish them, and who, after graduation, exemplify them in their lives, thus reflecting added luster and honor to their beloved alma mater Weber College cherished by our county, admired by our state, and honored by all who have come under her influence. Sincerely yours, (Signed) David O. McKay An Open Letter To Students During the assembly last Friday, some students were highly amused. Others perhaps got the central idea behind the things presented and have changed their actions accordingly. If you were one of those students who failed to see anything purposeful portrayed during the "Court Session" perhaps a little clarification would be useful. If you remember, the first part of "Court Culture" was library and hall confusion. The audience was greatly amused over the tactics portrayed, but these things were actually taken from the library. Go to the library at any time and you will see two types of personalities: the one type comes to school to obtain knowledge that will be of value to him in later life. The other type comes to school merely for entertainment and because there is nothing else to do. The students who go to the library to laugh and joke, talk out loud, and cause other disturbances are encroaching upon others' rights. The words used in the assembly were. "Books are kept in the library to be used in studying. If you do not want to study do not go to the library; go to an amusement hall.' If you are the one causing the disturbance, you fail to realize that others are working. Put yourself in their place and you will get their viewpoint and change your actions from lowlife to highlife. The order in the library is bad. but the order in the halls during- classes is worse. Even now, as we write this, the noise of songs and yells is echoing through tne Dunaing not songs from the music department, but songs by those who come to college and vet do not know what college is for. It is hard to concentrate in ideal con ditions; but when distractions enter concentration is out of the question.College students are of the age at which they are expected to be ladies and gentlemen, and yet the actions of some students point them out as overgrown babies. To carry on with the assembly: the announcements and the Whip club were next before Judge Culture. Perhaps you noticed the element of yelling and whistling as the defendant was brought before the judge. Girls are common around school; is the whistling and yelling necessary every time a girl steps up to do something? A few years ago announcements were made and heard. Now, even a loud speaking system fails to be loud enough to overrule the "overtones" in the audience. And then John Student was put on trial because he failed to support school activities. Perhaps you remember the pep rally that was held at a local theater. The affair was advertised, and the public was asked to come to see the enthusiasm that Weber college students had. The public went to the rally, but where was Johnny? The part of the assembly which was on the use of slang, swing music, and dancing was based upon the idea of propriety. In the words of President Dixon, "Take the sense of propriety for instance. It is all right for the students to engage in jitterbug music and dancing at certain times, but at other times such conduct is out of place. It is sometimes hard for young people to alter their conduct to fit the situation." Let us give ourselves the 3,600 inspections as they do airplane parts, find all the flaws, and change ourselves accordingly. Editorial Council. And then there was the time when "teacher's pet" was just a phrase, not a -hole sentence. ABOUT THOSE GRADES By LEWIS AUSTED Alas ! The first quarter has passed and is forgotten (for some), and the students are starting to apple polish for the next quarter. Some were satisfied with their marks and others were not. Seeing that the Signpost is the voice of Weber the question for this week is: "Are you satisfied witli your marks, and do you think you deserved them?" "Lousy and I really mean lousy. I'm sure glad the report cards were sent home because I couldn't and wouldn't of had the heart to take it home." says Ethel Hogge. Don't feel too bad Ethel, you would be one of a hundred who would even take it home. "Oh dear they were terrible. This is going to kill me yet, or make me lose my mind. I lay awake nights thinking about them." Mrs. Polidor, you had better wacth your daughter. Vivian, those are desparate words. "Say do you know that they were beyond my highest expectations? They still leave me in a mental haze, a temporary" eclipse." Don't be alarmed my friends, Mr. Dunn has these ever once In a while; don't you Rod? "Amazed that's what I am amazed. I can say that I am indeed thankful for what my dear teachers gave me." That sounds good, especially when it comes from such a man as Darrell Deis. "Certainly that is maybe well anyway I worked hard enough," says Donna Marie Curran. "Well seeing I am a Hlnch-cliff, I don't think I got what I deserved." (We know it Grant). "Boy I'm tellen ya I got robbed. That's all there is to it; I got robbed," Says Junior Reynolds, that's okey Junior we all learn by experienceeven though it is bitter. "Wow! Was I surprised! You could have knocked me over with a feather." says Mr. Clark. Don't you mean a fender, Jerry? "I deserved 'em but boy am I ashamed of 'em. If I don't make better next quarter, then my name isn't Janet Hilton." That's the spirit Janet. "Tut, tut my dear, seeing I got all A's I really can't complain, now can I?" No you can't Miss Danvers, but confess now. You did do a little home work, didn't you Ann? "Gosh! I'm still in a daze trying to find out how I did it so that I can do it again," says Virginia Moore. Chemists Exhibit Thermite Bomb (Continued from Page 1) The Chemistry Club has been experimenting and has succeeded in duplicating several of the for-muluas used by commercial cosmetic companies in the manufacture of their products. Hair oil, tooth powder, cold cream, mentho-latum, brushless shaving cream, floor wax, auto wax, face powder, and mercurochrome are a few of the examples cited as having been made. The club intends to sell these products around the school to obtain money for the promotion of further research along these lines. G. B. HEAL, EDITOR By JACK BRANHAM "Howdy. Mr. Heal, I'm from the Signpost. I wonder if I could take a few minutes of your time for a vocational interview for the Weber college paper?" With there words I introduced myself to Mr. G. B. Heal, editor of the Salt Lake Tribune."Well, what would you like to know about the newspaper business?" he asked. "Well," I said, "I would like to know how one may become a newspaperman, how good are the opportunities, how much i. newspaper reporter makes, and everything about the business of a vocational aspect. At that we got down to the serious aspect of the interview. I have found that a few question about something that an interviewee is interested usually is sufficient to get him talking, and ultimately tell the interviewer all that he wishes to know about the subject In fact, the notable usually gives the reporter an Illustrated lecture on the subject, and all that the reporter has to do is to sort the volumes of facts into their proper places, write them up, and the assignment is completed. "Most of the boys on the Tribune start as office boys, and work up. We require that most of them have a college education. My advice would be to go to college if you want to be an office boy on a newspaper," he said. "About wages. We pay the office boy $18 per week. If one should be sufficiently educated to merit a position as a 'cub' reporter, he starts in at $20 per week. "After the first year, they progress on a regular scale. The first year a man receives his original $18 or $20 per week. The second year he is advanced to $28 per week. The third $31.50 to $33.50, and from then on up. When a man has worked five years for the Tribune, he will receive from $43.50 to $60 per week, depending upon his position. These wages are all minimum. If a man has exceptional ability he will progress more rapidly. And naturally if a man has no ability, he will not remain on the staff." Our interview was interrupted at this time by the sound -of a police siren. Mr. Heal dashed over to the window and peered out. He didn't want to miss anything important. He was immediately joined by his pretty secretary, who dashed in from the outer office. It seems that on the day of our interview there was a vice crusade. The police were raiding the "bookie" offices. The sound of sirens interrupted the progress of our talk several times after that, but each time we managed to get back on the subject of my visit. "Next, I suppose, you would like to know about the education necessary for newspaper work. As I said before, we require college education in most cases, but naturally there are exceptions to the rule. If a man is a writer, he would be a better writer if he went to college, but in some cases it is not a necessary requisite. Major in English, or sociology; we will teach your journalism, Anything a man learns will at some time be of use to him in the journalistic game. A man must be able to talk to all types of people. Law is very useful to the success of a reporter." Opportunities in this field are becoming narrower. A man must know more, and be better equipped to make a success of journalism. Many newspapers are going out of business. Radio and other forms of competition make the work of the newspaper man harder. The opportunities are unlimited for the good BAITED TRAP By BLAIR BURTON Are the American republics setting a trap for themselves? Recently at Panama the twenty-one independent nations of the western hemisphere resolved to maintain a safety zone of three hundred miles around the Americas a zone from which all warfare is cxtluded. This zone, however, was violated by both England and France in the sea battle that preceded the scuttling of the pocket battleship. Graf Spee. A protest was immediately made to these countries, and, though England answered the note, little was accomplished because the sinking of the Graf Spee was more profitable than any protest could be damaging. The American republics are now faced with the question of whether or not they are going to enforce this three hundred mile zone. Many people, however, can recall a similar experience in the World war. Woodrow Wilson told the Germans that the United States would hold them responsible for any damage to American shipping. By this statement Wilson set the stage for the U. S. entry into the war. The Germans found that the use of the submarine and unrestricted submarine warfare was worth more to the German cause than the entry of the United States would be detrimental. Thus, the German navy did not hesitate to sink American ships, and the United States was placed In the embarassing position of having to back down before the world or declare war on Germany. Because of this occurrence the American republics should tread lightly in the present instance. If these republics come out"flat-footed," and attempt to hold belligerents responsible for violating the present safety zone, might not today's situation develop into a repe-titon of Woodrow Wilson's mistake? Besides this, such a zone is not sanctioned by international law. porter. There are no opportunities for the bad one. A reporter must have an aggressive personality, he must be a perfect gentleman, he must be able to talk the language of the place where he is working. Many men have to talk to underworld characters, and therefore must know how to talk to them. The reporter must be able to submerge himself in order to adjust himself to any situation.The aspirant to a reporter's job should know some form of public relations other than journalism. He must be more than a writer. He must be able to evaluate the future in order to know what the public will want in the future in the way of service." At this point I decided that I had just about covered the subject, and as it was nearing press time I decided I had better leave. "Goodbye Mr. Heal and thanks a lot. I'll send you a copy of the Signpost." "Do that," he said. Letters to the Editor Editor Signpost Weber College, Ogden, Utah. Dear Editor: May I express my deep gratitude to those who foster and promote hell week. Yes, some of the victims really looked like h , but it did open my eyes. I have a new girl now, and it's much nicer than before. Again thanks. (Figure it out for yourself). Yours till next time, (Name withheld). MR. NON-ADVERTISER What Do You Have to '3 t V There is a market on the Kill a $300,000 market! It represents nearly 1500 students. We read the ads in our paper, the Signpost. Merchanis: Advertise and get your share of this $300,000 pocketbook, at Weber College. We Buy From Stores That Advertise in Our Signpost The Student Body |