The Hood River glacier. (Hood River, Or.) 1889-1933, 1909-06-03

of IA and %. 1t may be crude and
rough, too refined snd polished later
10 lie, but the character of this life
is largey determined during the high
school period. The characters we
now have, the characters we have be-
come in Hood River High School,
will remain with US forever. You,
onr faculty, aud you directors and
patrons OF the school, far more than
you may realize have deter mined the
destinies of the class of 1909. Right
here you the patrons OF the school
and school board have an opportunity
to help IN the formation of strong
independent character which pei haps
you may have not improved to the
utmost. Every time you aid the
teachers by home influence or other
wise in securing independent indi-
viduaI work you use a direct influence
for strong self dependent manhood
and womanhood; every time you de-
mand that the teacher think and
WORK Tor the student you are direct
influence for weak, dependent, arm
less, useless life. Intellectual and
moral mollycoddles are worse than
physical Hood River wants neither.
Hood River High School, WhyY
For what? For education, true edu
cation, practical education. Hood
River is kncwn the world over for it's
fruit, the perfection OF its horticul-
tural products. Hood River High
School must show equal perfection in
It's products, Ii the young men and
women we produce in our schools are
not just as perfectly developed, as
clean and wholesome and sound
hearted az Hood River Spitzen bergs,
Hood River High School is failure.
Young men and women are the most
valuable, the best possible products
of community. We the graduates
of today will be ths men and women
Of tomorrow. On what you have
taught us in Hood River High School
depends in great measure the future
of Hood River. But whatever we
may or may not be, Hood River High
School should constitute four years
CT training for life. 1t should impart
knowledge, vast store of it for use
10 later years, but it should teach
more that 1t is deeds not words,
great actions, not mere thoughts,
back bone, not wish bone that count
toward real success.
Thus Hood River High School must
stand tor the highest scholarship plus
the efficient mental discipline gained
with it; for knowledge practical as
we'll as useful, knowledge by which
we can appreciate the beauties as we'll
as the practical utilities of the woods,
the mountain stream, the earth and
the driven clouds; it must stand for
an independence and sell reliance In
thought and action; 1t must inspire
its students to win, to attain that
true success which means happiness,
to win victory over self, the victory
that takes us through nominal defeat
the trne victory which lies hey
In short Hood River High School,
to be worthy of Hood River, of the
Hood River spirit, must produce men
aud women.
And our High School spirit must IN
every sense measure up to the Hood
River spirit. School spirit is often
intangible, in two senses: it is hard
to define and sometimes, hard to find.
School spirit is that feeling of in
tense loyalty to the Alma Mater, that
loyslty which makes the foot ball
player or the debateI forget self, for
get all else in the intense effort to
win--to vim for his school.
1t is notable fact that the best
schools are those where school spirit
Is most intense The U. of 0. spirit
ia eBvied throughout the west. U.
of o. wins. The Hood River High
School spirit has several times at
traeted the attention OF our rival
schools. Hood River wins.
All we do, whether in study, ahlet-
tics, debate or what we must do
do in the spirit of only the best
tor Hood River. When honest work
and fair play stand in the way of VIC
tory we must conquer ourselves and
beat them next time. We must each
one learn to do as Roosevelt has said
OF the American boy, "hit the line
hard. dou't foul, and don't shirk, but
hit the line hard. -