THE CHEM AW A AMERICAN
B O T A N Y CLASS ADDED
A recent article in “Grower
Talks,” points out the fact that
hundreds of young people are
needed today, who know the green
house industry. Not college trained
people, but rather high school
graduates with a year or two of
practical training in growing crops
and production work.
This is part of the reason we
have started a botany program at
Chemawa. The students who com
plete a course in botany have a
fair understanding of plants, both
scientific and crop production.
These students may use the experi
ence for their own pleasure, that
is growing ornamentals around
their homes, or to pursue a life
time vocation in farming, green
house work, or gardening.
Our botany program consists of
many aspects of plant science. We
have two indoor growing areas and
hope to expand. One area deals
with plant production under ar
tificial light. The other consists of
a regular sunlight greenhouse. The
artificial light growing concept is
new and has posed some problems.
Through experiments, however, we
have learned to cope with these
difficulties. The outside green
house serves us well, both as a
place for propagation and a place
for crop production.
The class program falls under
these basic headings: plant care,
vegetative plant propagation, plant
production from seed, orchard
work, grafting, fertilizer, insect
Control, and of course a basic sci
entific understanding of plants.
The scientific aspect of our pro
gram is very important. It gives
the student some knowledge of
why plants react as they do, and
also increases his background in
biology. Our botany students learn
to make microscope slides of plant
parts as well as learning the the
ories behind plant science.
Botany students display a green thumb
for beautification of campus.
3
Dr. Marburger Visits Campus
■a-
Dr. Carl Marburger visits with student
body officers Victor E. Lekanof, Mar
garet Garner and Sheila Aga.
READING PACERS IN USE
Special reading classes are now
being conducted at Chemawa as
one of the programs made possible
by the Public Law 8910.
This self-help reading program
is primarily for students that are
college bound or students that are
going to adult vocational training.
The enrollment of the class is
focused on the top senior and
junior classes. But it is also for
those students that want to in
crease their reading rate and com
prehension.
Students in this program will
start with 200 words per minute.
Within eight to ten weeks, they
are expected to reach reading ca
pacity of 700 or 800 words per
minute.
TEN LITTLE INDIANS
PRESENTED BY SENIORS
Eight little Indians fell by the
wayside, but it didn’t dampen the
spirits of the Senior class as they
presented Agatha Christie’s, three-
act mystery, “Ten Little Indians.”
The play went off as scheduled
February 22 and 23, at 8:00 p.m.
in the school auditorium.
Cast for the presentation includ
ed: Clifford Davis, Sophie Gregory,
Betty Hofseth, George Kudrin, Vic
tor E. Lekanoff, Terry Lind, Levi
Lott, Eugene Makarin, Jim Shav
ings, Wassie Wassillie, and Thecla
Wasuli. The director for the play
was Mrs. Mary Kay Randall, fac
ulty dramatics coach.
Be truthful; reputations are
founded upon it. Be forgiving; it
will mellow your later years. Be
cheerful; it creates happiness for
those you love.
Dr. Carl L. Marburger, assistant
commissioner of Education for the
Bureau of Indian Affairs, received
an enthusiastic greeting from stu
dents and faculty when he visited
Chemawa campus on March 10.
Dr. Marburger toured the cam
pus, visited different departments,
and chatted with students. The
personnel at the dining hall were
honored to have the group as their
special guests at noon luncheon.
Accompanying him on the tour
were Miss Elizabeth Lindahl, spe
cial assistant to Dr. Marburger,
Mr. Edgar Wight, deputy commis
sioner, Mr. Dale Baldwin, Area
Director, Portland, Mr. Richard
Balsinger, assistant area director,
social services, Mr. Gardon Gun
derson, area director of schools.
In a brief assembly program,
each of these people extended a
few words of greeting.
EXCUSES THAT FOOL
ONLY STUDENTS
Did you ever try and think up
a good excuse for not handing an
assignment in on time? The
chances are that your teacher has
already heard your excuse. While
most teachers are willing to listen
to a legitimate excuse, and even
make special allowances . for un
usual circumstances, don’t try and
fool them with some of the old
standbys.
Below is a list of some of the
most frequent excuses that stu
dents themselves have admitted
using: I lost my book, I didn’t have
any paper, I didn’t understand the
assignment, I didn’t hear the as
signment, I left my paper in the
dorm, I lost my paper, I sprained
my wrist, I ran my paper through
the laundry, I have too much work
to do, the dorm attendant made
me attend a meeting, it was so
noisy in the dorm that I couldn’t
study, my roommate spilled coffee
on my paper, my social studies
teacher assigned me a program
to watch on TV, and the most fa
mous of all, I want to recopy it so
that it will be nice and neat.
Just because your teachers are
polite and don’t say anything when
you give them these excuses don’t
think for a minute that they al
ways believe these flimsy alibis.
Most teachers would appreciate
an honest admission of, “I just
didn’t get it done.”