2
THE GRANTONIAN
improved </
January 13, 1967
inc^
Voting is an important right that in a few years will be ours. Will we
be ready for it?
This is a frequently asked question, but it is often dismissed without
the consideration it deserves because we all think of it as being far in the
future.
If we could vote in the next election, would we do so and would we
know how to do so? To educate is the school’s purpose, but this important
phase of our life is being neglected.
As seniors, we study suffrage in the American Problems classes. For
approximately two or three weeks, we know something about elections
and how to vote and are enthusiastic about this privilege. This knowledge
is soon lost.
Experience is said to be the best teacher. Experience could teach us to
vote. A student voting seven times in four years will most likely remem
ber the experience and participate as an adult.
Our voting system is sadly lacking in the ability to educate. What does
it teach a student to have a ballot and pencil shoved in front of him?
A completely new system should be offered, patterned around our
state’s system.
Only those student body members who are registered should be al
lowed to vote. This registration would take place about one month before
the election.
“Precincts” would be formed not by location of residence but by class.
In order for more efficient operation, eight stations would be maintained.
The first one could be for senior students whose last names are between
“A” and “L” and could be located on the north side of center hall. The
remaining seniors would register at a table on the south side of center hall.
Juniors from “A” to “L” could register on second floor by the balcony
doors on the north side, and from “M” to “Z” on the south side.
Registration tables for sophomores could be at the north and south
sides of the auditorium doors on the first floor.
Room 107 could be the registering place for freshmen from “A” to “L”
and the west end of the frosh basement for the others.
This registration would be held before and after school hours and dur
ing the three lunch periods or, perhaps, during the registration period.
Students absent on this day could register in the activities office when
they return.
The Executive Council would be in charge of this. They could staff the
tables themselves and/or appoint other students to do so.
tn order to register, the student would fill in a card with his name,
address, registration room number and reg. room teacher and then sign it.
After having verified this information showing that he really is a
member of the student body, he would be sent a card in his reg. room
indicating he was a registered voter.
On election day, the student would return to his registration location
to cast his ballot. He would write his signature next to his name in the
list of all registered voters of that “precinct,” and receive a ballot. This
signature would be compared with the one on his registration card.
After he voted, he would return his ballot and his name would be
checked off. Students would vote on their own time, either before school,
after school, or during their lunch period.
If a registered voter failed to cast a ballot in the election, his name
would be stricken from the list and he would have to register again for
the next election.
A student absent on election day but present the next day, could vote
in a run-off election if one was held. If he did not vote and was not absent
the first day, he could not cast a ballot in the run-off either.
Although this does not follow exactly the voting system of Oregon,
the changes are necessary to fit the school’s needs.
In reply to letters mailed to all Portland public high schools, it is
found that at least three schools (Jefferson, Lincoln and Washington high
schools) have systems similar to this.
Success of this method varies. Approximately thirty per cent of the
student body participate at Washington, forty-five at Lincoln, and eighty
per cent at Jefferson.
Although this may fall short of our almost one hundred per cent par
ticipation, it gives those who are sincerely interested in student govern
ment control of this government. Why should the indifferent be allowed to
vote?
Can a new system be condemned before it is even tried? Only fifteen
per cent of this student body might turn out for an election, but ninety
per cent might also.
A greater interest in politics and voting could be aroused by this pro
cedure, and this enthusiasm might be carried over in the student’s life so
that he would be an active and informed adult voter. The improvement
would be worth the change.
Students, teachers express impressions
of new science wing, equipment, layout
by Elaine Wolfe
The new science wing is open. The
confusion created by moving in has
calmed down to organized activity. Reg
ular class sessions have been held for a
week.
Students and teachers have had a
chance to become accustomed to
their new surroundings and to begin
to evaluate it.
“I think we got what we asked for.
I’m disappointed in a few instances, but
on the whole I like it. We have much
better equipment and cabinetry than be
fore. I think we have the best we could
get,” stated Clarence
Beyer, biology teach
er.
The science teach
ers drew up a detailed
plan of equipment, lo
cation and design for
the science wing. This
plan was given to the
architects who con
structed the building
Roger Pierson
to fit the plan.
“When I walked into the new sci
ence wing, I felt like I had just en
tered a new school. It is spacious,
modern and convenient, which
makes it very pleasant to work in,”
commented Jeri Cohen, senior.
“I like it because it
doesn’t look like a
convent, like so much
of the school does,”
inferred Eva Fellner,
junior.
“I was amazed to
see all the space for
storing chemicals.
Now chemicals can
be taken from the
Robert Shewbert
shelf without moving
other bottles and boxes, which is a
big advantage over the old rooms,”
remarked Steve Hendryx, junior.
“I like its newness, especially all of
the new equipment and the large labs. I
liked the lived-in feeling of the old labs,
however,” mentioned Karen Stone, jun
ior.
“My first impression of thè new
science wing was how roomy it
seemed. In the other classrooms,
Letters to the Editor
Dear Editor:
Before Christmas we asked Granton-
ians to help us in a special project, find
ing clothes and other Christmas gifts for
the girls of Hillcrest school.
Our boxes overflowed with clothing
and gifts that any girl would be proud
to own. We would like to thank each one
of his excellent cooperation.
Yours truly,
Mary Martin
Mary Parker
Student Guidance Commission
Vocational job training for seniors
Work-school program offers experience
by Cynthia Evans
If you plan to be employed part time
during your senior year, distributive ed
ucation may be for you.
“Vocational instruction in distrib
utive education deals primarily with
retail marketing and the problems
of getting and keeping a job,” stated
Wayne Robinson, distributive edu
cation co-ordinator.
Under the distributive education or
work-school program, open only to sen
iors, students attend classes periods I
through IV and work in the afternoons.
Classes scheduled would be English,
American problems, distributive educa
tion and one elective.
In addition to these classes, working a
minimum of 15 hours per week for 30
weeks or 450 hours during the year is re
quired. For this work one additional unit
is awarded toward graduation.
As a class in retail merchandising,
distributive education covers many
topics. Included are buying for re
sale, advertising, the pay check, so
cial security and income tax returns.
Personal phases of adjustment to a
job are also discussed.
Along with lectures, lab work is of
fered. Students learn sales techniques,
the operation of a cash register, how to
arrange display cases, to make signs and
to assemble mannequins with accompany
ing shadow boxes.
Working on a wide variety of
jobs, students earn between $1.00 to
$2.00 per hour with the average be
ing about $1.25. Since the national
minimum wage will be higher, the
rates of pay next year should in
crease likewise.
Many students find jobs on their own,
while Mr. Robinson is available for as
sistance. Some expressed their ideas
about distributive education.
Tom Brewer, who works at Kin
ney Shoes, one of the largest dis
tributive education training centers
in the United States, commented,
“As I plan to go into business later,
working through DE will give me
some valuable experience in selling.”
“DE has given me a better understand
ing of how businessmen work and what
goes on behind the scenes in the business
world. Any student who can qualify for
the course would benefit,” said Lynn
Ervins.
Speaking of her job at Providence
Medical Building Pharmacy, Susan Scott
stated, “DE has helped me in my work
by giving me background in retailing.
The work experience I gain now will be
of value when looking for summer em
ployment.”
“DE proposes a good opportunity for
those who plan to take business educa
tion in college. It is more than just mak
ing money, it is also learning,” said Jim
Thompson, who works at Bruce’s Auto
motive Service.
Stuart Williams commented, “Work
ing at Kienow’s through DE has helped
me to learn how to budget my time. It
has given me responsibility, work ex
perience and a chance to save some
money for college expenses.”
people were always breaking test
tubes and spilling chemicals because
of the limited space),” remarked
Roger Pierson, junior.
“The new chemistry
laboratory seems more
scientific than the old
ones. There are fewer
distractions during
class because of the
lack of windows. The
new cabinets add tre
mendously to the
building. I think, that
in the long run the
jane stiiweii
small faults will be
overshadowed by the advantages,” ex
pressed Jane Stilwell, junior.
“It was an unorganized and confusing
mess to move in, but it was worth it.
There’s a lot more space, better facilities
and atmosphere for laboratory work. It’s
300 per cent better than before!” stated
Lee Ryker, biology teacher.
“Everyone will be able to get a lot out
of this kind -of building because of its
flexibility. It will give students an idea
of what science really is,” explained Rob
ert Shewbert, biology and chemistry
teacher.
“This building should be lots of fun.
There’s more room for independent proj
ect work, and generally more space to
move around in, which makes it nicer
for the students. There are now facilities
for team teaching, which never existed
in the old set-up,” reported Loren Stu
der, chemistry teacher.
Constitutional amendment
balancing council’s powers
included in election ballot
Student body members will vote on a
proposed amendment to the Constitution
in the election on January 24. Limiting
Executive Council power, the bill will
become law if two-thirds of the voting
students approve.
Eliminating Executive Council
power to amend General Council-
originated legislation without Gen
eral Council approval, the bill re
quires that both councils approve a
proposal before it becomes law.
The present Constitution reads:
“. . . Should the Executive Council
approve a General Council originated
legislative bill, but amend or change it
in any way, the bill shall be sent to the
Student Body President ...”
The amendment to this section would
read:
“. . . Should the Executive Coun
cil approve a General Council-origi
nated bill, but amend or change it
in any way, the bill shall be sent
back to General Council. The bill
cannot become law until such time
as both councils agree on the word
ing of the bill...”
“If the General Council wants power,
this will give it,” said Jacque Hodges,
student body vice-president. “If Execu
tive and General Councils are supposed
to be on equal footing,” said Paul Pferd-
ner, senior, “the amendment seems only
fair and just.”
^Jhe Grantonian
Published weekly by the advanced jour
nalism class of Ulysses S. Grant high
school, room 203, 2245 N.E. 36th Avenue,
Portland, Oregon 97212. Phone 288-5975.
Printed by Modern Typesetting company
with a circulation of 3000. Second-class
postage paid at Portland, Oregon. Sub
scription cost $2.00 per year.
Vol. 69, No. 15 — January 13, 1967
Editor..............................Barbara Earnest
1st Page Editor................................ Gayle Fleming
2nd Page Editor................. Elaine Wolfe
3rd Page Editor................................Cecile O’Rourke
4th Page Editor.................................Mike Hoffman
Reporters............................Cindy Barrett
Bonnie Brown, Mike Cochrane, Casey
Coughlin, Cynthia Evans, Cynthia
Froom, Mary Jane Hulfett, Marilyn
Leonard, Lorna Viken
Business Mgr........................ Marilyn Best
Circulation ................... .
.Lorna Viken
Photographers ................. .Blake Riscoe
Cynthia Evans
Adviser.............................. Willard Mohn