Beloit Catholic High School - Arista Yearbook (Beloit, WI)

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Page 4 Teens In Trouble — February, 1965 Probation Is ‘No Joke’ “At present, there are approximately 100 boys on probation in Beloit ’ according to Mr. Edward Schultz, Rock County Pro- bation Officer. What seems to be the reason for the tremendous number of young men and boys under the number of boys on probation in Beloit is almost double the number of boys in the neighbor- ing Janesville area, according to Mr. Schultz. The larger population in the Beloit-South Beloit area is one factor accounting for the mounting number of Beloit cases. Also, while the industries and job opportunities in Janesville require mostly skilled workers, Beloit is more heavily de- pendent upon heavy • industry and unskilled labor, thus attracting a somewhat less educated class of people in many instances. Still, 100 boys on probation is no small matter. The most common offense, says Mr. Schultz, is larceny, usually auto theft. There are some beer drinking cases, but there are usually other problems connected with this, such as truancy and school diciplinaiy problems. Once a boy is arrested after committing the offense, he is taken to county jail and placed in solitary confinement, pending hearing. It is at this point that a great part of a boy’s future is decided. After carefully reviewing the reports compiled on the accused, Mr. Schultz confers with the judge, and together they decide who is going to handle the case — the probation officer or the court. The court may recommend Duwayne Merlet mane shovel, Volunteer detention, Duwayne? supervision of the courts? The placing the boy in a private school, such as the Norris Foundation located outside of Mukwanago, or St. Michael’s at La Crosse. Cases warranting further court action are referred to the State School for Boys at Wales. Once a boy has been sent to Wales, it remains on his permanent record. Among other things, none of the armed services will accept him after he is released. The great majority of boys, however, are placed on pro- bation under the supervision of Mr. Schultz. During the pro- bationary period (usually one year; however it varies with the offense) there are many rules which must be complied with. A boy on probation must be at home each night by 9 o’clock; 11 o’clock is the latest he may stay out on a weekend, and then only with the written permission of his parents and probation officer. His driving privileges are revoked, and he may not ride with a young driver, unless accompanied by an adult. He must attend school every day, the only absence allowed is for illness. While on probation, the boy must report once a week to his probation officer, and must also show his report card each grading period. This is also a measure as to when a boy is ready to be released from probation. During the probation- ary period, a boy may not associate with anyone else under the supervision of the courts. While most of the boys are cooperative, Mr. Schultz finds that they do seem to have some trouble in keeping the rules. Parental influence has a definite effect on the boys. Nearly 1 3 of the boys on pro- bation are from broken homes. While most parents are co- operative with the courts and probation officer, they tend to “cover up’’ for their children. This attitude is more of a or hindrance than a help to the .child. Diane Haffey It Dropouts Don’t Stand A Chance It is a proven fact that a person who does not have a high school diploma hordly stands a chance. Today an employer doesn't necessarily want to know your skill; first he wants documentary proof of your status. Then, if your skill isn’t up to por, they will train you. There are apprenticeship programs for various industries today, and the only personnel the supervisors are looking for are high school graduates. These, with a certain amoun of background, may eventually work their way into manage ment. The dropout, with all possible luck, may reach the position of assistant foreman. It has been stated repeatedly that the man who knows how a job is done will olways be working for the man who knows WHY the job is done this or that way. Let's suppose a dropout enlists in the navy. The highest he’ll ever rank is Chief Petty Officer, which is equivalent to a sergeant in the army. When this man gets out of the service, where will he go? Who is going to hire, say, a thirty-year-old man without experience or a high school diploma? Unless he receives a very good break, only an employer who knows that this man needs the job badly, will hire him. So he makes an offer (usually low pay) and says take it or leave it. This man, of course, won’t get a much better offer, and so he is forced to take it. Today in industry, men who have worked thirty years in one place are being laid off. Why? Isn’t it because new men who are younger and have more education, and thus more to offer a business, are taking over? To me it isn’t worth dropping out at this stage of the game just to scratch the bottom of the bucket. Rod Meade ARISTA BELOIT CATHOLIC HIGH SCHOOL EDITOR.......... ASSISTANT EDITOR NEWS EDITOR..... FEATURE EDITOR . SPORTS EDITOR . . . LAYOUT EDITOR . . ART EDITOR..... PHOTOGRAPHY... ADVERTISING..... CIRCULATION .... BUSINESS MANAGER ...........Elizabeth Ch am on ............Jean Behrman ...............Terry Petit ............Mary Lou Finley .............Peter Piazza .............Diane Haffey ...............Nancy Buchko . .David Griffin, Joe Cousin .................Kay Eddy DeeDee Vince, Judy Engler -.......................Diane Schaul

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February, 1965 Page 3 Approach To Biology Stresses Participation More participation by the students ' is the aim of the new biology program initiated this year at BCHS. The sophomores, under the direction of Sister Ronalda, are undertaking a new approach to biology. Through their own investigations, they are given the chance to learn what science is and how a scientist works. The lab desks are set up so that work can be accom- plished with greater ease. Under this program, each class is divided into individual team groups of four who take part in various experiments. This enables students to make comparisons of the experimental work done by all the classes. It also helps by giving the opportunity to search for the correct con- clusions to the various ex- periments. The program itself is divided into several six-week groups of intensive study on a single phase or topic of biology. During these weeks the student makes his own investigation, studying a given series of problems. Because no answers are given, the student really works with an unknown. He is expected to interpret his observations and to arrive at conclusions that will answer specific questions set before him. The aim of this program, more participation by the students, is fulfilled every day through the many ideas expressed by the groups. Finally, students can feel the excitement of scientific dis- covery and the pride of doing a difficult but valuable job. Sue Ryan Term Papers Plague Juniors, Seniors The main project of junior and senior English classes during the third quarter is the term paper. The papers, ranging from 1,000 to 2,500 words, have a variety of topics. The seniors are limited to some topic related to the study of language or literature. Juniors may chose historical topics in conjunction with Coach Bar- nobo’s American history classes. Students were polled con- cerning their anticipation of term papers. Some students feel term papers are not worth the time and effort: I think they re an injustice and too much work. —Marilyn Bugpi. Consolation is given to someone who has at least one use for them: “They’ll keep me warm when I bum them during the winter.' —Jeanne Brown. A senior refused to commit himself whatsoever. “I refuse to answer on the grounds that it may incriminate me. —Joe Bergeson. One person summed up the attitude of most juniors, who have never done a term paper. 1500 words sounds like a lot of words. —Bruce Mclnnis. Some students could think of only one word to describe what they thought about term papers: “Ugh! —Mary Preston. Mary Egdorf Tom Retzin.;er and Fred Haeelow uont at a biology ex. eriJient. Frosh, Sophs Head High Honor List “High Honors were earned by 30 students who maintained an “A average in their full credit courses this year. Freshmen and sophomores led with 11 students each. The girls outnumbered the boys 62 to 29 on the “Honor Roll with the senior class leading. For this rating stu- dents must hold a “B average. HIGH HONOR goes to: SENIORS: Marsha Dalles, Donald Goldsworthy, Linda Holmberg, John McLaughlin, Peter Obligato. JUNIORS: Raymond Cipra, Mary Egdorf, Nancy Fenrick. SOPHOMORES: Michele Chekouras, Maribeth Cousin, Patricia FitzGerald, Kevin Lauer, Marjorie Meyers, Marie Murphy, Susan Ryan, Jane Trafford, Linda Tyler, Patricia Yanulis, Karen Zimbrich. FRESHMEN: Barbara Bilof, John Bryant, Martha Egdorf, Mary Ann Ellsworth, Jane Foreman, Richard Johnson, Catherine Lauer, Susan Ma- lgney, John Ryan, Barbara Smith, Peter St. Peter. Those receiving HONOR rating are: SENIORS: Jeanne Brown, John Carlson, Elizabeth Chamon, Gerald Conway, Joseph Cousin, William Dooley, Mary Lou Finley, Margaret FitzGerald, Patricia Fleck. Carol Garstecki, Terese Gregus, Diane Haffey, John Hamill, Kathleen Keefe. Alan Kobus, Shirley Kulawinski, Lois Merlet, Kathleen Murphy, Richard Nenahlo, Linda Osborn, Nicholas Paley, Theresa Petit. Diane Schaul, Patricia Spano, Janet Story, Mary Synowski, Martha Takacs, Grace Walker, Linda White. JUNIORS: Gina Agostinelli, Jean Behrman, Marilyn Bugni, Linda Dean, Barbara Demos, Carol Gannon, Jean Hamill, Ellen Hanson, Mary Holmberg, Joanne Milatzo, Mary Preston, Linda Rapp. Sandra Schultz, Ann Tof- fanetti, Jan Toubl. Barbara Warriner, James Wright. Jacqueline Zahn, Bernard Zickeit. SOPHOMORES: Jne Aeschli- mann. Paulette Archambault, Richard Asplund, Nancy Belve- dere, Carolyn Berg, Margie Engler, Ann George, Nancy Hanish, Fred Haselow, Barbara Hudson. Gerald Koscinaki, Cynthia Parker, Gerald Pech, Earl Pcnewell, John Per- kins, Louis Pody, Janice Poeschl, Gloria Sierra, Kerin Van Kampen, Daryl Van Landeghem, Cynthia Wieland. FRESHMEN: Joseph Accardi, Daniel Bauman, Mary Lynn Berto, Linda Christianson. James Cousin, Michael Fenrick, Mary Fogle, Judy Good, Mary Haniah. Cheryl Han- son, John H arret, Mary Heidt, Judith Hutter, Mary Kinkade, Anita Klansek, David McCarville, Janice Nenahlo, Sharon Paukert, Kathleen Pipitone, John Polizzi, Stanley Rick seeker, Michael Zimbrich. 7© PtPYute. V « ,r“ a ' L F 1 y [i?j Yafes y Q o A 5

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February, 1965 Brotherhood A Reality For Refugee Family Only the weak of character loves his own being: the strong- willed carries all nations within his heart - this it seems to me is the meaning of brotherhood. There are those who can give more, others not as much, but everyone in his own personal way is able to give and to help those he meets in his daily life. There are a number of specific events in my life that have made me realize more and more what brotherhood is. It began on that unforgettable day when we escaped from Hungary, three months after the Hungarian Revolution of 1956, and crossed the Austrian border to long-hoped-for safety and freedom. Willing to leave behind everything we ever had, we faced the world hope- fully, but wondering what was going to happen. There were four of us, Mom, Dad, my eight-year-old sister, and I. We were placed in refugee camps, where help was very much needed by all and most generously given. Both inside and outside the camp, I had to accept the situations, conditions and surroundings as they were and be ever grateful for them. Being a stranger in a new land, I tried to adjust to this new way of life of the Austrian people, which was so different from my own. In school, I became familiar with their customs, their manners and above all the German language. It was not easy to be unable to talk to anyone for no one understood me, everyone was a stranger and my parents were not present to comfort me. I had to forget about myself and my language, and try to learn their language, at first through signs and actions showing that I wanted their friendship and company. Sometimes a smile was all that was required, to show that they were my friends. I also had “foster parents” in England, who paid for my tuition and board without ever seeing or hearing about me Wasn’t this also brotherhood? During the summer vacation we refugee children were received into English families. None of these families were rich in any way, yet they took us in as one of their very own. Again we didn’t speak their language and they didn’t know ours, but this didn’t seem to matter. Two months later we went back to Austria. We had come to England empty-handed and they sent us back warmed, clothed, and loved. Not long aftor this we immigrated to Montreal, Canada. I be- came acquainted with another kind of people and another way of life Since I had to learn the English and French, required in Quebec I had to accept being put among first-graders and being regarded as one of them, even thougi I was now eleven, for I had to start at the very beginning. I had to accept the fact that every- one else looked at me, for I was different from them, but I was the same human person as any of them. Just a year ago, we came to the United States. This wasn’t such a great change, but still there were differences that had to be encountered. I am looking forward to becoming a citizen of the United States of America. Everyday I want to be more and more like an American teenager, proud to be able to study the history of this great country, and swear allegiance to the flag, but at the same time I must remain loyal to my Hungarian traditions and be proud of its history and its flag. Up to this time, I have been the one receiving, but now it is my turn to help others, through giving my friendship, and recogniz- ing that all persons are the same no matter what their external conditions may be. This is the brotherhood which will bring man closer to man and nation closer to nation. Martha Takacs Page 5 What Is Brotherhood? What is brotherhood? Most people would give the answer: Being nice to your neighbor and those of another race or religion. Yes, it is this, but much more. They say that charity begins at home. So does brother- hood. Brotherhood, according to the dictionary, means persons joined as brothers; association of men with some common aim, characteristics, beliefs, or professions.’ .characteristics, beliefs, or professions. School is a profession, believe it or not, and for most of us it is home about seven hours a day. Yet, do we actually practice brotherhood in school? Brotherhood can be prac- ticed by simply saying good-morning to a fellow student or smiling at him. If a student drops a book, and another picks it up, this is brotherhood. When he helps another to understand a difficult problem, he is practicing brotherhood. There are many other ways of practicing brotherhood than just celebrating Brotherhood Week annually. Angela Brown Here And There Plans are being made by the Future Nurses Club to establish a scholarship fund in memory of the late Mary Krause (’60). Senior members of the Future Nurses Club would be eligible for the $100 grant to be used to further their education in nursing or associated fields. ♦ Welcome home. Sister Febronia! All of us missed you while you were away! Art Kapitanoff was named the Kiwanis Boy of the Month for February. Nice work Art! There is one sport at BCHS that everyone has been enter- ing. It’s called “Who can chew the most gum and not get caught.” If the trend keeps increasing they may even decide to do away with tuition fees. by Terry Petit Congratulations to the busy poster makers of BCHS! What a display of originality and school spirit! The bigger the poster, the heavier the hint. It might even help the at- tendance at our games. John Carlson has advanced from semi-finalist to finalist in the National Merit Scholar- ship competition. Good Luck, John •• and a good scholarship to you, John ! ♦ Whew! Exams are over and so is the first semester. Report cards still not up to par? There’s time left — don’t give up yet! If you were a left-over sand- wich, how would YOU like to be thrown in with all those milk cartons?