Clifton Springs High School - Cliftonian Yearbook (Clifton Springs, NY)

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4 THE CLIFTONIAN its members, and the most complete training is the team which wins. And so it is throughout our entire high school course that we are taught to develop those admirable traits of character, which assure us of success. The next question, What is expected of us? is rather difficult to answer. However, if we put ourselves in your places, we can make a fairly accurate estimate of why you are willing to make sacrifices for us and what you wish us to do in return. Our heritage is a living, vital challenge to continue in the steady, but steep footpath leading to success, in which you have given us more than a fair start. You have given us complete equipment and have delayed the time when we must depart from your sheltering guidance as long as you can. And now that we are to try our wings for the first time, a feeling of gratitude compels us to seek VALEDICTORY- Members of the Board of Education, Principal and Teachers, Friends and Classmates, we, the Class of ’30, pause a moment in this great adventure called Life to say good-bye. Never has a class enjoyed its High School course more than this one. In fact, we realize it only too forcibly when we find ourselves on the point of leaving. We .feel that our fourth year has been best, a great deal of our happiness being due to our new school building and you who have made it possible. This beautiful new building has affected the students of Clifton Springs High School more than you may have realized. We, who were fortunate enough to have our Senior year be the first year of occupancy, have noticed and deeply appreciated the change in school spirit. By school spirit, I refer not only to the loyalty shown to our basketball and baseball teams, but also to the general feeling among the students and between students and teachers. Last year and during the preceding years, the majority of students came some way of showing you that we appreciate what you have given us. It seems that the best way to do this would be to persevere in those things which you have taught us—to continue to train our minds, to train our bodies, and to train ourselves morally. This is how we have interpreted your wishes for us—we know you would have us always remember the fundamental principles taught us by the high school education you have given us. Friends, we hereby accept the unspoken challenge, which you are unconsciously flinging at us. We shall continue in the good and glorious path you have pointed out to us. And as we fail into the harness beside you in our daily toil, we shall ever aid you in keeping high above every other banner, the white banner of all that is good and true and Godlike in life. M. ROTH -SCHOOL SPIRIT rather listlessly to school, studied just enough to pass tests, often failed to cooperate with their teachers, and, finally, finished the school year feeling rather dissatisfied with themselves and their mediocre accomplishments. On the contrary, this year, they have come, for the most part, enthusiastically to school in the morning, studied vigorously during the day, cooperated with teachers and classmates, and have gone home feeling happy and quite satisfied. Then, on basketball nights, they have returned, by the dozen to cheer their team on to victory, whereas, last year, a few very loyal students went to the Y. M. C. A. to cheer rather weakly. What a change! And is there anyone here who can honestly say that such a change is not for the best? I think not, and I certainly hope not. This spirit of co-operation is felt by teachers, students, and I hope, by the townspeople. The enthusiasm, courtesy, and cheerful attitude which have prevailed in the school, have added much to our school life, this year.

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THE CLIFTONIAN 3 throats and tears in our eyes. We fear that this is the end of a good time in our lives. But let us try to think that glorious and wonderful things are awaiting us just around the corner and take this opportunity to welcome each other to our graduation. And now that, at last, we are graduating, we begin to wonder what it really means, what it’s all about. For the first time in our high school careers, we sit down and try to figure out why we go to school and what is expected of us after we graduate. Almost immediately, we discover that the idea of a high school being the one last chance for us to have a good time before settling down to this serious business of living is all wrong. We find that our high school education is the result of our heritage made possible for us by our forefathers, costing them much in suffering and privation. This sobers us up a bit and makes us regret that we haven’t taken better advantage of what cost them so dearly. Somehow, we never looked at it in this light before. Next, we wonder what a high school education is for. Is it merely an experience to end with graduation? Is it something given us to be enjoyed and then forgotten? Are we expected to give anything in return? These are a few of the perplexing questions which arise in our minds. Geometry has taught us to treat problems logically. It seems reasonable that if our forefathers were willing to sacrifice so much that we might have our chance, that there must be more to a high school education than a pleasing experience to be soon forgotten. And certainly, if we have an atom of gratefulness in us, we must expect to give something in return. A high school education has a threefold aim—to train our minds, to train our bodies, and to train us morally. Our minds are trained for clear thinking, concentration, and idealism. We must keep our minds clear and constantly active or they will become stagnant and inefficacious. The value of practicality is unforgetably impress- ed upon us. In high school our minds are trained to be constantly on the alert. Concentration on a thing until we have mastered it is thoroughly instilled into our minds. Once we have learned this lesson, time and effort involved are reduced to a minumum. Above all, our minds are trained for idealism. The glorious and inspirational ideals that we make our own during our high school career merely open the door into an enchanting world which we are most anxious to enter. We know that we shall be better fitted to cope with life’s duties, if we do not allow our ideals and ambitions to sink into oblivion. Next, a high school education trains our bodies. The fact that our minds cannot function properly unless our bodies are in good condition is taught us from kindergarten up. In some cases, hard and constant training has been necessary to attain physical wellbeing. Our baseball and basketball work has been an enjoyable, as well as an efficient, means toward this end. Here we are taught that only the fittest survive, not only in athletic contests, but in all the contests that we are brought face to face with every day. Just as a race-horse must have physical training if he does not wish to be left behind on the race track, so we must have physical training if we do not wish to be left behind on the great race track of life. And so we find our high school education not lacking in this respect—we are taught to train our bodies as well as to train our minds. The third and last aim of a high school education is to train us morally. In the class room, the value of honesty is impressed upon us. We learn that the pupil who is honest, even though his marks may be lower, has gained a great deal for he has added honesty to his character. Our duties to our country and to humanity are demonstrated to us in school. On the basketball court, we are forced to cooperate with those whom we are associated with. Sportsmanship, that intangible something everyone admires, is taught us. The team that has the best sportsmanship, the greatest spirit of cooperation among

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THE CLIFTONIAN 5 We find, by actual figures, that in our high school of 99 pupils, an average of about 84 per cent, has been maintained, this year, as opposed to an average of about 78 or 79 per cent., last year. What has caused this gratifying increase? I feel that school spirit has played a large part, for one must enjoy his work and find his surroundings comfortable and agreeable if he is to put forth his best efforts. Last year, many left school during the first semester. This year, the number has decreased greatly. School spirit and enthusiasm have helped to keep al1 the students interested in their work. The word “sportsmanship” can and should be included in the phrase “school spirit.” In defining school spirit as it refers to athletics, I feel that it means not only willingness and ability to participate in school sports, but also loyalty to the teams and players whether they win or lose. It also includes consideration for the efforts of opposing teams, and courtesy to them and to their schools. A new, and, let us hope, an everlasting friendship has been cemented, this year, in a nearby town. For two generations there has existed traditional ill-will and antagonism. Our teams have found that it is more interesting and, certainly, pleasanter to play baseball and basketball with friends instead of with enemies. Because of this true form of school spirit as displayed by members of our Boys’ Basketball Team and their loyal supporters, our school is the proud recipient of the Sportsmanship Trophy. In addition, due to the ability of the team, we are the possessors of the Championship Cup offered to the winner of B League in the Finger Lakes Section. Athletics is a glorious extra-curricular activity and sportsmanship plays a vital part, but doesn’t sportsmanship extend further than that? This term is certainly applicable to the one who takes the hard knocks ana disappointments without flinching, and the one who is fair and honest in bis daily work. The one who doesn’t play the game squarely may produce apparently satisfactory results, but he has really cheated himself. Sportsmanship also means being faithful in doing each task assigned to us, and trying to derive the most benefit from each lesson. We should also give freely to our teachers and associates of whatever especial ability we may have that will make school a happier and more interesting experience. We can’t all be athletes, we can’t all be on the honor rolls, nor can we all be leaders, but notice the student who is an all-around good sport and you’ll find him the one who makes the one hundred per cent, fellow in later life. So, we find that school spirit in some of its various forms should appear in every worthwhile high school student, if he is to derive benefit from his course of study and his extra-curricular activities. Juniors! We salute you! You have made this year happier for us than it would otherwise have been. We know to what pleasures you are approaching, in your Senior year. Your duties will be increased and your responsibilities will be heavy. But, nevertheless, it should be the best year of your lives, and I feel confident that I am expressing the sentiments of my classmates when I say “Bon Voyage. May you be happy and successful in all your endeavors.” It is impossible to express our gratitude to the Faculty and Board of Education who have assisted in making our years in C. S. H. S. so pleasant and beneficial. My classmates—may you be successful and happy in whatever field of service you enter. Our associations have been pleasant and it is hard to part, but we have many memories to which we may refer. We have helped each other in work and in play. Let us not forget these valuable friendships. So, let us all continue our school work, wherever it may be, for, after all, is not life daily work in the finest of schools?