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Page 12 text:
' 11- .wx
Seated. left to right, Anne Piper, Louise Douglass. Donald Barnes. Belle Vose. Natalie Harding. Laura R ogers
Edward Stone. Shirley johnson, Arlene Tweedie.
Standing, left to right, Shirley Vaughan, Mr. Grindle, Lydia Dulfer. Albert Weymouth, Florence Young.
Joyce Smith, Lois Weymouth, Nell Doak, Priscilla Bryant. Robert Blanchard, Grace Davis. Perham Amsden.
YOL' AND YOUR RECORD
The office girl has just sorted the morning
mail and deposited the usual stack on the
corner of this desk. As I hastily sort it, com-
mitting a good part of it to the waste paper
basket, I have several first class letters that
need immediate attention and should be of
interest to you.
The first letter I start to answer sends me
to the safe to the record book of the class of
1928. It appears that John Smith, who
graduated with that class, entered military
service shortly after Pearl Harbor, saw ac-
tion in several major battles, and received
wounds necessitating his discharge. He has
applied for further educational training at
the government's expense and this letter
calls for a copy of his High School Record.
Not only is it a pleasure to state that John
graduated near the top of his class with a
good four year average, but that his teachers
had reported him as being serious of purpose,
self-reliant, and conscientious. Other things
being equal, John will be allowed to take that
training program at government expense.
The next letter calls for information about
Mary Jones. She is now in Connecticut and
has applied for work in a defense industry.
I have received so many of these forms the
Page 11 text:
Eighth Grade Barbara Wentworth
Seventh Grade Hope Tower
Typists Shirley Johnson
Advisors Mrs. Erma Fletcher
Mrs. Annie Brown
F. Lawrence Stuart
wk ik lk
Gradually, as we near maturity, we are
likely to rouse more frequently out of the
morphia of adolescence to see how the world
is coming along. The sad part of it is that
we very 'often are unable to awaken so
thoroughly to the problems about us as to
accomplish any worthwhile end.
Such was the case of one of our nearby
student editors a few years ago. The editor
had chosen as a topic the cause and effect of
this wardat least that seemed to be the idea
at firstdand I was immediately interested.
However, as the article neared its close, the
writer suddenly paled in enthusiasm by
presenting a rather superficially factual
resume. Right now, since I think the matter
is one of vital importance for people in our
generation to consider, I would like to pre-
sent my own conclusion.
This war is said to be based on the idea
that, although we won the war tin 19183,
we did not win the peace. The theory has
its points, but in view of the events of the
last five years, I hardly see how any intel-
ligent person could give them particular
credence. We did not win anything, if by
saying we, we assume to be speaking of the
U. S. A., but we helped our allies-mater-
ially, financially, and physically-to win
the fight and then we allowed them to take
the peace and either keep it or throw it away,
while we retired to our comfortable isolation-
ism feeling sure that the "war to end all
war" had been successful, that our posterity
would be secure.
Actually, we had helped, at Versailles,
to formulate a monster which, a generation
later, was strong enough to rise against us,
merely because we were duped by the notion
that words and wishful thinking could make
eternal and universal Liberty a fact.
All right, we have seen now that world
conflict and mass slaughter of humans can
be repeated when people lax their vigilance.
So it is your job and mine, when this war is
over, to make certain that we remember
why we had it and the terror of it, that it
may never happen again. Let us never again
sink into that lethargic state of complacency
which so often blinds us to reality, for truly,
"Eternal vigilance is the price of Liberty."
Page 13 text:
past year I hardly need to read the questions:
"Is Mary's age correct as stated? Is she a
citizen of the United States? Is she trust-
worthy? Would you trust her with valuable
war information? What can you say about
her health? Was she absent much for sick-
ness? For tardiness? etc." Fortunately,
Mary was in school this fall long enough for
me to learn something about herwnough
to answer the questions. However, many of
these requests are for pupils who were here
before my coming and in their cases I call
upon other teachers in the building to fill in
the knowledge not shown in the record form.
This won't be necessary for you boys and
girls because the new record system gives all
this personal information. Our next request
will show 'you how the new record form
works, how your record may be used in the
This calls for a character reference. It
appears that James twe'll call him thatb has
applied for work in some large business where
he will be exposed to large sums of money.
The company wants all the information we
can give on James as they can't afford to take
any chances. James was in the class of 1944
but left last year, so we have a fairly com-
plete story on him. After filling in the usual
information on subjects, grades, etc., we
come to the more personal items. This is one
of those cases I don't like. Because on the
Personality Record of this boy there have
been recorded estimates by ten different
teachers covering the qualities of "Serious-
ness of Purpose, Industry, Initiative, In-
fluence, Concern for Others, Responsibility,
and Emotional Stability." These ratings for
james are low and I doubt that they will be
of any help to him in securing this position.
Then there are questions about truancy,
attitude toward teachers, attitude of other
pupils, etc. All in all, this form gives quite
a complete picture of a pupil and if one didn't
know james personally, he would have a
pretty good idea of his general make-up.
I wonder if this boy realized when he was in
school that he was making a record that some
day would prove so important to him?
It is too late to do anything about James'
record. But what about yours? It isn't too
late for you. You are making your record
right now. Each day you contribute some-
thing to that record, either through class-
room recitation, or after school activity.
Make a good record. Leave the kind of re-
cord behind you that future principals will
enjoy passing on to those agencies always
writing your school for information to help
predict your probable success in their line of
work. Make a record that you can count on
to be of real help to you in landing those jobs
that you have set your heart on. Pardon-
the phone-back again. That was the tele-
phone company wanting us to recommend
two senior girls to train as operators. An-
other trip to the safe and the Record Book
of the class of 1944.
One closing thought. Remember--
YOU MAKE YOUR OWN RECORD.
We merely record it!
Principal Lawrence Stuart
41 lk Sk
WHAT ARE YOU TAKING AWAY
WITH YOU FROM CROSBYeAND
WHAT ARE YOU LEAVING BEHIND?
Oh-oh!--Here it comes-a LECTURE-
No, this is not exactly a lecture-Let's
just let our hair down a minute and call
this a modified FIRESIDE CHAT-with
a few live coals thrown in. MY FRIENDS,
and if I can't rightfully call you that, I don't
care how little history you have learned
from me. You are about to graduate. Your
parents are proud of you, and glad. I am
glad, also. It has been my pleasure to
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