Johnstown High School - Spectator Yearbook (Johnstown, PA)

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8 THE SPECTATO R teaching the student the first steps of good citizenship. Greater than all it gives the student character. The student» is not entirely educated until he has learned to control himself. The world is quicker to criticize an educated man for lacking self-control than an uneducated one. The self-government organ- ization teaches the student self-control. In this way he gains character, for self-control is the primary basis of individual char- acter. It is the key to all virtues. No matter what profession the student takes up, if he be a religious, business, or political man, he will need self-government; without it he will lack pa- tience, be wanting in tact, and have neither the power of govern- ing himself or of managing others. The student will find that self-control smooths the way of life. “In the supremacy of self- control.” says Herbert Spencer, “consists one of the perfections of the ideal man. Not to be impulsive—not to be spurred hither and thither by each desire that in turn comes uppermost—but to be self-reliant, self-balanced, governed by the joint decision of the feelings in council assembled, before whom every action shall have been fully debated and calmly determined, that it is which education, moral education at least, strives to produce.” Indeed, it is by means of self-government that the truly heroic character is perfected. So we see the necessity of student government. There are some people wfa hesitate to introduce this form of government into our High School. They sav that the students would not feel their responsibility enough; if a popular person, such as a football palver, should do something wrong the students would overlook his wrongdoing. At such a time the student’s honor is tested. Tn Kansas, at the Wichita High School, a self-govern- ment school, a number of the boys became disorderlv during chapel exercises. Speaking of this, this school’s paper said that the Students’ Council had proved its sterling worth to the school by its recent action in regard to the members who participated in the disturbance. The Council was not influenced by the faculty opinion, but acted on its own judgement and. by punishing the offenders, did what it considered its duty to the school. Nine cases out of ten. the students will prove loyal to the laws of the organization. High Schools all over the United States are using this form of control. So far. there has not been one of these known to be a failure. On the contrav, each has been a won- derful success. The Johnstown High School, if it wishes to produce students measuring up to the ideal student of today, must fall in line with the other High Schools and introduce the system of student gov- ernment.

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THE SPECTATOR 7 In addition to this the student becomes brave. He feels his freedom. He does not hesitate to speak or to act among a num- ber of fellow-students. In this way the student becomes self- reliant and shows his personality. The power of choice and action is the core of individuality. The second influence which self-government has upon the student is that it makes him an excellent pupil. It helps him to be a credit to his school. In its very origin, student government is an honor league. It means to the student that others have confidence in him. This naturally arouses within the student a desire to prove himself worthy of trust. The other morning one of our preceptors an- nounced to her girls that she would leave it to each person to see that she did not talk on the way to, or during chapel. It was re- markable to see how well each one behaved, merely because the teacher appealed to the student’s honor. With this system of control, in examinations and daily les- sons, the student is less apt to borrow work from his neighbor. Surrounded by other pupils who are honest, the student is un- able to do anything except his own work. On the other hand, if there is a number of pupils incapable of managing themselves these must appear before the committee, who not only punishes them, but also segregates them from each other. By this method of control the student is encouraged to be honest. Now, the student, having realized his responsibility, confident in himself, encouraged by the trust of others, sees before him a high ideal; to make his school something to be proud of. He comes into close relations with the school. He makes it his duty not to disturb the order of the school or to harm the school in any way. On the other hand, his chief thought is to think care- fully before he acts, and to act for the welfare of his school. For example, the Lynchburg High School, employing this govern- ment, says, “The system of selfrgovernment is the boast of our school. Never before have we had such great results in both discipline and work.” So this organization arouses true school spirit: it inspires the student to raise the standard of his school. However, the greatest help self-government gives the student is in preparing him to take his place in the world. Without it there will be no proper system and order in the regulation of life. Especially is self-government helpful in preparing the student to be a citizen. It brings him in close fellowship with the other students and acquaints him with government. It makes him free to act for himself. This government of the student body, through which all the pupils have equal rights, this liberty, is in its very essence pure democracy. For this reason the method of self- government, similar to the government of our country, is helpful in

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THE SPECTATOR 9 A Strike Breaker’s Reverie FRANK R. GEIS, ’l2. William Keene, Division Superintendent of the C P. R., left the elevator and entered the outer office of the President’s suite, on the sixth floor of the $30,000,000 Chicago depot, which housed the headquarters of the line. “The President has requested me to come and talk over some matters of business with him,” he said to the clerk who now greeted him. “Yes, sir; he said that he was expecting you, and he request- ed, in case you appeared while he was engaged, that you wait, as the business which he wished to discuss with you is of great importance.” Seating himself in a chair, Keene picked up a magazine, but after listlessly turning a number of pages, he found that he could not concentrate his thoughts. From below came the click of typewriters and the soft drone of voices, as letter after' letter was dictated to countless stenographers in the correspondence depart- ment of the railroad. Restlessly Keene arose from his chair, walk- ed over to a window, and looked out. Spread out before his gaze was a broad vista of shining tracks, formed into countless labyrinths, with many signal towers placed between them, and with hundreds of shrieking, puffing locomo- tives and thousands of freight and passenger cars upon the vari- ous byways. Some of the locomotives were at rest: others were in motion. Here a swift passenger train was tearing down a central track; there upon a side track day coaches, sleepers, ob- servation cars, and diners were enjoying a thorough renovation at the hands of the cleaning force; here a long serpent-like freight train was leaving the domain of the “Windy City officials; there a screeching yard engine was transferring freight cars from one iron-shod path to another; in the foreground and growing dim in the distance were thousands of the diverse members of a freight train in all stages of loading and unloading cargoes. As his eye gathered in detail after detail, his glance rested upon a toiling freight train, far in the distance. As he watched its laborious progress, his thoughts turned to the time not more than ten years previous, when he himself had guided the destinies of a train from the cab of a locomotive. Left an orphan in the world at the age of seven. Willie Keene had been taken into the county orphanage. At the age of 17 he accepted a position with the railroad. Strict attention to duty and a willing disposition had caused him to rise from one position to a higher one. At the age of 24 he was one of the