Johnstown High School - Spectator Yearbook (Johnstown, PA)

Page 8 text:

6 THE SPECTATOR A Plea For Student Government MARY GLENN, ’13. We, the Directors of the Johnstown Schools, meet to discuss the conditions of our High School. It is true our High School is good. It has an excellent school paper, literary societies, athletic and glee clubs, besides other worthy organizations. Nevertheless, it lacks one important thing; namely, student gov- ernment. By student government we mean where the student body governs the school. This body makes the constitution of the school. Every student has an equal part in the management of affairs. It is his duty first to see that he himself behaves properly, then to see that others behave properly. Where this system prevails the students choose a representative committee from among their number, with at least one representative from each class. This committee has jurisdiction over such cases as damaging school property, difficullies between students, and gen- eral deportment. It is also the duty of this committee to make new pupils acquainted with the laws of the organizations. Recommendations for punishment are made either to the faculty or to the school board, while the methods of chastisement are decided by those on the committee. In case a committeeman is guilty of misbehavior, the students select another student to take his place. In general, this is an independent form of govern- ment in the school. I will now endevor to show you how beneficial this system of self-government is to the student. It benefits the student in three ways. First, it gives him individuality. By the liberty it offers, this government aids the student to know himself. Moreover, it dis- tinguishes him from those about him. It puts responsibility on the single student. To him alone is given the command of himself. He must act according to his own sense of duty. He is compelled to feel his importance. He realizes that the government of the school depends solely upon his government. The very knowledge that he must be the chooser of his own conduct gives him personality. Thus, as the student learns his importance he becomes self- assured. As the idea of duty develops in his mind, he gradually learns how much ability he possesses. It is with him as with a person learning to ride a bicycle. At first he is cowardly. When he realizes that he must depend upon himself, he suddenly dis- covers that he has mastered all difficulties.

Page 7 text:

THE SPECTATOR 5 Washington ROMAN WIDMANN, ’l2. At the mention of the name of Washington, there is presented to our minds such a vast field for appreciation that we are dazzled by the abundance of material confronting us when we attempt to pay tribute to his greatness. To discuss his honesty, his integ- rity, his sincerity, his loyalty, and his faithfulness in the discharge of his many and arduous duties would require volumes. Many contend that his unrivaled pre-eminence was due to his rank and fortune. This, however, is not true, for, as you shall see, his great success was due to his own intrinsic worth, his sterling qualities, and his patriotic loyalty. In early youth his devotion to home and mother, and the fact that he could frame a moral code of his own and have the courage to live up to it, show his thoroughness and strong sense of faith- fulness to duty. Next we see him employed in an important mission for his Government. Here he undertook to accomplish every duty that was assigned to him. His daring as a surveyor and messenger and his bravery in the French and Indian War make him worthy of our greatest admiration. Later, when the oppression of England became intolerable, and his countrymen arose in defense of their sacred right of liberty, Washington became their champion, arid after countless hardships in a long and trying war, by his victories he secured for his countrymen the right for which they had been willing to die. Finally, as a just reward for his long and faithful service, his country bestowed on him the highest gift in its power by unanimously electing him the first President of the new Republic. In that office he showed himself the great statesman, just as in war he had shown himself the great soldier. It was well, indeed, for our country that we had for our first President a man who, by his kindness of heart, good sense, good manners and fine breed- ing, gave to his office and to the Government the dignity which was part of himself and of his own high character. What tribute shall we pay to the great man? Surely it is not too much to expect that his name will live to be spoken with love and reverence to the end of time. May we not also show in our lives that through his influence we have been led to “ feel the high, stern-featured beauty Of plain devotedness to duty” ?

Page 9 text:

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