Phillips High School - Mirror Yearbook (Birmingham, AL)

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T H E Mirror strongest and most-to-be-fcared enemy of the mind, but it cannot stand against intelligent self-respect and self-reliance; for self-reliance is not rash courage, but daring to find the right and then execute it. A poet has expressed the meaning in: “Were half the power, that fills the world with terror, Were half the wealth bestowed on camps and courts, Given to redeem the human mind from error. There were no need of arsenals nor forts.” For their efforts directed toward such an end we thank the Birmingham public school system and our Superintendent. Not only have we been given sound academic instruction, but we have received also definite systematic encouragement in the development of certain character traits that will better equip us for living. Thrift, Courtesy, Love of Nature. Worthy Use of Leisure, Wonder, Service, Self-Respect, Cooperation, and Self-Reliance were emphasized during our early years, and they still dominate our patterns of thought and action. Since we entered Phillips the subjects have been: Health, an essential first line of defense: Sportsmanship, esprit dc corps; Work, the vanguard; and Love of the Beautiful, a bright inspiring banner. We notice that these character traits are alternately per-onal and social. Health, for example, concerns the individual primarily, but it is followed by Sportsmanship, a desirable social asset. And so do action and reaction have play through life. It is an essential of Democracy to regard the individual as an individual, and also as a part of society—to appreciate the development of individual possibilities and to afford preparation in cooperating with others. If we wish to maintain peace and improve our Democracy, we must continue to follow the preparedness program which has been designed for our development, for by doing so, we may hope to become socialized individuals in a humanized whole. —Herbert Warren, Class President [231

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T he Mirror CHARACTER EDUCATION: ARMING FOR PEACE Fellow-members of the Class. Parents, Friends: 'Poday we hear much discussion concerning war provoked by nations that are openly preparing for protracted war. Not only arc they fight'ng and training soldiers and manufacturing arms for future work of destruction, but by regulating industry and transportation, they are also depriving civilians of initiative, liberty, and many other peace rmc privileges. Our country also is seriously concerned with problems of armament, but we are thankful that so far we are preparing not for war—but for the maintenance of peace, and the perpetuation of our freedom of press and assembly and of the other institutions we love. Probably never before at the beginning of a foreign war have our people been so articulate in their wish for peace, so wili ng to refrain from activities that might involve us. and so consciously on guard against false propaganda. We young Americans, as individuals, share these aspirations for peace, “Peace. The great prerequisite. The race’s single chance to reach its stature.” We can see no necessity for war and its destruction ; we want to see our country grow and develop in prosperity anti justice. Individually and collectively we wish to do our part to insure the preservation and effective use of her natural resources. We arc especially eager to safeguard, develop, and employ to the best possible advantage those human resources, such as physical and mental powers, that are our own. During our school career, many things besides lessons have been stressed; and we consider our scholastic instruction and character training as a fine preparation—a form of personal and social equipment for peace and the enjoyment of a larger life. Our diplomas testify that we have gained knowledge; we realize that we have learned many worthwhile lessons; and we hope that we shall master others in years to come. Knowledge is our strongest mental protection, knowledge that can overcome ignorance and the prejudice that grows out of ignorance. Intolerance is often the [22]

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TH K M I R R OR THE HERITAGE OF A PHILUPIAN From the savage Indian, whose blood-curdling yells struck terror into the heart of the white man during the development of our country, to the polished European nobleman of the seventeenth century, every man has desired to leave something to posterity. IIis bequest may be either physical or intangible. If he has devoted his life to the accumulation of wealth, his children receive pecuniary heritage which is easily destroyed. Hut a heritage of mind and spirit is more precious and lasting. When in danger, the Englishman looks to the deeds of Wellington and Nelson, and a fiery stream of strength rushes to his heart. To the Frenchman, Pasteur and Napoleon are the personification of greatness. The German possesses an inheritance of brilliant scientists, whose feats have amazed the world. Da Vinci, Michelangelo, and Raphael are names known to every Italian. Hut the inheritance of an American, for which his courageous ancestors are largely responsible, is freedom—freedom of religion, speech, and press. The Phillipian is indeed fortunate, for he has the heritage not only of an American but also of a Phillipian. A famous general once said: “Give me trained leaders, good followers, and excellent equipment, and no one can resist my might.” At Phillips there is n qualified, conscientious, and sympathetic faculty, who, besides having the necessary degrees, arc especially capable in fulfilling the more important requirement, leading into the realm of thought an unusually intelligent and eager group of followers Phillips also has the “excellent equipment” which was the general’s third requisite for success, for she is the proud possessor of modern laboratories and shops, an adequate library, and especially a well-stocked lunchroom. Thus, Phillips seeks to prepare a graduate so that he may conquer, not with arms, but with knowledge. Our Phillips tradition looks upon knowledge not as a mere accumulation of information, but as individual th'nking hacked by experimentation and research. When a pupil differs from his teacher on a certain point, he is praised if he can support his statements with substantial proof. Hut if bis answer s based on the worthless guessing of a lazy brain without materia! and organization, he is always reproved and discouraged from repeating his error. Due to this training a Phillipian develops a clear-cut attitude towards life. To him his sportsmanship is more than a word; it is a creed by which he lives. He never tries to justify his means by his ends. When he meets with Triumph or Disaster, he treats those two impostors just the same. Having come to feel with Carlyle thnt “the only true happiness of a man is that of clear decided Activity in the sphere for which, by nature and circumstances, he has been fitted and appointed,” he puts his efforts into the task for which he is best qualified, and no artificial substitute distracts him in his seeking genuine happiness. As a result of this system of education Phillips sends mature, capable, and talented leaders into colleges and business. Alabama, Hirmingham-Southern, Auburn, and Howard are filled with outstanding Phillipians, as Phi Heta Kappas, presidents of student organizations, debaters and orators, and athletic heroes testify. As business men, Phillipians for the most part have made Birmingham what she is today. Their leadership, their foresight, and their ability arc a testimonial to the exceptional type of person produced by Phillips. The graduating Phillipian secs the high standards of his predecessors, and determines, not only to approach, but to excel them. His spirit and fitness will carry him to high endeavors, he it as farmer or professor. Not even fate itself can stop him, for he is “master of his fate and captain of his soul.” If he is hurled into depths, he will rise and scale the heights. Though the winds of destiny try to shipwreck him on the sea of life, one thing cannot be taken from him—his heritage as a Phillipian. —Wilson Howell, Class Orator [24]