Arlington High School - Indian Yearbook (Arlington, MA)

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Arlington fiigh School Clarion Volume III. ARLINGTON (Boston), MASS., JANUARY, 1926 Number 2 Y Clarion Staff wLf Editor-in-Chief ...GRIFFITH ROBERTS, ’26 Assistant Editors ...ESKIL PETERSON,’ ’26 WALTER ATKINSON, ’27 FLORENCE YOUNG, ’27 M Business Manager . RICHARD BLASDALE, ’26 Advertising Manager ... JOSEPH ENNIS, ’26 Faculty Advisor ALICE TRE -VT Assistant Manager. . .ALBERT BROOKS. 27 Asst. Advertising Mgr. . .WALTER TAFT ’26 Ottoriala JOURNALISM The utilizing of all opportunities as 1 - sures success. Tliis statement needs no verification. Notice, however, I have said ALL opportunities. Your school offers innumerable opportunities in its curricula, which, sad to say, are not perceived or taken advantage of by the student body. To the casual observer a course in journalism would be lacking at Arling- ton High School; but to the seeker of knowledge such a course would be eas- ily detected. Although the course is not advertised in print in the school catalog it is here, nevertheless. Some say, opportunity knocks but once; but in truth it raps continually. In choosing your career, have you given journalism a trial? The odds are that you haven’t. Do you know that newspaper work is one of the most in- teresting forms of occupation open to men and women of today? Remember, the pen is mightier than the sword. The Clarion affords an opportunity for work in practically every branch of this vocation. The benefit you de- rive from the school paper depends wholly on you. Whether you are a potential “Neal O’Hara” or a Whit- ing” remains to be seen. Why not find out? A word to the wise is suf- ficient. The Editor. MARKS ARE WORTHLESS Foreword : — Capable scholars who lack ambition are requested not to read this article. It does not pertain to them. Marks are invalid; they are unjust; they are misleading; they deceive to such an extent that they should be abolished. But this is impossible. Why? Simply because schools are over- flowing ' with the type of person re- ferred to in the foreword. Disregard this distinguished group and I will prove to you why marks violate the truth. In order to obtain a solid foundation for my proof, it is ' necessary for me to

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o THE ARLINGTON HIGH SCHOOL CLARION allude to the ultimate purpose of school, conceptions of which, vary to a certain extent. Unfortunately, the ma- jority conclude their deliberations er- roneously, appraising the worth of school on the quantity of matter ob- tained, that is to say, memorized facts. Vocationally they are correct in their decision. The minority, on the other hand, believe that schools and colleges should develop the students inherited faculties, thus permitting him to win the best that life has to offer. The functioning of the mind develops ac- curacy and speed whether that mental action produces an “A” or a “C.” Ho now, if 1 have made my point clear, 1 will endeavor to establish its truth and reality. Two boys enroll in an in stitution of learning (not a trade school) on the same day, neither of them being similar to the “foreword model,” both being ambitious. The first boy is brilliant; the second is dull. They are conducted to a physics or algebra class where they pay strict attention to the instruc- tor, who, at the termination of a lengthy discussion dismisses the class with ten problems for homework. The first boy, being intelligent, solves his problems in thirty minutes with only a little brain action ; while the second boy ponders over his problems, delib- erating for perhaps two hours. He tiu- ally completes three with extensive brain action. Now, I ask you, which boy has deduced the greatest benefit from the homework? Why, the second boy, of course. Yet the teacher’s rec- ord book credited the first boy with an “A,” and the second boy with a “Z.” Ho, you see, results denote the grade of your mental ability, but fail to show the value you are getting from your work. Perhaps you thiuk I have contradicted myself here; but I haven’t and you will agree with me if you recall the non-voeational object of school. Therefore, from this argu- ment we gather that a dull pupil re- ceives greater benefit from school than a brilliant one, which is true. So, my children, as a conclusion, let me advise you not to work for marks, for in reality they are a curse; work to develop your mind; strive for qual- ity and marks will take care of them- selves. If you fail to understand some problem, don’t give it up until you conquer it, regardless of your marks in the meantime; for you will derive greater benefit if you do so. As for the result of the mark — as a mark — well, read the title. The Editor. “CLARION CLASHICS” To miss this splendid production would be pure folly, for never before in the history of this school has such an array of talented artists performed behind the footlights of our auditor- ium. It is not necessary to mention any names, because you, no doubt, are familiar with these stars who have been advertised about the school. However, it would be unwise not to mention our most able director, and comedian, Fred Rosenberger, to whom much credit is due for this mammoth attraction. The Clarion also wishes to thank the Trin- ity Athletic Club for their co-operation in making moving pictures a possibil- ity for this entertainment. The proceeds of this entertainment will be used to produce a bigger and better paper. Ho, if you have not done your bit, here is your chance to do so and kill two birds with one stone. Please reserve the afternoon of Janu- ary 7 for a riot of fun. — The Editor. FOOTBALL vs. EDUCATION Football, the sport of sports, is the cause of much discussion in this pres- ent day, when one will invent a sub- ject for the sake of argument. Is football destroying the standards of education that America upholds? Does the modern boy go to college for an education in English or in touch- downs? Does he care more about mak- ing a good forward pass in the “big game” than passing with honors in history and Greek? Is America foot- ball crazy? What is football anyway? A scrambling, scrabbling, struggling mass of human bodies, fighting for a