Arlington High School - Indian Yearbook (Arlington, MA)

Page 4 text:

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

Page 3 text:

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

Page 5 text:

THE ARLINGTON HIGH SCHOOL CLARION 3 1 I | seven — a fourteen— a twenty-one; or a team of clean-cut, clear-minded youths, pulling together in the spirit of ia healthy, vigorous game? “The last,” you enthusiasts reply. But after the game, is that same enthusiasm, that same spirit, that same determination carried out in the bigger, more serious games of Life? Is there still that same desire to play fair, that same striving for greater victories? Does the pres- ent-day youth work for a higher goal than that on the football field? Does he dream only of adding his name to the long list of football heroes, or is lie eager to leave behind him the mem- ory of one who has done his best to better bis country, who has helped hu- manity? We can prove that the greatest men of the country have not been football heroes, but can we prove that great football heroes have not become strong, fair-playing citizens? Can we prove that football has been a stumbling block in the progress of our country? True, it has not had to stand the test of time — but will it? Will it conquer Education or will it be content to re- main a healthy recreation ? Anything can be carried to an ex- treme. Can we not strike a happy medium, and allow the body and mind to pull together? 1 . E. B. SCHOOL SPIRIT School spirit is a subject that has been discussed and disputed in schol- astic papers and magazines ever since we can remember, and yet, how many of us can honestly say that we possess that admirable quality? How many of us can truthfully declare that we sup- port to the best of our ability, all school activities and enterprises? Those fortunates who can, must be few. Otherwise would not more than thirteen, from a room seating forty people, subscribe to Tiie Clarion? Our school paper has been appropri- ately called The Voice of the School,” but if we close our ears to that voice how can we know what our classmates are doing in academic, social and ath- letic branches of school life? Surely every normal person is interested in what his associates achieve. The Clarion realizes this and attains a praiseworthy degree of success in en- lightening its readers; however, our paper could be made vastly more newsy, interesting and attractive if its managers had the financial means to make it so. This means more subscrip- tions, and as our subscription list is away below par, subscriptions we must get. You who have subscribed boost our paper to those who haven ' t! Tell them its good points; tell them how it in- terests you, tell how it will interest linn; above all tell them to subscribe! Let us apply our foot ball enthusiasm to the support of The Clarion — “and get ’em now !” E. E. Young, ’27. THE FOOTBALL OFFICIALS Competent officials are a boon to any contest between rival teams, making the game more interesting to watch and more satisfactory for the players. The advantage of having efficient offi- cials is clearly apparent in football, for with twenty-two players on the field the officials have no easy task. They should, therefore, have the ability to cope with (lie situation to the satis- faction of players and spectators. Rules are necessary, of course, and they must be enforced to keep the game on the proper level, but in such en- forcement the qualities of an official should be an unbiased neutrality and a concrete knowledge of his appointed task. Judging from what I have seen of the work of officials in football games pl ayed this fall, I think that an im- provement is needed. What is more disgusting or more galling to a team and its supporters than to see a beau- tiful play which has netted many yards discounted and a penalty imposed for an offence which in the minds and hearts of the boys was not comitted? And, again, isn ' t it enough to make the most pious of us sore to see a penalty, not merited, pave the way to a score for the opponents? Moreover, in an