Arlington High School - Indian Yearbook (Arlington, MA)

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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

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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

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THE ARLINGTON HIGH SCHOOL CLARION 1 important, closely contested game 1 saw a fifteen-yard penalty imposed for an offside play. Later in the game the proper penalty of five yards was inflicted for the identical offence. In another game the offside penalty was repeatedly unjustly inflicted, at least, the author believes so. If the officials had been capable, this would not have happened. These incidents and re- peated instances of the same sort have proved the incompetence of officials at our football games. I understand that these officials are selected by a central board which de- mands no special qualifications in the form of an examination, from the men selected for the positions. This is a mistake, for the men willing to accept such positions are not always suited for the work. I believe that steps should be taken to insure the selection of officials whose actions will not spoil or mar otherwise excellent football games. IF (For Non-Clarion Supporters) If you had the job of getting Stories with the proper setting And a plot that’s interesting and new, With a topic that ' s appealing And the right amount of feeling, And most accurate punctuation all way thru. If you had to strain your eyesig ht, Reading poems that didn’t rhyme right, Finding good descriptive words in every line — Verse that can be called poetical And at the same time metrical (Well, you see, those two words do not rhyme.) If you had to fret and worry, And the last few minutes hurry, To get an editorial in on time. Or in all your different classes With a pair of strong field glasses Had to search for clever jokes and rhyme, Would you feel that you were lacking The proper loyal backing When you didn’t get donations from the rest. Who with disappointed faces, Criticise the empty spaces, When to fill them up they haven’t done their best? If you have imagination, Just consider the temptation Of the editors, to give their jokes away. But to yield would mean an ending Of the cause that we’re defending And it’s up to you to help us win — to-day ! —I). E. B. A HINT Blake-books are given out at the end of the year as a reward for good schol- arship and character. The football team is banqueted and almost all sports are duly recognized. There is one activity that suffers somewhat from due reward and that is “Clarion Contributions.” You don’t get any points for it. (Most of them are re- jected anyhow.) Suppose that some nice person should make a suggestion that — . Well, you get the idea, don’t you? H. Hamm. Pine Crest School, Belchester, Mass., December 2, 1925. Dear Ma : They ain ' t no Sandy Claws, so don’t try to bull me this year. Gee, ma, will ya pleese send me a bottle of listrine quick? Johnny caught a little kitty in back of the skool and he thinks it ' s got halitosis. I got my thanksgivin basket but you musta been kinda ex- cited cause I found the turkey in the vacuum bottle and the cider on the plate — what was left of it. I was playin football the other day and an- other feller stepped on me. The in- strueter tol me I oughta soap my tongue but I don’t see why; it didn ' t hurt there. I’m liavin a fine time here except fer gography and histry and etc. Good by fer now cause I gotta go out and see Don slide down the drainpipe in his pajamas which the upperclassmen is making him do. Your Lovin son, Archibald Henry.