Birmingham High School - Piper Yearbook (Birmingham, MI)

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But where was their guardian angel now? Did he hover above their heads at this moment, like the bats and spirits of the wrinkled old man? They were slowly ascending the stairs. From the first few steps of the a- scent they could not see the door of the old man's study. when it did appear a- round the edge of the banister, they stopped, frozen with horror. Usually the door stood wide openg sometimes fbut not often, they found it shut. Today, be- cause the door stood half-open,because within it they could see the deep shadows of the bed and the weird amber-green light from the flaring,rainy sunset and the green hills without--they were overcome with a surpassing terror. A closed door would have been strange to them, frightened as they were. A half-open door was unearthly. It meant that they could not see the old man where he should have been at his desk: he was just concealed from their eyes by that door! He was waiting!--waiting for them in that dropping silence--motionless--patient--silent, with his knotted fingers extended before him, his terrible eyes glaring .... Tears burst silently from the little girl's eyes, and rushing from her cheeks in two streams, fell and sank into the carpet. Had their nurse in that terrible mo- ment crept they could taken them alone they up the staircase behind them and whispered in their ears,uTurn backln have done so. Had their mother followed them,and seeing their terror, gently by the arm and led them down, they would have gone gladly. But could not. A will many times more cunning than their own seemed draw- ing them on. was it the old man, the terrible old man, with his wild eyes, wait- ing for them within that room? O, where was their guardian angel now?---their sweet nurse--their gentle mother? . with a gasp and a little scream,Alice broke from her brother and flung back I the door. The old man, writing at his desk, started at the sound. Then he turned and saw them. 'How you startled ed his deep rich laugh WHow late you are we have tea, my dears? Yesterday I was a hoarse administrations meln he cried as he rose and kissed them each. He laugh- and removed his spectacles. today!W he said. It was the rain, I suppose. Well, shall EXPERIENCE studentg discontented with teachers and books,pencils and of vocal discipline from session room teachersg dissat- isfied with the tyranny of daily requirements in classes. But necessity placed a barrier between us, and today I am a cog in the ma- chinery of labor,sweating and eking out an existence in competition with fellow- men who are little more than marionettes,answering to the tugs of Giant Industry and grudgingly dancing with hypocritical alertness at the blast of the factory whistle. On every hand are guardians of the Company's welfare watching that none wastes time which must be paid for by the Company. But the working day is fin- ally terminated and wearily the worker nhomeward plods his weary way,n as pro- duction ceases to grind the lines of mortals down,slowly but relent1essly.Trudg- ing home in the dusk I am conscious of a yearning for the carefree and priceless days of the classroom and teachers, even with their verbal criticism heaped on the heads of erring students. ---Hugh McHugh, former Baldwin High School student. - 5

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monstrous forms would leer at them from out of the dark,and the old man's beard- ed face would twist into ghastly contortions, or his strange eyes grow terrible and fixed. Alice would moan, and Rupert--not only to comfort his sister but be- casue he too saw fearful things in the night---would climb into the younger child's bed where the two would lie tightly locked in each other's arms until sleep pushed back the phantoms into nameless realms. The days added bravery to young Rupert's heart and cleverness to the little mind of Alice, but the awe with which they occasionally beheld the strange but kind old man never quite passed away. Though he petted them, and let them play among his pictured books, and gave them tea, and little cakes to dip, and little crackers to nibble, sometimes Cas I have saidj he would forget them over his pa- pers until the twilight came on and in the grey half-light Rupert could see---as he would tell Alice afterward---angels and bats flying 'round and 'round the old man's head. One summer afternoon there was a hard shower, and the two children were be- ginning to think they must have tea at home. But rather late the rain stopped, though the sun did not come out. They left the house, and wetting their shoes uncomfortably in the soaking grass, made their way down the lane towards the old man's cottage. The air was hot and electric. The sky was strangely low. Neither felt happy as they walked along, but they were so used to having tea at the old man's house that it did not occur to them to turn back. Reaching the cottage they knocked and listened. Through the open window a curtain stirred in the rising breeze, but only deep silence came forth. They knocked once more,but the stillness was only more profound.Behind the door were silent empty rooms, silent staircase, silent old man---all seeming to wait for them in the silence. They began to fear these things. But even then it did not occur to them to return. 'He must be as1eep,n said Alice, and Rupert nodded. In their hearts they thought of something very different. Rupert turned the handle of the door.0ften when the old man did not answer, they would let themselves in and find him wherever he sat, working or dozing in his chair. Usually they found him writing in the little room at the head of the stairs. The door opened just as the rain began to pat once more on the leaves.There was no one in the parlor. Rupert called faintly up the stairs while Alice peered into the empty kitcheng but they soon joined each other,for they did not like to have rooms between them. 'Shall we go upstairsln whispered the boy. Alice was pale,but she assented, and anxiously watching the face of her brother,followed him as he slowly ascend- ed the first steps. Their feet made no sound on the carpet. Half way up, the great clock in the parlor struck the half-hourg then within the house all was hushed, without, the faint drone of falling rain was heard. Wild terrorseized them, but they did not pause nor speak. what was language? Their horror came from breathless gulfs, empty and still as doom. Mute signs, mute signals, laden with unutterable significance, pass between children in moments of fear. Their guardian angel perhaps heard the shrill mute appeals---perhaps the reverberating ether carries such tongueless supplication on its impalpable wings .... A chill breath of air swept up the dim case, making a low little sound as it passed beneath the several doors of the upper hall. 4

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39069, Anniversary of the High School Ellen Ford '35 A little over three hundred years ago,to be exact on February 13, 1635, the 'PublidsLatin School of Boston' was founded. This school was the forerunner of the modern American high school, but how different from the schools we know! As its name implies, the school based its curriculum on Latin with Greek as a close second. Boys, and boys only, entered this nhigh schooln around seven years of age and were ready for college at about Yourteen. Usually only the sons tithed for the ministry attended school, and the colleges prepared almost exclusively for this vocation. However, during the eighteenth century the changing economic and political conditions greatly affected the schools. They began to offer, besides Latin and Greek, mathematics,English, physics,writing, geography, and gradually other sub- jects.These courses were in answer to demands that the schools provide education for boys entering the business world as well as the ministry.So as early as 1750 both business and college preparatory courses were offered in American high schools. These early schools were considered very well attended if there were as many as twenty students. Today a high school with less than one hundred attend- ants is considered too small to have a well-rounded curriculum. The teachers in these early schools were everything from unschooled,indentured servants to grad- uates cf theological seminaries waiting for openings in some parish. However, nowadays, all high school teachers are college graduates, many with advanced de- grees, who have been prepared for the sole purpose of teaching. Also eighteenth century teachers were called on to teach anything from writing to physics, re- gardless of their knowledge of the subject, while modern instructors have had special training in the subjects they teach, and are seldom called upon toinach more than two unrelated subjects. Although the liberality of the high schools increased steadily from the seventeenth century, it was not until well on in the nineteenth that high school education was open to girls. Some communities finally established separated schools for girls,while others offered separate courses to girls and boys in the same school. From these practices the coeducation of today rapidly evolved. From Boston's WPublick Latin Schooln, the first American school financed at public expense, the twenty-eight thousand high schools can and do adapt them- selves to local conditionsg depending on the characteristics of the community, one can find commercial,agricultural,scientific,technical, and many other types of schools and courses mixed in with the standard college preparatory ones. In- deed, after three hundred years of struggle, the modern American high school can prepare its students for every field of lif9.Even so,all leading educators point to the promising future of secondary education,when the high school will seek to be of greater service than ever before. Every kind of preparation for life will be offered, and educational opportunities will be adapted to the individual stu- dent according to his needs, his interests, and his ability. u e s e e e e e e e 1 The whole countryside was transformed into a fairyland of white and silver. Lady Moon was the queen if it all, and the twinkling stars her subjects. The desk was a battle-scarred catalogue of names. 6