Bristol High School - Green and White Yearbook (Bristol, RI)

Page 7 text:

THE GREEN AND WHITE 5 both a good education and vocational training at but slight expense. Moreover, it is a satisfaction to the teacher to be conscious of the fact that her work is a benefit to both State and Nation. Thereby she has an opportunity to reciprocate in service what was done for her in nreparation for her life work. The teacher is now better appreciated in society than formerly, and the people are more willing to pay her adequate compensation for her services. This is encouraging and will attract many to the profession who ”rould otherwise have considered it advisable to engage in some other kind of business. The charm of association with boys and girls is alluring to any real teacher. It holds one captive in the profession and makes life worth living. There is nothing so inspiring as the confidence and affection of aspiring young people. The teacher lives and works constantly in an atmosphere of idealism, dealing as she does with the minds and hearts, with the ideas and ideals of her pupils. Compare the molding of mind and character with the making of shoes and stockings. Without disparaging the latter, which is the more inspiring? Why not teach to live and live to teach? “Is not the life more than meat, and the body than raiment ?” WILLIAM C. HOBBS, Supt. of Schools, Bristol, R. I. PEACE Beetle Forest was situated near the town of Mattox. Two Indian tribes encamped near this forest; one on the northern side, the Aztecs; and one of the southern side, the Blackfoot. These tribes were enemies. There was no doubt about that. Whenever members of the two tribes happened to meet there was sure to be an open battle, or a silent one, the eyes of the Indians saying all that their hands would do if given the chance. This enmity dated back to the time of their forefathers. They had been enemies ever since the Aztecs had joined the White people against the Blackfoot tribe, the cause being an argument over a stream of water flowing through the forest. The forefathers had then vowed they would “get even” with the other tribe, but so far no chance had offered itself. Then the vow had been passed down to the present generation and the Blackfoot tribe was now planning a campaign. At the Aztec encampment, Chief Morgue was very much respected and his beautiful daughter Chic-a-qua was worshipped by every Indian in the tribe, and they were her willing slaves. It was through the Chief’s daughter that the Blackfoot tribe expected to get vengeance. They held a camp meeting and at one of these they were to decide how they could best get revenge. They decided to steal the Chieftain’s daughter and hold her until the Chief should offer up one of his braves as a sacrifice, and also as a sign of the ending of -the feud between the two tribes. If the Chief refused this, his daughter would be made slave to the Chief of the Blackfoot tribe. The question then arose, “Who is to steal the girl?” No one would volunteer to do this deed, for if they failed, they knew it would mean their death. At last it was decided they would find out who the feathers decreed should do the deed. The Chief took two feathers from his crown and keeping one himself he balanced the other on the tip and blew it into the air. It fell at the foot of one Spantom, a brave and fearless warrior, who delighted in bringing sorrow or displeasure to his enemy. He was then told his duties, and was instructed to bring the Chief’s daughter to the wigwam of Ne-wa, (Chief of the Blackfoot tribe), and give her into the care of his squaw. They did not proceed immediately to carry out their plan, for they knew their enemies would be prepared, knowing that they had had a meeting. So it was three nights later that a dark shadow could be seen dodging in and out among the trees. Then he stealthily crawled into the enemy’s camp. This figure was that of the warrior Spantom. He crept up to the wigwam of the Chieftain’s daughter and, crawling in, he found her weaving a dainty basket, which was her avocation, as it was not right for the Chieftain’s daughter to do any work. The Indian hastily clapped his hand over her mouth to prevent her screaming. Then he said, “Chic-a-qua, daughter of our greatest enemy Morgue, you shall walk to our encampment and if you scream then shall our tribe kill you and all your relatives, and war shall be declared between the two tribes.” The frightened girl said not a word. She hurriedly caught up a few of her belongings and with Spantom’s threats ringing in her ears she went out into the dark night. It took the Indian longer to traverse the ground he had covered once already that night, for the girl could not walk very fast as she had been out in the woods all day with her Indian girl companions. At last they reached the encampment of the Blackfoot tribe and Spantom followed out his instructions, and gave her into the possession of Ne-wa’s squaw, who at once let her retire, and nothing further occurred until the following morning. The next morning Chic-a-qua’s maiden companions went to Chief Morgue and told

Page 6 text:

4 THE GREEN AND WHITE EDITORIALS f DON’T KNOCK The staff of the Green and White now offers you the 1921 edition of your school paper. Its success or failure is still precarious. The staff has done its part and now you must do yours. Don’t knock the school paper. There are some of you who mock the labors of others. Such a feeling is not only a menace to the school activities but to school spirit. Whether you know that the school paper is a success or a failure, always boost it to the best of your ability. If it is a success, make it a bigger one; if it is a failure, it depends upon you to make it a success. ‘‘If this paper pleases you, tell others; if not, tell us.” THE COLT MEMORIAL HIGH SCHOOL The pupils of the C. M. H. S. and, I might say, even a very great per cent, of the citizens of Bristol do not appreciate the beauty, splendor, and value of the Colt Memorial High School. I believe it is the duty of every pupil and of every citizen of the town of Bristol to watch out for the welfare of this school. If we would do so, the large expenditures which are necessary to keep such an elaborate building in condition would be decreased. Many small children use the grounds and balustrade of the High School as a playground. Their sport often causes the beauty of the building to depreciate and the balustrade is injured. The small amounts paid to repair such injuries often total to a sum of money which is “not to be laughed at.” If we would all co-operate to stop any such actions, it would mean a saving of a great deal of trouble and expense. SCHOOL SPIRIT The success of the student body of any school depends wholly upon the school spirit of the pupils of that school. The pupils of the C. M. H. S. have shown a great deal of school spirit in athletics and they are worthy of much praise for both their financial and their moral support. The pupils did not respond to the calls for material for the “Green and White,” as well as they should have done. It is too late to contribute to the school paper this year, and so it is up to you to make good for your mistake by contributing to it financially. If you wish to have a successful school paper, you must work for it, for it now depends upon you. School spirit is also necessary in your every day school life and in everything that is connected with the school. Without it, everything would fail; with it, it would seem as if the “Augustan Age” had returned to us. If you will make school spirit your most predominant quality, your school life will be a success. LITERARY WHY NOT TEACH? Teaching as an occupation has many advantages. The educational qualifications and special training involved in preparation for the work are directly beneficial to the teacher herself. What is required as a means in teaching is eagerly sought by most people as an end, whatever their prospective occupation. In no other line of activity are there such fine opportunities for self-improvement both before and after the professional period has begun. Teach- ing enables one more fully to realize the joys of a more abundant life. Since a high average of intelligence in its citizenry is a necessity of its well being and preservation, the State in its own interest contributes generously to the preparation of teachers for their work. A graduate in good standing of our high school can enter the Rhode Island College of Education. Here tuition is free, books and supplies are provided wholly and transportation nearly without cost. Consequently, one secures

Page 8 text:

6 THE GREEN AND WHITE him that the girl could not be found. They were much frightened, but would have been more so if they suspected the real cause of her disappearance. They, at first, thought that she must have just gone out for a walk in the woods, alone. At noon the matter was explained. An arrow was shot suddenly into a group of Indians standing talking. All were so engrossed in the message that they did not think at first to look for the sender, but at last they looked around, but could see no one. The note ran thus : “We have Chief Morgue’s daughter. Give us one of your tribe as a peace oflfering. and as a sacrifice, and we shall return her to you. If this is refused, she will become the slave of Chief Ne-wa.” Of course Chief Morgue would not agree to this, but he did not know how he could possibly do otherwise. Before he had a chance to do anything. Chief Ne-wa’s son; Mag-u-qua, stepped in and took hold of the situation. He had always liked the Aztecs, but his father had warned him that he would be killed mercilessly if he had anythin friendly to do with them. He at once took a liking to Chic-a-qua, and decided to help her, even against the wishes of his father. That night he had a horse waiting in the forest, and Chic-a-qua, escaping the watchful eyes of Ne-wa’s squaw, slipped away and joined him. He took her to her father’s wigwam. He knew that there was no return for him that night, for he saw by the light in the forest beyond that his tribe had already missed him, and were starting out with torches to get him. He at once warned the Aztecs and they were prepared to meet the Blackfoot tribe. They met in battle and for a whole day they fought unceasingly. The Blackfoot tribe suffered a great loss, and were finally overcome by the Aztecs. Mag-u-qua stayed with the Aztecs and asked Chief Morgue if he could have Chi-a-qua for his squaw, saying that she was willing. After the ceremony, which was celebrated around the campfire, and by the snake-dance, ' Mag-u-qua and Chic-a-qua went to Chief Ne-wa and stated that they were married. Then the Chief said that he was willing to let by-gones be by-gones, and by the great power of love these two tribes were united. These two tribes later joined under one head, that of “Tangles,” the name so chosen to remind them of the quarrels that had once made them afraid to look one another in the face. A. BRELSFORD, ’21. THE HUNTED The cold wind moaned softly through the long pine needles, making the penetrating chill of the midnight atmosphere seem almost unbearable. The small silver moon behind the clouds of frozen mist gave a light—clear, white, still. A tall figure wrapped in long black garments came out of the shadows, and walked slowly down a path, apparently lost in thought—a reflection that must have been deep indeed, for he gave no sign that he heard a ouiet, skulking shape cross the path behind him, heard the clanking of iron, or saw the moonlight gleam on steel carried swinging by his side as he slipped from tree to tree, through shadows, always 'ollowing the tall, dark figure. silhouetted against the path of light, made by the moon on the smooth, glasslike surface of the lake, crouched a small pathetic figure, head in arms, and. at his feet, half buried in the leaves and snow, lay something that flashed the reflection on the moon as he moved his foot. The tall, dark figure did not see him, nor did he even lift his head to glance about. The other, the most elusive ' shape, gliding about from shadow to shadow, dropped to his knees, the steel at his side clattering more merrily than before. “Curse it,” he muttered as he picked up the skate-key for which he had been hunting. EMILY SANFORD. ’21. WHO’S WHO IN HIGH SCHOOL Bristol, R. I., Nov. 10, 1920. Dear Fred:— In your letter of a few days ago you asked me to tell you about some of the people in the Colt High School. Well, there are a number of peculiar characters here, for instance, there is one boy who is what you would call a “plain nut.” When he is called upon to recite he gets up and makes some brilliant (?) remark which causes all the pupils to laugh. The other day he was playing with matches and the teacher told him to put them away, that he would get to the other world soon enough without using matches now. There is another boy, a dignified senior, by the way, who used to cause a great amount of merriment by a series of “Johnny Smith Themes,” as the class was wont to call them. In the themes he related the misadventures of a certain John Smith who used to get into a great deal of trouble with an Italian banana vendor and a fat policeman. There used to be a boy who caused a great deal of amusement and trouble for the teachers but he has gone elsewhere and I am sure some of the teachers still mourn (?) for him. The Freshmen are, of course, silly and