Central High School - Prospectus Yearbook (Flint, MI)

Page 31 text:

EDITORIAL The Prospectus board wishes to embrace this opportunity to express appreci- ation of the thoughtful assistance received from the three faculty members of this year’s annual, the Misses Gold, Seymour and Baker. The editor is deeply indebted to these for their indispensable advice and willingness throughout the year to assist in making this book what we honestly believe to be the best ever. We wish to thank Mr. Wellwood, also, for his inimitable contributions in the shape of verses concerning the seniors, and Miss Mary Gold for innumerable suggestions. Fully and even painfully cognizant through four years of close personal con- tact and observation of the utterly inadequate facilities which the present Central High School building offers in the shape of modern improvements, as well as to the lamentably deplorable conditions of the ramshackle structure itself, the class of 13 wishes to enter one last plea for a new building. The present four-story structure necessitates a laborious amount of clambering up and down creaking stairs upon which well defined trails have been distinctly out- lined by the preceding generations. In Ann Arbor, Saginaw, Grand Rapids, I ontiac and other Michigan towns, modernly equipped structures have recently been provided for the pupils; while in this prosperous city, which has enjoyed an unprecedented growth, far in excess proportionally to that of any in America, (excepting four), the same loose jointed contraption greets the teachers and pupils year after year with no apparent effort towards providing a new one. Are the teachers and students less de- serving here than elsewhere? This inference might justifiably be drawn, judging from the dilatory and tardy actions of the school board and tax payers who seem strangely and inexplicably remiss about preparing for a new one. Lengthy and minute dissertations concerning the total inefficacy of the present building are utterly useless, TWKNTY-NINE

Page 30 text:

Flint Central High School, Llass of Nineteen- Thmtcen Q l os:ili«‘ LynilMirn This little lass with the name so flowery. Cares naught for the weather, dry or showery. And so the day, be it cold or hot. It drives Rosalie to he taught. Myrtle ItriHon This Britton girl. known as Myrtle, Is just as quiet as a turtle. And unless she knows you very well. She’ll just retire within her shell. Genevieve Sellers Now here we have Genevieve Sellers. Liked by all the lasses and fellers. And here our muse has got dead stuck. And so we close with a wish for good luck. □ Watt hour you doing in here, asked Mr. Parmelee aggressively. “Eating currents I brought from ohm, why,” replied Farley meekly, “do you want some?” “Wire you insulate this morning anyway? Can’t your relay shunts get you up on time?” ‘‘Anode you’d bawl me out.” “Well, it’s motor your credit to get around on time.” Now fuse going to make a fuss, old Farm, I’ll either call a copper have Elmer Zink come and take my part. What are you going to do with that armature threat- ening me with, huh?” ‘‘I’m not positive, but you get out of here.” Aw go ahead. Can me and see if I care. It’s cell to go to school anyway.” The current was broken right here. SO ■ ■ ■ — □ — □! [a] TWENTY-EIGHT

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31 n tent i cm s («LKW .MAY EH, Athletic Director—Even the wisest of our intellectual a mo- tors have always felt that athletics is a part of education. Moreover, the wisdom of the past seems to be supported by the experience of the present generation, for if there is any truth in statistics the world’s work and greatest achievements are to be attained by men who have the best brains in the best bodies. In other words statis- tics tell us that the brightest children in our schools are the strongest physically. However, we find in every school of today two distinct types of boys; those who are scholars and those we usually term athletes. At each of these extremes we find men that are greatly handicapped when they finish their school work and take up the work of life. A large part of the athletes will fail in the race of life for want of better trained minds, while an equally large class of scholarship men will be elimin- ated from the struggle for want of more efficient bodies. The diminutive weight upon the part of all scholarship men may be accounted for in several ways. In order to meet the standards, it is necessary to hold oneself down to many hours of highly concentrated and long-sustained mental efforts. The body for the time being is literally starved in order that the brain may be surfeited. If this intense mental activity is followed by a moderate amount of exercise no harm follows from hard study. If to intense mental application be added, worry, fear of failure, or loss of sleep, then mental work becomes exhausting. On the other hand the athlete spending too much time on the play grounds sac- rifices his school work for play. He has such a desire for hero worship and physical skill, so characteristic of the period, that his school work becomes a secondary matter and it is only by severe drudgery that he manages to pull thru with passing grades, or perhaps it may terminate in his dropping out of school before completion. Herein lies a problem of our schools today. Something must be done to even up the breach between the two extremes. That is, some way of equalizing work and play. On the part of the school one plan suggests itself. Just as most schools re- quire athletic students to attain certain grades in mental pursuits before they can contend tor athletic honors, why would it not be desirable for schools to require all scholarship men to attain a certain standard in their physical work before allowing them to compete for honors in scholarships? On the whole it is largely up to the boy or girl to choose their time for work and play as best they may. In working toward this end let each student start next fall with fixed hours for work and play. Let us have out on the gridiron five teams in- stead of one. Let us organize tennis teams for the girls or any healthful exercise that may suit conditions. Let each student keep the work and play element well in mind throughout their high school life so that upon graduation they may go into the world’s work equally balanced with good brains in good bodies. THTRTY-TWO