Curtis High School - Curtis Annual Yearbook (Chicago, IL)

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LIKE SNAIL., Ucmzzprme, ef f' -- SHAKESPEARE . YO .2 UNVVIL IJNCTLY ,Q ,fbi 'Z il fy, I Sorun HD R15 SOPHOMORE SIGHS ' Ten jolly sophomores, looking oh, so fine! One failed in algebra, then there were nine. Of nine heedless sophomores, careless of their fate, One didn't come to school, then there were eight. Eight giggling sophomores sat in room eleven, One let himself get caught, then there were seven. Seven smiling sophomores got into a hx, One failed to clear himself, then there were six. Six pouting sophomores didn't care to strive, One just gave up work, then there were live. Five laughing sophomores, studying old lore, One ran far away, leaving only four. Four serious sophomores now in school we see, One studied Latin,-they are now reduced to three. Three singing sophomores, sang of sparkling dew, One made a discord, now we hear but two. Two sad sophomores, never would' have fun, One found he couldn't pass, then there was one. One little sophomore, with much work not yet done, Gave up trying in despair, so now there is none, Forty-three TO SCHOOL.

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TO THE FRESHMEN LTHOUGH we are pleased to say something to you Freshmen about the school which you are now entering and we Seniors are leaving, the school which we have learned to love and take apride in, we have not seized this opportunity to impress you with a Seniorls learning, unless finding out how little we know can be called learning. Neither do we consider you an insignificant, non- important group of fellow pupils, for the right kind of Seniors do not regard Freshmen in this way. just as in community life a farmer is of as much importance as is the capitalist, so in school life, a Fresh- man is as important a factor as is the Senior. It is rather our intention to impart to you some of our ideas re- sulting from our high school experience on: lst-As to what high school really is. 2d-The part each student should play in it. 3rd-How each student can best play his part. The high school is in existence primarily for the purpose of turn- ing out good citizens, and, as such, its activities resemble very much those of any community. A man whose scope of intelligence does not extend beyond the machine that he runs, or the books that he keeps, or the narrow limits of whatever his occupation may be, is of little value to the community. The great aim of the high school is to broaden our views, that in the future we may intelligently enter upon our duties of citizenship. Looking at the high school in this light it is evident to all of you, that to have met satisfactorily the requirements of your school, you will have taken the steps qualifying you to perform properly the duties of a citizen. Bear in mind then, that the high school is a sort of a community and that each one of the students is, so to say, a citizen in that com- munity. Obviously a citizen looks upon his daily work as the most important factor in community life, for this is the means whereby he lives. We should regard our studies in the same light as the citizen regards his daily work, for we receive in payment, knowledge and ability, which in turn will aid us in our future walks of life. In your high school career you must assume responsibility for your own conduct and work, in your hands lies success or failure. Good or bad habits formed now will probably remain with you through life, therefore, for your own welfare, study conscientiously, Forty-five