Fairhaven High School - Huttlestonian Yearbook (Fairhaven, MA)

Page 22 text:

THE HUTTLESTONIAN The Spirit of St. Louis A silhouette against the sun’s first glow And severed quite from earthly things below, A Viking youth alone, of stature slight, With morning star to guide him on his flight, As an eagle sheathed in armor upward dashes, The incarnate Spirit of St. Louis flashes. Against the wind he strives with all his might; Courageously he breaks thro’ walls of night. A phantom bird he flys in solitude Above a sea of swirling magnitude. The motors throbbing, music in his ears Has changed the time from hours it seems to years. To close his eyes he knows would seal his doom As searchingly he peers thro’ murky gloom. A slanting shafts of light has rift the space To guide to earth this meteor “Flying Ace” . Whose glory rises on a wind of flame As east to west it blazons forth his name. Helen Martin, ’28 [ 20 ]

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THE HUTTLESTONIAN Choosing a College T O many High School Pupils, choosing a college is quite a problem. While a few have decided even before entering High School, a greater number have not been able to make a choice as yet. Parents sometimes select the school years ahead. Some go to a college because their parents or some friend graduated from there, while some boys are attracted by the standing of the college in athletics. Parents usually wish their children to be near home but distance is a small consideration. It is pleasant to have the privilege of returning home occasionally, but a pupil, a great distance away, becomes less de¬ pendent and more self-reliant and resourceful. Finance is sometimes quite a consideration in choosing a school. How¬ ever, if one is really in earnest and full of ambition, he will find a way or make one in order to attend the school of his choice. We are all self- made but some have better opportunities than others. Nevertheless, many choose a school that ofifers the best opportunities for self-help. Of course it is unwise to give too much time and energy to self-help and thus hinder one’s real education. The most important consideration of all is: What do I intend to do? What are my special tastes and aptitudes? Which college best meets my needs? If a person is totally undecided about his plan in life, but wishes a college education, it would be the best to take a general course of cultural studies with the expectation of being able to make the choice of a suitable career later. After entering school he may find that it does not quite meet his needs and think it preferable to transfer to another for the completion of his course. Each school has a different tone and type of life. Some feel that the girls’ colleges emphasize the social side of life, while the boys’ schools pay particular attention tto the professional and practical side. Others prefer the co-educational school for both girls and boys, thinking that the different viewpoints and exchange of ideas are more conducive to a well-balanced training. After all these considerations in making a choice you may not be admitted to the school you wish but be required to accept the second best. However, in almost any school a good training is possible to the student who enters with the proper attitude and purpose. In any case iti would seem best to seek a broad culture and not to specialize in any one line too early. Miriam Owen. ’28 f 19 1

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THE HUTTLESTONIAN Wasting Our Time W HEN school closed for the annual summer vacation Galileo and I planned a trip to New Hampshire. He had two balloon tires and I had a spare rim. So our next worry was our means of transpor¬ tation. We decided to take along three other fellows so we should have someone with whom to share the expenses. We took up a collection among the gang and counted i t. Much to our surprise we had sixty-four dollars and ninety-nine cents. The next move was to buy the best looking Cadillac we could for the money. After three hours and ten minutes of deliberating we finally came home with Henrv Ford’s favorite. j The next morning about seven o’clock, we were ready to start. After knocking over the mailbox Galileo drove up to my front door and honked his horn. (The noise that came forth sounded like our death knell.) Remember this was my first sight of the car. I had helped decide to buy but I had not gone with the fellows to get it. It surely had a won¬ derful appearance but later the old moral, still waters run deep, was brought to my mind. With the exception of three threadworn tires, a cracked windshield, two bent mudguards and a broken tail light, it was in perfect condition. “We should make New Hampshire by the time school starts,” said I to myself. After ten or fifteen minutes of cranking we chugged out. The clutch caught in the floor board and we rode about six or seven miles in low speed. I suppose you are wondering why we didn’t burn out the brake¬ bands. In the first place we didn’t have any. Finally the clutch went into high and we were going at the terrific speed of nineteen miles an hour. Presently we came to the largest hill I had ever seen in my life. Galileo stepped on the brake but the brake was broken or about to break. Anyway the car wouldn’t stop. We went down at about seventy miles an hour and upon arriving at the bottom the car went dead. We cranked and cranked but it wouldn’t go. After a thorough investigation we found that the carburator was missing. Luckily, a garage was near at hand and the damage was repaired in no time, although it created a deficit of nine dollars in our treasury. We had not yet thrown our jinx. Just as we were about to turn a sharp curve in the road our steering knuckle became exhausted and collapsed. We spun this way and that until we drove right through a (Continued on page 23) [ 21 ]