Fairhaven High School - Huttlestonian Yearbook (Fairhaven, MA)

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THE HUTTLESTONIAN 27 ents, and in a position to ascertain unprejudiced information, worthwhile and beneficial habits can be formed. Open dis¬ cussion and a wide scope of reading will aid us in meeting this momentous challenge. Lately, youth has received more atten¬ tion and consideration; thus, his education is becoming broader and more modern. This is just one advantage given him in order that he may fill his coming duty, the duty of maintain¬ ing and preserving our present desirable form of government. Lady’s Choice Janice Eldredge If you are planning to go to college To satisfy that thirst for knowledge. Then you have shared my anticipation. My worry and my tribulation. The catalogues come pouring round me. They come as if they’re out to drown me! But I have not made up my mind yet. My alma mater I cannot find yet. I feel the urge to go pell-mell, now. To the grand old college of dear Cornell, How? Tsk, tsk! Tut, tut!” my parents say here. ' ' Cornell is much too far away, dear.” Next I mention Middlebury— I’d like to go there in a hurry! Perhaps Tufts, Wellesley, or Bryn Mawr, Or Poughkeepsie, dear Vassar. Maybe it isn’t the thirst for knowledge That drives one madly towards plans for college; But gay and joyous anticipation The exciting worry and tribulation!

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26 THE HUTTLESTONI AN Youth and Politics Arthur Milhench ommunist”, hypocrite”, Dictator”, Red”, — such was the propaganda thrown in all directions by every known medium throughout the recent political campaign. Now the widely ballyhooed national election of 1936 is over and we, in turn, pass from unrest into what we hope will be four years of tranquillity and prosperity. The populace once again settles down to take their respective places in society. What does the future hold for these people? What are they to expect? Soothsayers present a prodigious amount of highly diver¬ sified, and in no way related predictions from which we may choose. Some prognosticate a one party government up¬ holding the democratic ideals of the constitution, while others claim that we shall fall prey to Communism, Fascism, or Socialism. The latter forecast may appear fantastic, but it cannot be disregarded inasmuch as it is based on authentic information and current happenings. One has only to observe the existing conditions in our maritime unions, where Marx- iams have gained an astoundingly strong foothold, to convince himself that this statement is not the result of alarmist ten¬ dencies. To further the proof of this personal conviction, I might here mention Sinclair Lewis and his book, It Can’t Happen Here.” To predict the future, would be folly, and even H. G. Wells might hesitate. But in whatever political changes the coming years may effect, we, the students of today, will be implicated. We will determine the course of America, of democracy, and perhaps of the world. We will be the ones to choose between a happy livelihood and strife with devastation. Such great powers are difficult to conceive, yet they inevitably await us. With its self devaluation, youth is all too readily inclined to declare itself impotent and insignificant. Foresight and realization, now, will help us to determine the policies we wish our executives to pursue. At present, while we are still stud-

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28 THE HUTTLESTONI AN Defending the High School Curriculum Isabel Tuell In this era of advanced education, there are many courses I of study offered to secondary school pupils, which are classed as superfluous by a great number of people. These critics be¬ lieve that a simple and strict drilling in the three ' R’s” is suf¬ ficient, and that students who desire further specialization should plan to go to college. They maintain that too much money is extracted from them by school taxes in a time when it is hard to pay for bare necessities. In opposition to this point of view is that of persons who believe that the student should have the opportunity to study in every possible field, so that he may be able to decide in what subject he wishes to specialize. The liberal thinker also believes that, because the education of many youths ends at high school graduation, as broad a knowledge as possible should be acquired by him before this time. For those who do go to college, there is a wide gap be¬ tween their studies in preparatory schools and in their new curriculum. Subjects such as elementary Psychology and Philosophy, taught in high schools, help to shorten this long step between schools. Economics and Political Science are likewise an excellent background for the college student. These same subjects also aid the student who does not further his education, in that they broaden his intellect in preparation for domestic and civil life. Many people feel that Algebra and Geometry will not do the future baker, office clerk, or artist any good. They do not realize that there is no better way to achieve systematic rea¬ soning than by pursuing a course in these subjects. Nor do they know what opportunity for the connection of the actual with the theoretical the student of mathematics has. Anyone who has had any salesmanship experience and he who has had international relations will realize the importance of modern language courses. And the best background for these, of course, is Latin,