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Page 13 text:
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T H E C AULD It 0 N Getting Help Through Criticism VERY high school student has at least a few undiscovered faults, faults undiscovered to himself. As we are all prejudiced in our own favor, it is a difficult matter for us to see our own faults. With Burns we might say, 1 ‘ 0, wad some power the giftie gie us, To see ourselves as ithers see us! It wad frae mony a blunder free Us, and foolish notion.” We all need freedom from blunders, and to improve as we should, we must in some way discover our faults. Since our own judgment of our life and character is not always trustworthy, we must be willing to let other people help us discover our faults. When we have recognized and acknowledged in our selves a certain defect, that fault is half corrected. When we lack the courage to admit that a certain fault is ours, we lack the courage that is necessary to make a strong, noble character. Since we are not making real progress without some criticism, we should hail him as a true friend, who sympathetically and helpfully points out to us our mistakes. Or, even though the criticism be given not in the best spirit, it quite often contains a truth, which should be beneficial to us. Everyone likes compliments and is not averse to flattery unless it comes labeled as such, but, as a general rule, people do not like criticism. If our work is complimented, we are pleased, but if it is criticised, we are, in too many instances, offended. Whenever a high school student does not accept criticism from his teachers, and becomes offended, lie is working harm to himself, because he is no longer a learner, that is, in the fullest sense of the word. And the aim of every high school student should be not merely the attainment of knowledge, but also the perfection of character and the attainment of high ideals. As has been said, two pair of eyes can see more than one; therefore, we shoidd he open to criticism that we may get the benefit of other eyes that see what we cannot see. Nine
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Page 12 text:
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THE CAULDRON When a teacher sees these crumbs, there is likely to be some trouble in store for the student who occupies that seat. This mean? friendly relations broken, and ill feeling established. But that little peacemaker, the mouse, while rambling across the floor, comes across these crumbs and eats them before they are discovered, thus averting all the awful consequences which might have followed. The mouse is a graceful creature, as it glides smoothly from cover to cover, and the students who watch it are greatly rewarded by a vast development in the aesthetic side of their culture. Moreover, students whose brains are weary from overwork find it pleasant to rest their minds by considering the playful mouse in its innocent frolics, and in thus seeing, they take on courage for renewed effort. •Abolish the high school building; abolish tin1 text-books; yea, even abolish the teachers if you must, but spare tin innocent, graceful and beneficial little mice from the horrible and outrageous doom of the cruel mouse trap. Student Government To establish student government, would be to establish the so-called honor system. This system places in tin hands of the students the responsibility of self-government. To establish this system, an honorable, well organized student body is necessary, each student having a keen sense of personal honor. It is applied in many places in the school, such as in tin1 examination room, in the study room, in the school contests and activities, etc. The students themselves appoint the committees to govern and judge, and thus honor and self-respect is won among the students. The honor system produces many good results. It creates in the students a sense of responsibility, relieves the teachers to some degree, and strengthens the characters of the honorable students. Of course a “cheat” is to be found wherever one may be. Under student government, the “cheat is looked down upon with contempt by the students. If in the examination room, a “cheat signs the pledge in which lie declares he has answered all the questions without help and is not found out, it is felt that lie has harmed no one but himself by detracting from his manhood. Another good result from the system is that, it it is a success, it gives the school a high standing in the community. Also, it sends young people with well developed characters out in the world to become citizens. Now, the question is, are there any possibilities of founding student government in F. II. S. ? Have we a comparatively honorable student body? Would our students assume the responsibility after having been watched and directed all of their lives? And, finally, do our students really desire student government? desire it strongly enough to be willing to use the self-control that is necessary to make it a success? E i a h f
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