Frankfort High School - Cauldron Yearbook (Frankfort, IN)

Page 16 text:

THE CAULDRON e Should be More Socialibility in Our High School E like to think of the student-body as being one large family. When one student wins honor and glory for the school, we all have the privilege ot giving ourseives a congratulatory pat on the back, whether we have had any part in the victory or not. It is easy tor us to stand together and boost when we are victorious, but when they fail, we stand back and wisely declaim on the subject. Sociability stands tor co-operation, and co-operation insures success. Victory rarely comes to the school which does not have co-operation. If such a thing does happen that a school wins in any contest, it is because of the untiring ettorts or a tew persons. Give these same determined people an enthusiastic school to back them up and they will accomplish twice as much with more spirit. j Also, it might be well to state that a little more kindred spirit might be manitesitd upon the street. Sociability might oe encouraged mere as wen as within tne wans ot the high school building. Sometimes we are apt to shrink irom making advances to some people on tne street lor iear we snail be given a cold siare. Such a thing should never worry a true gentleman or lady, tor when someone considers inrnsen so tar above another that he scorns his triend-ship, we may assure ourselves that such a person is beneath anyone s notice. there are enough social groups in our high school now. wnat we need to do is to promote sociability between the groups anu eventually oring mem into one iai c group, witn common interests, ihe less social distinction mere is in the school the more successtul the school will be as a whole. 'inere is also a great deal of class distinction. Some of the most thickheaded seniors look upon a bright, promising Freshman as a necessary evil, ihe upper-ciassman should be the “Big Brother to the Freshman until he becomes accustomed to new associates and surroundings. In this way the underclassman will have more seit-connoence and have tewer obstacles to overcome. As it is, he is undecided and has no fixed purpose. He is extremely self-conscious, ror he knows that any peculiar action on his part win cause such sarcastic comments and derisive hisses as will make him wish that he might miraculously disappear. Eventually he becomes aware ot the lact that he stands as good a chance as anyone else, but had he had some kindly Senior to help him ne would have developed much more rapidly, intellectually, morally, and spiritually. Some students are more independent and selt-renant, and discover tneir powers very soon. However, the world loses many great men m-cause u did not discover them soon enough or they did not discover themselves. Therefore, let each one ot us appoint himselt a committee of one to promote sociability in our high school, by so doing we snail raise the standards of our school; and, though we as individuals may not accomplish anything to the honor of the school, yet we can be boosters for the man who has the talent. If the class of 1917 did nothing more than to introduce more good-tellowship and co-operation in the school, it would have filled the need of the hour. VIVIAN GREEN, ’18. Twelve

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THE CAULDRON as first and outside activities as second; when the activities no longer take up the entire attention of so many students; and when the students learn to look upon the high school as a very important portion of their life—then the Frankfort High School will be noted for its high standards of efficiency, and the faculty will be proud of the student body rather than ashamed of thpir lack of ambition. The Lack of Ambition in Our High School There are two sides on the question of ambition or the lack of it in our high school, that of the instructors, and that of the students. The teachers are inclined to believe that high school pupils are lazy, and are the “don’t care” kind. But on this subject the viewpoint of the student who is compelled every evening to carry home three or four books, including an American history and a note book, a commercial geography plus a note book, and his “Moody, Lovett, and Boynton,” is entirely different. He spends the entire evening poring over his books. In history he must have a whole chapter outlined, two maps made for commercial, and have reviewed one hundred fifty pages for an English test, all of which come the following day. He studies until eleven o’clock at night, and yet has not finished. He decides to quit for the night and get up early irl the morning to study. In one class the next day, he receives a severe criticism for failure in recitation, and receives an invitation to spend the evening with his teacher. Because of his overworked brain, he fails in his English test. Is it any great wonder that he is discouraged? The students will endure so much, remaining in a good humor, and not lose enthusiasm. But, when the teachers pile work upon them sky high,” it is enough to make them the “don’t care” kind. Some instructors seem to forget that they are not the only ones who make long assignments. The railroad men and other laborers are compelling the enforcement of the eight hour law. Why then should the high school students work from ten to twelve hours a day? A solution of this difficulty might be to increase the number of school hours, making the time from eight in the morning until five o’clock in the evening, with one hour off at noon. If this were done, the teachers should make assignments that could be prepared during school hours, and the students should not have to study at night. The mind and body need rest and recreation, and this would leave the students free to enjoy the recreation they might choose. The next day they would not come to school tired from late study at night, but they would be ready to start out each new day with vigor and freshness, and much more would really be accomplished. Eleven

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THE CAULDRON Patriotism Patriotism is that undefinable virtue in a man that makes him love his country, serve it, sacrifice for it, and fight for it. It has been said that the people of the ancient world had no patriotism in the sense in which we mean it. They possessed a marked degree of loyalty toward their tribe or race. They also fought with a steadfast spirit for their own liberty and for the liberty of their friends; but as long as the country was in a state of disorder, caused hy the havoc of the war, and as long as the people were constantly roving about, having no fixed home or bavin? no common interests outside of their own province, other than that of their religion, it was only natural that the thrills and sensations of a true-born patriot were found wanting in the hearts of those men. Patriotism really originated when the present nations took their form and became organized, when the unity of language was developed, when the Judies of literature and art were encouraged, when institutions and organizations were founded, and when men conceived the necessity of living such a life ‘t at would tend to uplift those surrounding them. Thus, their countrv w uH he bound into a firm and steadfast union that would resist the attack of all invaders and be an inspiration and a credit to a Especially in our own country, the working out of this plan has been noticeahlv successful. With few exceptions, evervone is gl«d to nrnclpim that he is a free-born American: he is glad to say that he has had a share in the control and management of suct a successful countrv: and he is douhlv ?lad that ' is familv and friends are living in a peaceful and protected land, eniovinn he verv best that life affords. Many men have risen above the common classes of patriots, winning for themselves distinguished names and the respect and love of all their fellow countrymen. They have stood to their countrv in the same relation as a father fo his child. They have placed their country foremost in everythin?. Without faltering or hesitating, they have stood staunch and firm in all manner of hardships and tribulations, never giving any thoughts to themselves but only glorv-ing in the power that enabled them to serve their country. They have orobablv denied themselves many necessities in order that their hopes and ideals of tt eir country might be realized. Other men have even given their lives. In time of war. they h?ve marched cheerfullv away from home, leaving behind friends and possessions. Thev have thrown themselves into the very midst of fbe battle in order to defend their country and to protect the Stars and Stripes. It is these true-born patriots whose names we utter wih deep reverence, whose picures we drape with flags, and whose memory we cherish forever. It is in commemoration of those gone and in honor of those living that we set aside certain days in order that we may be reminded of what they have done and of what there is left for us to do; and we designate these days by the beating of the drum, the blowing of the bugle, and the unfurling of the flag. Without a doubt, the first ideals and impressions of these distinguished men began to formulate when they were only boys, living at their parents’ homes. Each incident that has happened has had its share in the moulding of those ideals, and those ideals have stood the test. It is now for us, who are forming our hopes and plans for the future, to profit by the experience these other men have had, to keep our plane of good deeds upon as high a level, and, if possible, to raise it. Thirteen