Frankfort High School - Cauldron Yearbook (Frankfort, IN)

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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

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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 Stephen Decatur shows that he had the right idea of patriotism when he said, “Our Country! In her intercourse with foreign nations, may she always -be in the right; but our country, right or wrong.’’ By these words, Decatur indicated that he would stand by his country at all times, and that if she were in the wrong, he would not desert her, but would try to bring her back to the right path. The attitude of Decatur is especially needed at this time when there is an uncertainty about our country being plunged into war. Some people have declared that patriotism arose from war or arose from the universal attempt of the people to defend themselves. If this be so, and if war is declared, it is the wish of all who really feel a deep interest in their country, that all of those men who have not as yet felt the sacredness of their duty toward the country, will realize it and will use every ounce of strength to accomplish their duty. Thus they will show that they are patriotic and that they have the welfare of the country at heart. ANNA DAVIS, T8. A Young Man’s Fancy Tennyson’s quotation on the young man’s tendency in spring may well be paraphrased thus: In the spring the small boy’s fancy madly turns to thoughts of marbles. For from the latter part of March on to May, those small bits of clay hold that delectable place in a boy’s mind, figuratively called in an elder’s, “the apple of his eye.” True, the marble is displaced later by the baseball or the hoop, even as it, in its turn, supplanted the sled and skate. But as soon as Mother Nature shows the least tendency to don her spring costume— before the first robin is hailed, or the pioneer crocus appears—you may see groups of youngsters on the sidewalks, or preferably on some cinder drive, playing marbles. Billy is worth “a hundred an’ seventy-five marbles,” but Sam is apparently higher in the world of finance, for in addition to his “two hundred an’ fifty,” he has “three steelies and an agate.” In these juvenile circles, indeed, are enacted many a tragedy as keen in anguish as any in Wall Street, many a comedy as happy as any penned by Sheridan or Congreve. Here verily the youth sometimes exchanges all his possessions for the pearl of great price, save that in this instance it is of far more substantial and—to him—precious material, agate! Like the actor, a small boy in his time plays many parts, not the least of which, we will venture to assert, is his part in the game of marbles. DONALD BOND, ’18. Fourteen