Franklin High School - Molecule Yearbook (Franklin, VT)

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- C$'UR NEW SCHOOL SCHEDULE Before this year school had always started at nine o'clock and was dismissed at three-forty. It had been that way ever since I can remember, and had been that way for centuries, I guess. But this year when Mr. Powers became principal of the schoo], he had a new system which he called solid session . In this system school started at eight forty-five and was dismissed at two-thirty with twenty- five minutes at noon , a oen minute recess, and forty minute classes. This program didn’t work out too well because the peoole who lived in the village and went home to lunch didn’t have time to eat and get back to school on time The school busses also complained because school started too early for them to bring the chlisten here on tine. In the past few weeks Mr. Powers and the rest of the faculty have devised a new plan,-whereby school starts at nine o'clock and is dis- missed attthree o' clock .with a forty minute nooning, a ten minute re- cess, and forty minute clauses. This system seems to have worked out very well so far. It gives the students who go home to lunch plenty of time , and the busses don't have to get around as early as they did, Ucr Although there v;as much fault found ablut solid session, the major- ity of the school supported it, and v;e may go back to it in the soring. Stanley McDermott ’ 49 WHY GO TO SCHOOL? It pays, in doilars and cents, to go as far as possible, in the righ sort of school, or in almost any school,, in fact. Mr. Edison and «r. Ford v.ot along without much formal training; so also dia Mr. Lincoln and Walt Whitman. Very superior persons like these , and all fools, are outside the law of averages. Perhaps their superiority may lie in a specially active will and ambition, spurring an otherwise ordin- ary person to train himself. Somewhere, somehow, everybody in this world must set ready; and schools are the best answer we have learned to make, so'far, to the problem of getting ready. One who leaves school early is shut out from all the professions to begin with. He cannot be a lawyer, a doctor, a dentist, a teacher, a surveyer, a oreacher, an electrician, an engineer, ar a modern arch- itect without training or preparation in school. Of course, almost anybody can work with his hands, and we think that everybody ought to, to some extents but the bov who quits school early is very surelv condemning himSelf to manttal labor for the rest of his life. A 6irl may get a job in a five and ten cent store as soon as the law allows her to leave school, and a boy who finishes the el hth grade may strike the level of mixing drinks at a soda fountain - both perfectly respect; ble jobs for a summer vacation, but both likely to have tragic conse-

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Tabic of Contents , Continued. 2. BOOK REVIEW The Soul of .inne Rutlcd o - - - -Inoacnc Colunb PET' PEEVES , -arranged and illustrated by Hortense Roberts JUNIOR NE.7S - -- -- -- -- -- -- - Madeline Jette Bradley Ma nant NE.VS OF THE YEAR - -- -- -- -- -- Ino cnc Colunb HONCJt ROLL ------------------- ----- CLASS OFFICERS --- - - - ALUMNI NE. S ----------- Daisy Ploof HUMOR .collected and arranccd by - - Beverly MacLeod f ' 01In Sanson GIRLSr BASKETBALL--------- - -Mary Colunb BOYS' BASKETBALL----------------- - Alt on Lothian EXCHANGE --------------- -Madeline Messier COVER ---------------- Sally Gates J Paco 19 21 22 23 24 24 25 26 27 28 29

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4. urnc'-’b if continued after the school «bell rin ;s in the fall. Few imoor-i -..'.iit. business positions go nov -a-days to young people with less than a Liyh school training; and the overcrowding of every .American university shows very clearly that even college education pay’s. • The lealned professions have no monopiy of the new demand for train- ny. cr example, the day of the small fanner is passing, Workers have drifted to town, and the farmer has been compelled to use labor-saving machinery or give up his occupation. A good machine does the work of° three to ten men, so that a progressive farmer may find the losses in mar. cov er more than made up by the gain in machine work. Yet, only a born ; cnius can operaoe and repair all sorts of machines without training in mechanics, and the best place to get that training is in the ri ht kind of school. ' Mechanical requirements form only a part of the change in farm conditt' 7e have passed the years of heavy cropping at the expense of native rich- ness. A return must be made to the land. Different soils and varied crops require different treatment. Crops that so well in one soil are net adapted tc another. The raising of stock under modern conditions reauire expert knowledge of a good many sorts. In short, while there is still a meager living, derived from old-fashioned farming, the men who make the bi money on the farm are students; and the short cuts to the things they need to knew are the agricultural schools and colleges. If a boy likes farming, but doesn t like the kind of school in his neighborhood, be- cause he doesn t see any use Of taking Latin, ancient history, and such; if he is in a hurry to get the best training for the big-scale farming-' the farming that pays - there are school in his state where he can find the very courses he needs, and often he can work to pay part of his expen- ses. Beyond any question this is the way to a big success outside the towns. Whatever the practical future we dream about beyond the wheel-barrow and the retailing counter, schools can shorten our road of life. Rerhor - the working wage of a life-time, it can be shown that every day in the four years of a completed high school course has been worth , to an av- erage student, about ten dollars. It is work with the head that pays. But the best reward of going to school is not counted in dollars and cen s. There is a stagnating littleness in the common routine of mechani cal tasks unless the mind has caught the secret of escape into broader f Whether gossip is malignant or harmless its interests in the crude facts - little lumps of information, rather more welcome If false - •about folks and things near by. Hundreds of men and women we know are dying mentally cf this kind of stricture. Training of the right sort gives a world wide range td our interest in facts, makes us reluctant tc accept mere hear-say and shows us how to test information and appearance . Yet, this is only the ground-work of an always fascinating mental ex- perience, Our training, whether received in school or out, should teach U3 to interpret facts. The reasoning student, unlike the newsgathering, gos-ip, values facts as part of a network of cause and effect, which it : his duty and pleasure to understand for the comnom good.