Hermon High School - Microphone Yearbook (Hermon, ME)

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The MICROPHONE . 7 eighteen. He has to make the decision whether he is to go to the aid of his country or help himself by staying in school. The leaders of the government answer this question by telling him that he would help his country most by continuing his edu- cation as far as possible to make a .better future for everyone. Assistant Editor PATRIOTISM ? Thick, gray mist, like a blanket, hung close to the ground. The shrill whistle, tell- ing of the change of shifts at the factory, sounded faintly through the cold, penetrat- ing mist. Hur1'yin gthrough the fog, like mil- lions of tiny ants, the personnel on the night shift returned to their homes. On the faces of some was written determination and self- ish-ness, on others, especially that of a tall, lean, sunburned, engineer Jim Saunders, was a troubled look of anxiety. Long rows of machinery were ghostly still, and as the morning light, ghostly too, crept through the factory windows the hum of ac- tivity disolved vaguely in the distance. A strange quietness settled over the plant for the day shift did not come. Strike! Patriot- ism? Oh, you brothers, sons, husbands, and sweethearts on the vast expanse of oceans and far regions of the earth, fighting zeal- ously and fiercely to preserve for us this land! Can indifferent men dare strike! On a distant battlefield Chuck Saunders reported to his commanding officer for in- str-uctions. He was told ammunition was low and it was his duty to go for more. It was a tough assignment, but Chuck grimly started on his way. As he crawled cautiously into a dangerous area he was carrying a precious message. On him depended the lives of many men. On you, who strike at the fac- tory depended his life. He paused near a clearing. On all sides was a tangled mass of underbrush in which might lurk the danger- ous foe. Above in the trees, silent, cunning, treacherous as the jungle snake, the enemy could be waiting. The silence was ominousg then the rat-a-tat-tat of a machine-gun warned of the enemy's presence. Chuck crouched to the ground. He squirmed on his stomach across the clearing. One more yard to go and he would be out of their reach, but he needed a few more bulletsg bullets which he did not have. Why?-Because you at the factory failed him. To us Chuck was a courageous young soldier fighting for his country, willing to give his life for that in which he believed, but to Jim Saunders he was an only son who might have lived to come back from the war had plants like his never called time out for strikes. Is this patriotism? Letting our boys, who have faith in us lose that faith! Die, when they might have lived had we fully realized the sacrifices they made, and try to do the same. What would happen if they struck? Each day many of them go on missions knowing they may never return, willing to die that we may be free. Should we not be willing to work that they might have a more even chance to live? The conscience of anyone that strikes should be torturous. Realize that the ex- ample of the boy given could be your broth- ers, father, son, husband, sweetheart, or neighbor. The indignant soldier discussing this crisis created by strikes immediately reacts with the challenge, Let them come and fight that they may realize the hardships we face. Oh, you men of the U. S., who are beyond the age to fight in the lines and trenches with the boys, can you not see your duty clear to support them behind the lines? Where is our patriotism? These are the times in which patriotism should flourish! Let it reign su- preme in America! ! Assistant Editor

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5 . 7 A 1 Aj l Q , J 1 ra .I 'IE EDITGDIZ. THE AMERICAN BOY When our boys return home, life to them will never be quite the same. Experience burns too deeply. When they see again the dazzling America they left so long ago, they will think of their buddies remaining behind -boys of every race, creed, and color, work- ing side by side, living next to death, thou- sands of miles from home, deprived of every comfort, filthy with the sweat and blood of battle. Those boys have the stuff heroes are made of, ready to stand staunchly and stick it out for the sake of America, and if neces- sary give their lives for democracy and freedom, the boys who have only foxholes to run to when enemy planes fly over. They remember their buddies being taken from the battle field to the hospitals, un- flinching and gritting their teeth, never let- ting a word of complaint cross their lipsg boys who do not hesitate to stand watch at dangerous posts but accept it as part of their job to insure our future. Their spirit is magnificent. They cannot be beaten !' Americans, so we realize the sacrifices these boys are making for us? Can we for- get ourselves long enough to see that they are the ones to be considered? Can we match their gallantry? The half defeated Axis can be no match for 'us if only the American people awaken to the conclusion that the task we have undertaken is not an easy one and be ready to make the necessary sacrifices. The cost will be a heavy one, but we must sacrifice as we have not begun to yet. While he is facing all this we are grum- bling about rationing, and the shortage of gasoline and tires. We are sitting at home before a warm fire leisurely reading the paper or a magazine, going to a movie or maybe a dance. Is this fair to our boys? No! America, he is counting on you. You cannot, you must not, you will not fail him! Editov'-in-Chief WHAT EDUCATION MEANS TO ME To most students high school is one more unnecessary evil in the World. It is a con- centration camp designed to take all the joy out of youth. The teachers are all either bogey men or slave drivers ready to use a huge whip on any pupil who takes one tiny step out of line. This is not entirely true: school may be a bit difficult at times but most of the supposedly cruel treatment is in the imagination of the student. Teachers must be strict to a certain extent because without discipline of any kind no one would work and if no one worked nothing would be learned and there would be no need of school at all. Many people who leave high school early or do not go at all think that they are getting the easier side of life but after they reach the age where they have to shift for them- selves they will wish that they had taken the opportunity to go to high school and even to college. During these years of war it is a very dif- ficult situation for a boy who is seventeen or

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8 The MICROPHONE DO YOU WANT TO WORK? You must make up your mind. These are not days in which you can hang arcund and wait for life to carry out a future for you. Most high school boys have decided upon their vocation, perhaps, because in later life more obligations will fall upon them. The girls, however, feel that high school is just a play period or a binding power until they can become married. They think security is money in the bank or a life husband. Today security can only be found in yourself- your courage and ability to handle whatever conflicts that may arise. Whether you plan to get married now or never the strength of your character can be developed best by go- ing to work. We are classed as the waves of the future. The inventions and businesses of the post-war world depend upon us. Science will live forever, education must go on, and new offices will open. All the boys are not coming back to take their pre-war jobs. It will be up to us to keep the Wheels of pro- duction rolling. Perhaps you think you will not get a job because you don't have talent. Few people have enough talent on which to base a cer- tain career. However, if you have a yen for a particular career, take a job in relation to your ambition. How successful you become depends on how you do your job and take on responsibilities as they come. Assistant Editor EDUCATIONALLY MIN DED Is anyone really interested in the school they attend? I mean in the bettering of the school, such as making it a Class A building and giving it an excellent reputation, on the grounds and off. It isn't a question of what a school can do for you but what you can do for your school. If you put your heart into every little thing you do, then you may rest assured that your efforts will reap profits. As for helping your school win a worthy and admirable reputation, think of the op- portunities that are presented in sports. Bas- ketball seems to be the most prominent. If you participate in this activity, do you play for the team, and if the team, the school, or do you play as if you were an actor, that the winning of the game depended on you, and that everyone has come to watch you, not the game? Wouldn't you like to have the townspeople think that every pupil has the same oppor- tunities as the next? You could help in this manner-lending a hand to the stumbling Freshmen, or any new student. When studying, do you read and think of your subject, or just pick out the parts that are sure to be asked in class? When one of the underclassmates is stuck on a problem, do you stop and help or do you laugh, tell him to study harder, and go merrily on your way? Do you want to be your school's Enemy No 1 '? Well, put an end to your bad habits, think a little less about yourself. For, as surely as you form good habits, just as sure- ly you mould the character that will be with you always-long after your high school days are over. Stop right where you are and consider. Are you guilty of hurting your schoo1's reputation and others around you? If you are, you are hurting yourself. No one can help you if you do not want to be helped. But Better Your School and you will Better Yourself. Literary Editor