Holbrook High School - Echo Yearbook (Holbrook, MA)

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8 THE ECHO of ambition for a world empire, we have never had the need of a large navy and a costly standing anny. But in Europe the situation has been vastly different. Even before the pres- ent war the burden of taxation arising out of the policy of armed peace had become almost unbearable. We can scarcely conceive how im- measurably these burdens arc now being in- creased by the present enormous loss . of life and property. The vital question therefore is, will civilization stand the strain if such con- ditions persist? Will not the breaking point sometime be reached ? Will not the day arrive when an overburdened humanity will either throw off the curse of war or succumb to its baneful effects? It is because of a realization of these questions which present world condi- tions suggest that I have chosen to discuss the relation of war to civilization in its vari- ous stages of development. War is probably the oldest institution in the world. We have but to read the history of all peoples both ancient and modern to learn that fighting has been the principal occupa- tion of men from time immemorial. But prog- ress has been made in warfare as in other things. Prehistoric n.an overcame his adversary single handed seeking no other justification for his action than the expediency h’s own deed afforded. “Then might made right.” Now na- tions seek to justify their entrance into war on moral or humanitarian grounds. This shows that there has been a change from fist right to law right. Although progress has thus been made still nations continue to settle their differences by an appeal to arms. Although there may have been justifiable wars in the past, wars in which the only way of gaining the right seemed to be by fighting for it — such was our own civil war — yet is war as an arbiter always to be relied unon? May not an unrighteous cause be backed by great strength? Any nation though its cause be just maybe conquered by a stronger force used for unjust purposes. Many of the powerful nations of the world in carrying out their desires for expansion have trampled justice underfoot. Can it be said in such cases that war is a test of justice? Is it not rather merely a test of strength ? Whatever our sympathies may be in the present war and however it may end it will be strength and not justice which will decide the issue. Therefore let us reject war as an arbiter and turn to reason. For not un- til nations agree to settle their disputes in this way will right always prevail. There is another phase of war which bears directly on civilization. War is now always wasteful and injurious to the victors as well as the vanquished. Frequently the loss of life and property is equally heavy on either side. As many as four nations in Europe admit that the war has already cost them nearly five billion dollars each and about a million and a half men. Nor docs this measure the total economic loss to the world for the bus- iness of neutral nations is also adversely affect- ed. It is estimated that during the nineteenth century the world has spent forty billion dollars on wars. Is teat the best investment that the nineteenth century could make with forty bill- ion dollars? Some think that the investment was worth while because it is claimed that wars develop courage, bravery and self-sacrifice as no other human institution. But is the courage that kills other men the right kind of courage to develop in a sane civilization? Docs not modem civilization afford much better fields for the exercise of courage and bravery and self-sacrifice which does not mean des- truction of the social order but constmetive social service? The world calls for a new kind of heroes; moral heroes, heroes of science and philosophy, heroes who shall have no brass bands and flags to lead them on. Let us now consider the biological results of warfare. The Darwinian theory teaches us that race development and improvement depends upon “the survival of the Attest.” In early times warfare resulted in the survival of the strongest of therace, for then man met his adver- sary in personal combat and the weak were al- ways overcome by the strong. But in modern warfare it is the unfit that survive and the fit that perish. Modern engines of destruction and the insistance that only the able bodied be sent to the front to be killed make it inevitable. Can this result otherwise than in the physical deterio- ration of mankind ? Statistics show that the

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THE ECHO 7 Philadelphia in 1834. He conducted this school for a period of one year and then opened a school at Pittsburg. He carried on this school for six or seven years, after which he discon- tinued it and opened a school in Cincinnati. The school which he founded in Cincinnati is still continued under the supervision of his son. In 1839, a commercial school was started in Pittsburg by a Mr. Duff; in 1840 a school was started in Boston by Mr. Comer, and in the same year another school was opened in St. Louis by Mr. Jones. In 1853 the finst commercial school of the famoiTs B v rt rnd Stratton chain was founded in Cleveland. From this time on, the Bryant and Stratton schools increased until there were over fifty scattered around in different cities. In each place a young man was chosen who was suoocsed to have the requisite qualities for conducting a school, and was put in as a local partner. These partners received a percentage of the net profits from the school of which they had charge. In 1866, through dissatisfaction of the partners, the chain was broken and there was formed what was known as “ The National Union of Business Colleges.” Since this time business colleges have been constantly growing. The first business schools were known by several different names, such as ” Commercial College” ‘‘ Merchants College,” “ Mercantile College” and ” Business College.” Mr. H. E. Hibbard of Boston was the first of the private school proprietors to call his institution a ” school.” The first studies that were taught in these bu.siness schools were bookkeeping and pen- manship but later commercial arithmetic, com- mercial law, stenography and typewriting were taught. About this t ' m ' ! oeople were beginning to recogi ' ize the need of commercial instruction in the high school. Parents in ordinary circum- stances felt that they could not afford to send their children through the high school, simply to prepare them for college. They felt that four years of high school training should fit them, to go to work and as a result sent their children to commercial schools instead of high schools. The commercial course was intro- duced in the Central High School of Philadelphia abort 1840, by Alexander Dallas Bache. Other high schools soon followed this example. At first the courses in these high schools were similar to business colleges in that they were short and technical. Later, however, they were broadened. The present aim of the commercial course in the high school is to give the student a broad, general education. Business men are now demanding high school graduates because they need young people in their offices who have had this general education. Pupils who leave school upon completion of the grammar grade and then attend a commercial college for a few months have not the required general knowledge. At the March Town Meeting of 1914, the Town of Holbrook appropriated money to have a business course in the Sumner High School. The studies taken in this course are bookkeeping, stenography, typewriting, penmanship, rapid calculation, soelling, commercial geography, english and introductory science, with french and history as electives. It is the purpose of the course to make the work as much like real office work as possible, giving the puoils a chance to handle business correspondence, some experience in banking, filing and in keeping books. It is also the pur- pose to give the pupils a good general as well as technical education. We wish to thank the School Committee and the citizens of the Town of Holbrook who have so earnestly endeavored to make this course a success. Elizabeth McLaughlin. Essay. The Relation of War to Civilization Enjoying as we do the blessings of peace and not j ' et feeling except in a slight degree any economic loss occasioned by the great war, it is difficult for us Americans to appreciate the dangers which beset the civilization of the world. Because of our geographical isolation and lack

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THE ECHO 9 Franco-Prussion war caused a loss in stature to the succeeding generation of one and one- half inches. What will be the effect on posterity of the killing or maiming of more than half the physically perfect men in Europe? Is this ques- tion to be lightly considered when we are judg- ing the effects ofwar on civilization? In the short time allotted to me I have en- deavored to point out the dangers which de- set the civilization of the world through the persistance of the institution of war. I have shown that war is wasteful and injurious, is a test of strength not of justice, has a harmful effect upon morals, and results in the physieal deteroration of mankind. Is it not time that we all gave our thoughts to devising means for its prevention and thus reap the full benefits of existence not only for ourselves but for future generations? Eva Skilling Class Prophecy. Living in the twentieth century has certain advantages. Aeroplanes, ten-cent stores, add- ing machines, slang, forty-eight story high buildings, dictaphones, gypsy moths, and a Panama Canal make, of course, this period famous in the world’s history. But, for myself, I confess a certain lingering disappointment not to be living in the age when future events can be foretold by consultation with the gods. All the Greeks were obliged to do when they wished to know whether a certain undertaking was to be successful or not, was to send a commission bearing costly gifts, to the Delphic Oracle, which would listen to the responses. Think of it, no momentous questions to be solved by oneself. Iva, desiring to know whet- her to become an authoress or a college presi- dent, would merely deposit a costly ring at the shrine of the Oracle and hear the leaves sigh, “Neither is great enough, be the first woman president of your country.’’ All Leonard would be obliged to do — but on thinking it over — he ought to hire a sooth-sayer by the j ' -ear. It cer- tainly would be inconvenient for him to be ob- liged to travel to an Oracle every time that Cadillac becomes stubborn. But, alas, those days are over and in order to foretell the future of my classmates’ tonight; I shall be obliged to answer an advertising circu- lar which I received this morning. Perhaps you would like to hear it. Ingelow Arel Station. June 22, 1915. Class Prophet of Sumner High School, Town Hall, Holbrook, Mass. Dear Madam: We have recently opened what is known as “The Delphos Prophetic Agency,’’ situated at the Ingelow Ariel Station. The future of your classmates will be revealed to you b)’ telephon- ing to us on the night of your graduation and calling number 1915. Yours for service, “Delphos Prophetic Agency.’’ That sounds promising. Here is a telephone which I may use. “Hello, give me Ingelow 1915. Is this the Delp- hos Prophetic Agency? This is the class prophet of the Ho ' brook High School. I received your letter this morning and as this is the evening of our graduation, I thought I would call up. Thank you very much. Whom would I like to know about first? Tell me about our class baby; it is customary to ask for the youngest first, is it not? Yes, rather small. She is now a nurse in Harwich Hospital, Baltimore. I am very glad to hear she likes her work so well. You don’t mean it!’’ Eva is engaged to one of the leading doctors in the city. The agent has told me how Eva met her husband; perhaps you would like to have me repeat it. Eva had been training at the Hardwick Hospital only a few months, when the following incident happened, one day the head-doctor told her to go down to the reception room and bring up-stairs a gentleman