Ipswich High School - Tiger Yearbook (Ipswich, MA)

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frugal living- and long hours of work, can underbid and outwork white men as la- borers. They will work under any con- dition however unhygienic they may be, and all this of course tends to lower the standard of work. After the Jap is em- ployed, he is not satisfied to remain a la- borer but as soon as he learns the “ins and outs” of the business, he leaves his employer and goes into business for him- self. He is quite satisfied with much ‘.maller profits and because of this he can undersell his white competitor every time and often ruin his business. In real estate deals, the Japanese use some rather underhanded methods, to say the least. One Jap may lease a farm at a fair rental, and then being satisfied with small returns, he deliberately im- poverishes the land. The white owner is induced to sell and the Jap buys. Where- upon he begins to cultivate the land pro- perly and to hire more Japanese. In a short time the farm is bringing in good profits. In the cities a Jap will buy a house in a white section. Because of his poor care and untidiness the value of adjacent property falls, and more Japan- ese buy. Thus it ' continues until finally it results in a Jap “quarter.” Then again they are very unreliable. They may sign a contract, and when the work is perhaps half finished someone of- fers them better wages, and they leave the contract job for the other, often caus- ing a considerable loss to the contractor. They are also quite vindictive. If they feel that they have been wronged, and they are very sensitive, or if they cannot secure a piece of land which they desire, they will usually find a way to injure either the man who caused the trouble or his business. It is stated, too, that tbe Japs have too great a love for their own country ever to become real Americans. They always think of their country first and themselves later, and it is because of this intense patriotism that some claim ' that the Jap- anese could never become true citizens of any other country. In such places as Vacaville and Florin the Japanese have established almost en- tire communities which continue in Budd- hist religion and Japanese national cus- toms. Someone has called the communi- ties “cankers in our body politic.” Of course these conditions described are true more particularly of California and the Picific Coast section, but the problem there is a serious racial problem which threatens to involve the whole country. It is a question which must engage more and more the attention of thoughtful men and women. There is little doubt in the minds of most people as to whether or not we have the right to pass an exclusion law because first, the Americans own the land of the United States and theirs is the right to say who shall and who ' shall not live here; second, Japan herself set the exclusion example by not only excluding Chinese coolies but even by exporting them; third, Japan will neither allow Americans to become citizens of Japan nor to hold land there. On the other hand the United States is the last nation in the world to become involved needlessly in war. Summing up the situation, the general sentiment of the country seems to be that although we desire to maintain friendly relations with Japan as a nation, we feel at the same time that American ideals and principles must not be sacrificed. JARVIS CARTLEDGE HISTORY OF CLASS OF 1924 It was a few days after Labor Day in the year 1920 that a group of pupils just graduated from the eighth grade the proceeding June stood before the gates of Manning High School. It was several minutes before we found the courage to enter but it finally came to us and we did so. The proud upper classmen looked upon us with contempt and disgust. We with- stood their looks all right, but when it came to initiation, — well, it was quite a different story. 21

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f reserves; to develop these men physically, mentally, and morally. The most time is put upon the infantry drill in this couise. The second course is the White Course which tries to qualify privates as. ' non-com- missioned officers; to provide preliminary training: for commissions in the Reserve Corps, and to provide further military training for civilians. Any man over nine- teen and under thirty-five years of age is eligible. The Blue Course is the third course and the most advanced in camp. Its object is to provide more advanced training for non-commissioned officers of the Regular Army, National Guard, Enlisted Reserve Corps, and civilians, with a view to their appointment as officers in the Officer’s Re- serve Corps. Anybody who is over twen- ty-one years of age and under thirty-five is eligible if he has completed the Red and White Courses or their equivalent. In brief, all the courses have the de- finite object of carrying out the exhorta- tion of Robert E. Lee when he said, “Make your sons Americans.” If we suc- ceed in our doing this, — in converting the army of the youth of this country into real Americans, imbued with the ideas of justice, morality, and right, we shall be accomplishing a great work indeed. GEORGE BEAN THE JAPAN-AMERICAN QUESTION Kipling once wrote: “Oh East is East and West is West And never the twain shall meet Till Earth and Sky stand presently At God’s great Judgment Seat” It seems to me that these lines, in con- nection with the Japanese question, are quite appropriate although I don’t sup- pose that Kipling had any thought of the Japanese and Americans in mind when he wrote them. Ever since 1880 there has been a steady increase in the number of Japanese coming to this country, the ma- jority of which remained in California. At first all Japanese were allowed to en- ter this country but in 1908 a “Gentle- men’s Treaty,” as it was called, was formed at the suggestion of President Roosevelt between Japan and the United States. In accordance with this, Japan has issued passports to only the better class of Japanese. Now an immigration bill has been passed, a clau e of which excludes practically all Japanese after Ju- ly first. In fact the only Japanese who will be admitted are professors of col- leges, ministers, and students. Now let us consider some of the pre- vailing views against this act. Some think that the “Gentlemen’s Treaty” was suffi- cient, and they oppose further restriction; others think that this treaty leaves to the Japanese that which we ought to do our- selves, namely the choosing of who shall and who shall not enter this country. Nevertheless this treaty has been of some aid, for the statistics show that during the year 1909-10-11 and 12, the excess of Japanese emigrants over immigrants was about 6,000. Then too, this exclusion policy, espe- cially the recent passing of the immigra- tion bill containing the Japanese exclusion clause, partly because of its aim, partly because of the spirit in which it has been carried out, is keenly resented by the Jap- anese nation as shown by the paragraphs from seven Japanese newspapers, printed in a recent issue of “The Literary Di- gest,” All of them represent the Japan- ese people, as a whole, as highly indig- nant and insulted, and only one is at all conciliatory. This resentment may or may not lead; to international complications between Japan and the United States, and although there is little doubt as to the outcjome, if it did, it would at least be an added burden to the United States. It is this consideration doubtless which has influenced President Coolidge’s at- titude toward the Japanese clause of which he disapproved and asked that it be deferred until 1925. Now let us consider some of the ar- guments set forth by those who feel that the United States is justified in adopting a rigid policy of exclusion. In the first place, the Japanese, being accustomed to 20

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After a few days we called a class meet- ing- to order and in this meeting we elec- ted our class officers which were as fol- lows: President Jarvis Cartledge; Vice President, Margaret Hunt; Secretary, Madeline Chase; Treasurer; Eleanor Tit- comb. We also chose a social committee. Upon the decision of this committee all our social activities of that year were held in conjunction with the class of 1923. The girls of the class were especially ac- tive and- at one of the socials they pre- sented a play entitled “A Pan of Fudge. ' ’ Although Miss Harrigan insisted upon say- ing “errawneous” for erronous and al- though the youthful actors, in their zeal, nearly set the school house on fire when they tipped over the chafing dish, the play was quite a success. Also well do I remember the day when Henley, a former member of our class, was sent to the mourners’ bench to look up, in a ponderous Bible supported on an umibrella rack, all references to the devil and his abode. The results of this re- search, I understand, are still treasured by one memiber of the faculty. Our freshman year passed before we hardly realized it, and the majority of us were ready to become sophomores. If one had passed through the lower hall in our sophomore year, he would have at any time seen one or more sopho- mores seated there,. The reason was evident, for although we were under the stern but kind hand of Miss Whittemore, the double seats offered an excellent temptation to whisper. Our class officers for this year were: President, George Bean; Vice President, Jarvis Cartledge; Secretary, Alice Scott; and Treasurer, Elwyn McCarthy. However , except for a very few so- cials held with the class of 1925 our so- phomore year was quite uneventful and we were soon prepared to be upper class- men. At last we were upper classmen. As in the preceding years we called a class meeting to order and chose our class offi- cers as follows: President, Clarence Gould; Vice President, Edna Peabody; Secre- tary, Madeline Chase; and Treasurer, Alice Scott. We also chose a social com- mittee. Of course the most important event of that year was the “prom,” an event in which we were very successful financially and otherwise. After a hot argument and many threats, mostly from Raymond Callahan, we chose suitable class rings. Regarding our lesser social activities; the most interesting was a kid social held with the class of 1923. It really was surprising to learn how many kids we had in school. Among the many good representations I must say that Cart- ledge, alias Cecil, garbed in his pictur- esque Buster Brown suit was one of the best. It was also during this year that it first became noticeable how popular the girls were in our class. Room II was the center of attraction, if not the center of gravity, for the majority of the male population in the school. Finally the day came when we could call ourselves seniors. The preceding three years looked like very short ones now. For the fourth and last time we called a class meeting to order for the purpose of choosing class officers and a social committee. Our class officers were: President, Jarvis Cartledge; Vice President, Edna Peabody; Secretary, Dorothy Harrigan; and Treasurer, An- toinette Burns. Our social activities of this year, how- ever were not extended beyond our own class. We were well repesented in athletics this year, having six men out of eleven in the football team, three men out of nine on the baseball team, and the best runner together with two other good runners on the track team. Certainly it must not go unsaid that the most important event of this year was our class play. This play was a great success. For one thing it showed how the human eye can be deceived, for the demure ipiss in the first part of the play was none other than our most hon- orable president. Bud Cartledge. He was anything but demure in the rehear- sals, however, for it was he who threaten- 22