Ipswich High School - Tiger Yearbook (Ipswich, MA)

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GRADUATION ESSAYS EDUCATIONAL PROBLEMS OP HIGH SCHOOL YOUTH By MARY O’BRIEN The future strength of any democracy, it has b en often said, lies in her youth. Unless the young- people of our country are alert and interested in creating a better world, America will cease to func- tion as a leading power. It is up to the educational system of our country to prepare our youth for the responsibilities that loom ahead. If it is to succeed, it must overcome obstacles in each educational phase from kindergarten to college. However, here we are more particularly concerned with high school prob- lems. The most pressing worry confronting all teen- agers, especially the boys, is one created by the p.esent instability of the world. Most boys and girls, because of a deep feeling of patriotism, are eager and willi ng to serve their country, if it is necessary. Yet, there is a great wave of unrest among our youth. They do not know how to plan for their futures. We are confident, however, that American youth will adjust itself, as it always has adjusted itself, to this condition and will accept it as a temporary part of their lives and the price they must pay for liberty. Turning to problems in the schools themselves, we find that an overwhelming number of students are leaving school when they reach the minimum age. Others, unable to leave because of age or parental objections just manage to remain in school. These are the “drifters” who amble from class to class list- lessly and waste much valuable time. There are many reasons for the unrest and lack of interest of so many high schoolers. Perhaps the chief reason is that so many students are hampered by basic personality and character problems. These aie the bewildered products of broken homes, the children of parents who have never tried, or do not know how, to guide them through the process of growing up. As a result, the children have developed too many negative personality and character traits — traits constantly preventing them from getting along with teachers and classmates or attaining any suc- cess in life. Another group, although they have better than average ability, have never learned to study. Some haven’t the proper facilities at home or have never been encouraged by parents. Others do not know how to budget their time, for working and social hours leave little time for homework. For this reason many potentially good students fall into the drifter category. Even in what seems to us an advanced age many pupils are still victims of old-fashioned, conservative, and tight-budgeted school systems. Here they find a narrow choice of subje cts mostly in the college pre- paratory field. These pupils, because of absolutely no interest in the subjects offered are receiving little value from their schooling. Yet many students actu- ally do not know where their interests or abilities lie. They gravely need aptitude tests and knowledge of opportunities in various fields. Although much difficulty is with the habitual “Hunkers”, the good students are not without wor- ries. There have been countless jokes about the “brain” or “bookworm” who does nothing but study. Actually this type of student is usually an extreme introvert who hasn’t learned to mix socially. This, too, is a personality problem which has had its roots in an unsatisfactory home life. Contrary to what most people believe, the class leaders are often burdened with worries. The class president, the football star, the yearbook reporter, or the lead in the senior play sometimes gets too involved in these activities and finds his academic responsibilities lagging far behind. Especially in a small school an energetic person may find himself in so many extra-curricular activities that he can- not keep his marks on the same level as his abilities. Students who have college in mind are wondering whether they will continue to be scholastically suc- cessful. Since small schools cannot give the keen competition found in the larger high schools and in most universities, many high schoolers will find it difficult to keep the pace demanded of college stu- dents. The biggest headache of most future collegians, however, is financial rather than scholastic. Increased tuitions and sky-rocketing living expenses make col- lege years an enormously expensive period of time. Countless students will find it necessary to take advantage of every working opportunity and scholar- ship in order to defray expenses. These problems which are making so many teen- agers appear frustrated and disillusioned are not going unnoticed; for educators are constantly work- ing to solve them. They are faced, however, with the practical impossibility of correcting in high school character and personality faults which are developed in early childhood. Unless we bolster our efforts to eradicate slums and divorce and create a solid home background, our high schools will continue to be filtered with belligerent and badly-adjusted youths. Throughout elementary and high school, the school and the home must work together to develop and respect proper attitudes and values. If this had been done more widely in the past, we should not now be reckoning with the Frank Costellos and Judith Coplons. The addition of vocational training has greatly improved our school systems. Formerly many drop- outs and failures occurred because too much em- phasis was placed on college preparation, and the great majority of students were not and could not be interested in college. Now that so many curricula contain vocational subjects, a much more practical education is being attained by our youth. 17

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Mary Jo Sullivan “The way to have a friend is to be one.” “Mejo” really lives up to her title of “class optimist.” She always wears a smile and has a good word for everyone. Mary To makes an attractive majorette when she twirls her baton in front of the band. She has also been a livewire in basketball, being high scorer for the first team. Glee Club 1, 2, 3; Choir 4; Baton Twirler 1, 2, 3, 4; Head Baton Twirler 3, 4; Letter 4; Operetta 3; Basketball 1, 2, 3, 4; Letter 4; Softball 1, 2; Archery 1, 2; Class Celebrity; Tiger Staff 4; Cub Staff 2, 3, 4; Benefit Show 4; Cafeteria Cashier 4; Librarian 2, 4; Junior Prom Committee; Photography Club 1; Operetta 4; Senior Play; Senior Committee. Maureen Sullivan “We are the music makers.” Sumner Tyler “Lightly flying through the snow.” Handsome and well-dressed, “Summie” has contributed much to his class. He effi- ciently carried through his duties as advertising manager of the Tiger and vice- president of the senior class. When there is sufficient snow, “Summie” takes off for the nearest ski slope to enjoy his favorite sport; the rest of his leisure time is taken up by driving around in his car with Elly. Bovs Glee Club 4; Band 1, 2; Orchestra 1, 2; Track 2, 3, 4; Letter 3, 4; Captain 4; Photography Club; Senior Class Officer; French Club Officer; Tiger Staff; Benefit Show; Senior Committee. “Sully”, who was voted most popular girl, plus class musician, has been our secre- tary for four years. When she isn’t happily tinkling away at the piano, she is sure to be found with “Gerry”. Versatility is this girl’s trademark and because of it, she’s become one of our best-loved classmates. Choir 3, 4; Glee Club 1, 2; Boys’ Glee Club— Accompanist 2, 3, 4; Operetta 3, 4; Basketball 1, 2, 3, 4; Softball 1, 2; Archery 1; Track 2; Letter 4; Class Celebrity 4; Class Officer 1, 2, 3, 4; Tiger Staff; Cub Staff; Benefit Show 4; Junior Prom Com- mittee; Photography Club 1; Senior Play. Jeanne Todd “And still they gazed, and still the wonder grew That one small head could cany all she knew.” “Toddie”, our class brain, gets her greatest joy in life from heckling Mary and seeing a certain “Bill”. An honor student for four years, Jeanne was one of those fortunate people chosen for graduation essays. Her ability to keep a discussion going with her or.e-breath essays plus her keen intelligence should start this miss well on her way to becoming a success in life. Basketball 1, 2; Archery 1; Class Celebrity 4; Tiger Staff 4; Benefit Show 4; Libra- rian 4; Assembly Committee 4; Senior Play 4; Graduation Essay; Senior Committee. Sarah Wallis “There is a time of speaking and a time of being still.” Sarah, who is friendly and likeable, displays a knack for sewing. She plans to enter Essex Aggie in the fall. We all wish her lots of luck and happiness there and in whatever she does in later life. Class Celebrity. David Wilson “Sturdy and staunch he stands Unafraid to meet the world.” “Dave’s” willing participation in all school activities has earned him the honor of being president of his class during his freshman and senior years. “Dave” was voted class politician and clinched this title when he was elected representative of Ipswich High School on “Good Government Day.” Glee Club 1, 4; President; Basketball 4; Letter 4; Track 3, 4; Class Officer 1, 4; Class Celebrity; Business Manager— Tiger; Business Manager— Cub; Benefit Show 4; Honor Award 1, 2; Junior Prom Committee 3; Representative for “Good Govern- ment Day”; Class Day Part; Operetta 4. 16

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A more recent improvement has been the instal- lation of life adjustment courses. Classes are now being offered in personality development, marriage and home economics, and other subjects which guide young people toward a fuller later life. In the same field as life adjustment is the guid- ance counselor, who is becoming a fixture in more and more schools. Known as “the teen-agers’ Mr. Anthony”, he aids students in selecting courses and ironing out personal worries. Most people agree that we obey rules more readily if we have had some voice in making them. There- fore, student government is becoming increasingly popular. The student council works closely with the faculty in making laws and supervising activities. For this reason there is more school spirit, and more students take active parts in extra-curricular activi- ties. Realizing that there are and will be great oppor- tunities for advancement in the armed services, pro- fessions, and countless vocations, educators are con- stantly striving to prepare youth to fill these needs. Already shortages exist in many key positions. High school graduates, in spite of prevailing conditions, should be looking toward the future with hope and energy instead of the defeatist attitude that so many have. It is imperative that these graduates be pre- pared to jump the hurdles ahead of them. They must be able to fill positions, create new homes, and help our government maintain its position of leadership. Thus we see that the success of our country de- pends on the products of our schools. Therefore each citizen must cooperate with educators in securing the best educational system possible both in the school and in the home. For in the words of Horace Mann: “If ever there be a cause, if ever there can be a cause worthy to be upheld by all toil or sacri- fice that the human heart can endure, it is the cause of education.” THE DRAFT OF EIGHTEEN YEAR OLDS By JEANNE TODD Many boys all over the land are receiving that familiar greeting from Uncle Sam telling them that they are now members of the armed forces. If it will prove any consolation to them, boys their age have faced the same problem for over two thousand years. About that long ago, when the Roman Em- pire faced attack by powerful outsiders, Servius Tullius called for the organization of a standing army which would be comprised of all able-bodied citizens of the upper and middle classes, together with slaves and farmers. In the middle ages each lord had his own knights, professional soldiers, and serfs who served him in return for his protection. He, in turn, was ready with his followers, to serve the king. In greater conflicts, kings supplemented their forces with hired aliens who were professional soldiers. This practice of hiring outsiders to fight continued on through our own Revolution when the British hired Hessian soldiers to aid them. If a boy had been drafted during the Civil War, the chances are that he might, without shame, have paid someone to take his place as this was a com- mon practice. Up to the time of World War I the number of volunteers was great enough so that comparatively few men had to be drafted. Although the United States’ policy has always been to main- tain a small peacetime army, the scale of fighting has increased and so have the numbers needed to wage war. This fact, combined with increasing ten- sion and the threat of spreading Communism, has forced our country into rearming and maintaining a powerful peacetime army. Another reason for military expansion is the number of men lost in Korea under the United Nations banner. Most of our men, according to the present selec- tive service law, have been drawn from the nineteen- to-twenty-six group, which is being rapidly depleted. Therefore, we must eventually dip into the untouched resource of our eighteen-year-olds. The number needed will, of course, depend upon the number of troops we commit to help safeguard various “hot spots” and the number who are killed helping free peoples oppressed by Communism. Consider, too, the number of eligible draftees in comparison with the total number of men in the eighteen-year-old age group. Many will not qualify because of mental or moral defects. Others are em- ployed in vital industry, a condition which eliminates them automatically from the draft. Then there are those who are exempt because they are married or have dependents. The small number of eligible eighteen-year-olds subject to draft beyond these exemptions brings up a serious problem: Should these eighteen-year-old boys be drafted for military service ? Consider the words “able-bodied.” Should only able-bodied men be taken into the service? What about the able-minded — those men who are skilled mentally but just have minor physical de- fects. President Conant of Harvard has suggested that able-minded men could do clerical or camp maintenance work even though they are physically unsound. Then consider the “military service” clause. Un- der present provisions each draftee is liable for twenty-seven months’ service which, in the case of the eighteen-year-old, will interrupt his education unless he can take advantage of a deferment plan. One can be deferred if he stands in the upper half of his college freshman class or if he passes a 18