La Porte High School - El Pe Yearbook (La Porte, IN)

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It Couldn’t be Done Somebody said that it couldn’t be done, Be he with a chuckle replied, That maybe it couldn’t,” but he would be one Who wouldn’t say so till he’d tried. So he buckled right in with the trace of a grin On his face. If he worried, he did it. He started to sing as he tackled the thing That couldn’t be done—and he did it! Somebody scoffed, Oh! you’ll never do that— At least, no one ever has done it;” But he took off his coat and he took of his hat, And the first thinjs we know he’d begun it. With the lift of his chin and a bit of a grin, Without any doubting or quiddit, He started to sing as he tackled the thing That couldn’t Ik done—and he did it! There are thousands to tell you it cannot be done, There are thousands to prophesy failure; There are thousands to point out to you, one by one, The dangers that wait to assail you. But just buckle in with a bit of a grin, Then take off your coat and go to it: Just start in to sing as you tackle the thing That “cannot be done”—and you’ll do it. it Be a Man 55 It takes a little courage, And a little self-control. And some grim determination, If you want to reach a goal. It takes a deal of striving, And a firm and stern set chin, No matter what the battle, If, you’re really out to win. There’s no Easy Path to Glory. There’s no Rosy Road to Fame, Life, however we may view it, Is no simple parlor game; But its prizes call for fighting. For endurance and for grit, For a rugged disposition, And a ‘don’t-know-when-to-quit’. You must take a blow or give one, You must risk and you must lose, And expect that in the struggle You will suffer from a bruise. But you mustn’t wince or falter, If a fight you once begin, Be a man and face the battle That’s the only way to win. “ADVICE FOR THOSE WHO FEEL THE TOUCH OF SPRING Gather ye rose-buds while you may; Old time is still a flying, And this same flower that smiles today Tomorrow may be dying. 4 rl The Philosopher’s View On mules we find two legs behind And two we find before; We stand behind before we find, What the two behind before. But like as not we’d get a swat To send us through death’s door, Should nature take a change, and make The legs behind be four. Page Sixteen

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Concerning the Faculty What event nnd reasons Inspiml In Mr. Hughes the desire to teach school (which Is possibly the only reason he Is not serving us as governor of Indiana)? In fact, at some time or other every one of you have thought why our various faculty members chose teaching as their occupation rather than go Into some other line of work. Knowing that every one of you are Interested In this subject and Incidentally being a little Inquisitive myself the following compilation resulted which we urge you to read and then forget. MR. TR ESTER—“School teaching paid me more In money and In satisfaction of desires than farm work, and these two occupations exhausted my then known opportunities. It proved most convenient for paving mv own way through college, and I always enjoyed school work. The Idea of genuine service lias grown In my mind steadily through my years of teaching. No individual performs a larger service than a real teacher. MU. HUGHES— An older brother was a success- ful teacher. His enthusiasm for teaching was such as to lead me to believe It a worthy profession. My respect for teaching has constantly grown as I. In- creasingly. each day. recognize the importance and nets! of good citizenship. I hope to see It become a splendid profession, made up of the best trained and most capable men and women available. MU. NKIBSBN— Because of the unlimited oppor- tunity for self-improvement. Thou that teachest an- other. teaehest thou not thyself? Because It Is a forward looking profession always working forward to better things. Because of the immense Influence one can exert. The boy Is the father of the man. If this Is so, he who shapes the thought of the boy controls that of the man. Because every hour spent In the work vlclds abundant returns for the effort ex- pended. Because there Is no profession where ad- vancement Is so certain. Because a teacher is a lead- er In the community. No other profession Is so well Informed on the general social, economic and Indus- trial problems as the teaching profession.” MR. K KBS AY— My youthful ambition to run a threshing machine was at last realized, but since this gave me employment Just during the summer. I chose teaching to till in with «luring the winter, because of an incident which occurred when I was In the first grade. One day I talked out loud. Iwcause I heard mv teacher doing It. and was punished. 1 then de- cided that when I got to be a man I would become a teacher so that I could talk out loud whenever I wanted t« . .... » . , , MISS KICI.BY— In deciding on a career. I found two vocations open to women—teaching and house- keeping. which translated int«» practical English means scrubbing”. I deliberated the two propositions pray- erfully and chose th« former. I am paid for teaching school. I should have to pay rent f«»r a house t scrub. Now. as Shakespeare's Duke would say. I would not change It. .... , MR. LUDBOW-- Through the Influence of a teacher during my Junior and Senior year In high school. I became Interested In the teaching profession.” MISS REYNOLDS— Ever since I can remember I planned t«» he a teacher, probably because I enjoyed l»s»ks and considered the teacher's task easy and In- teresting—from the pupil's desk. I knew no other profession that offered a greater opportunity for serv- '1 MISS HAMPTON Why I became a teacher has been asked me many times and up to the present the seeret has remained unnlred to the world. I never expected to reveal It to any person or perrons hut when approach -»! by George. 1 could not resist him so here It Is—seriously—what I wanted to do was something worth while, a wish to know character: to reach an Ideal. Where else cun one better study character, an ideal, than among the scores of char- acters with whom, as a teacher, one Is thrown every dU MR. SIMONS— When I was a little boy. the birch rod was believed to be a better Instructor than a kind teacher. I cannot dony that 1 was ever in close con- tact with this rod but you may be sure I didn't like the teacher that used one and I did like the teacher that did no. Then and there I decided to show folks that they didn't know ns much about keeping order In a class room as they might. MR. GRUBER— “Wholesome Influence of good teachers combined with early ambitious tendencies directed my efforts toward the profession. MISS SUTTON— When but a small child of about seventeen years of age I had for my teacher a «lear young man for whom a great affection accumulated within me. He embodied everything that was great and good and noble. He was Innocence personified. Although I was as yet only In the sixth grade, we became life-long jails while school was In session. After school was out I lost track of him and since that time, have never laid eyes ujton him. All during my school-days I kept his memory green within me and after completing high school decided that by tak- ing uj the teaching profession, would 1k my one hojx of again finding my IDEAR”. After many years of teaching and constant search. I seem no nearer mv wandering boy than when I entered the prof« sslon. I am writing this hoping and praying that providence will at last 1k kind enough to place this In his dear hanjls. MR. Al'BT I became deeply Interested In school work while In the upper grades »f the common school, due to the influence and Insjrimtion of a certain teach- er that I had while In those grades. I thought I would lik« teaching and wanted to try It. I felt that this would allow me to continue my own education l»y earning enough money during the school year to enable me t« attend college during the summer. MR. TAYBOR— When I was young, very young, only twenty-two years of age. it suddenly dawned upon me that 1 should have a profession. The teach- ing profession looked good owing to the length of the summer vacation. If anyone knows of anything one can get into where one has the winter off also. I believe 1 could be persuaded to change my occupa- tion. I would like this menu: Work from 12 to 12:30 with half an hour « ff for lunch. MISS NUTTER— My first aspirations were to Is an actress, which met with the disapproval of my fond parents, it was at this time that I decided to become a teacher: and 1 have never regretted the change. MR. ROVENSTINH— In Indiana they give you a Job coaching athletics providing you teach about five hours a day along with It. 1 always wanted l«» «lo coaching and so took to ti aching to satisfy that desire. MISS ANDERSON--“The teaching profession al- ways seemed very attractive to me when I was a pu- pil. I did not imagine that any serious resjjonsiblllty was connected with It. It appeared to Ik Interesting and free from all cares and worries. The salary even at that time seemed larg« In comparison with my meager allowance. The outlook was bright, so since I liked school, and could not always remain In school as a student, I deckled to bo a teacher. MR. ANGEBB— The war was responsible for my becoming u teacher. My predecessor hnd been called to the army and the Superintendent had boon unable to secure anyone to take his place. As an accommo- dation to this Superintendent, and t« prevent the «•losing of the department. I accepted the position. MISS BYERS— Some mysteries are still unsolved but my present position Is no doubt due to my natural sympathy for mankind In general and f«»r all men In particular. Since I cannot keep house for all of them I'm engaged in training some able assistants. MISS STORMS Not having In my possession enough of this world's go xls to be a lady of Beisure I was forced to earn my bread and butter. Teaching seemed to he the profession which most of the B. I. W. (ladles In waiting) choose ami believing In the old adage that The way to a man's heart Is through his stomach I became Interested In the subject Do- mestic Science. —O. J. D. Page Fifteon

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Page Seventeen