Lacon High School - Tickler Yearbook (Lacon, IL)

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L ln conclusion. let us apply these general precepts to our own local schools. XVhat is the aim of the teachers of Lacon schools? XVhat is the far-off divine event toward which the administration of the school is con- tinually working? XYe continually ask ourselves the questions: .Xre wc doing all that is possible to conserve the child's health? Are we doing what is best. not on general principles. but in this particular individual case, to enlarge the child's mind? Are we losing no opportunities to build up to the highest possible point this child's character? These questions. indeed, and others even as important. are we continually asking, XYe must seek to make our school a replica of community life. XYe must ever seek to build up the physical being of our boys and girls by physical training and incul- cating habits of good hygiene. llut what of the boys and girls whom the parents are neglecting, who are running the streets, lured by the leadership of questionable excitement, immorality, movie shows and pool rooms? .Xrc we to ignore these questions as outside the pale of true education? These are moral questions we must do our best to recognize and tight to the last day. :Xml the pivotal question of all, the answer to all of our disagreeable problems. is awakening the community to the facts as stated. Charles XY. Eliot has said: The great problem of America today is that of adult edu- cation. XYe must educate the parents. 'l'o sharpen the scythe we must first have good steel. and if we do not have good steel. we must try to re- temper it, to the end that the teacher, the whetstone. may sharpen the edge. I-acon schools, during 1921, are going over the top to a great victory -the Community lligh School. Given this new organization and a continu- ing progressive lloard of Directors. and a thoroughly awakened community. as surely as we can say I am will we have a school and community which truly educates A physical director and a complete course in physical training and hygiene for all boys and girls, a man. call him what you will- Scoutmaster, lloys' Leader, Young People's Leader-to organize the out- of-door life of the l-acon school boy and girl along truly moral and elevat- ing lines--these human positive factors should be forthcoming. And along mental lines an agricultural course, music and music appreciation. a modern language. and complete commercial training will fulfill long-felt needs of I.acon lligh School students. Our aim in High School will be to lead the boy and girl out of the irresponsibility of childhood into the responsibility of men and women. Most important of all is that some one of the faculty, or perhaps all of faculty. hammer away at community awakening and appreciation of task that nine-tenths of the time belongs to the home. Let us follow lead of the true teacher. Hers is a glorious mission. L. G. HUTCHISON. the the the J

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L THE SPIRIT OF THE STUDENT ,Xs we wonder, our thoughts are turned into the channel as to the spirit of the student who is wending his way through the Secondary School. The university interests widen along many lines, politically and indi- vidualistically. The normal school is centered upon one thing, The llow to Teach, whereas the high school prepares for the after consideration of the pupil as to the future of his particular needs. Education cannot be had for the asking: gold cannot buy the necessary preparation for the welfare of the student on which he may base his future. The spirit of determination bol- sters up the soul, puts energy behind action, pep into the physicalg so action is carried forward u11til the being is saturated and the truth that the student is working out is made clear to the mind. However much the high school student may have done, he is dissatis- fied and does not approach the ideal. It is not merely that he knows: he must have paid the price and realize through hard labor and sacrifice the relation that exists between truths. His mental eye must be constantly watching for the normal and abnormal things about him. The student will stalk up Iilllfl down to meet the watchman, and say to him, XYatchman, what of the night ? The answer may come, but if it does not he questions many times and renews his effort until he is satisfied. He must have labored for the truth and, won by long, hard years of toil, for something that he may call his own. The student of the high school cannot tell. in many instances, which way he is portendingg the glittering insignia has not opened up the future. but with the glowing fact that the future will be presented: the love for education works beneath spontaneity, and action continues with a happy ,determination to fix the foundation. The advice then is: Dig, dig the foun- dation deep, young man. Plant firmly the outer wall. The high school student will understand that the tire that burns within will advance him toward the future with the utmost energy and make a path that opens the way to higher things. Again, what would the spirit mean if, on meeting some object, the mind would suddenly become befogged and stand awestricken and turn aside or backward and the truth became weakened. The old idea of reward would be gone. The11 we could not understand the fallacy of success, or failure. The student would no longer be a student and he could meet poverty as in- differently as wealth: the shame of poverty or the love of riches would be cast offg hence the world would not reach the higher level of understanding because the would-be student has dropped out by the way and no one has reached any special goal,