Lancaster High School - Mirage Yearbook (Lancaster, OH)

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tion in the schools today is athletics. A modern gymnasium, fully equipped and a physical instructor would not only add interest to the work and pride in the school’s athletic teams but improve the physical health of both teachers and pupils. The present curriculum of the High School seems to be a preparation for col- lege, which, of course, is just what is needed by those pupils who intend to continue their school work, after com- pleting the course here. Hut for those whose school work must end here some- thing else ought to be provided. He- side manual and business training and domestic science more studies should be made elective. Since our school does not fulfill the needs of the pupils, we take a glance into the future and there see a new building erected on a site adjoining the present structure. The architecture is such that the two buildings harmonize in height and color with a passage-way connecting the two. The most modern system of heating, ventilating and light- ing is used and there are quiet study halls. This High school has two courses, the preparatory or academical and the practical. The academical is the same as it is in our High school today. The practical contains manual and business training and domestic science. The motion picture machine in this new school is considered as a necessity. How much more interesting it is to see a picture of a battle or how germs grow than to read about them! This school is fitted for the pupil, not the pupil for the school. Such a High school would certainly fill needs of this growing city and be a monument in ev- ery way to our civic pride and an inspir- ation to all who would study within its walls. ©ur (greatest Presttent By James Reid. Many rulers of this vast nation of ours have been great, but there is one whose name stands forth from all the rest—one who rose from humble cot- tage birth, rose through hardships and trials, and guided our nation safely through the greatest danger that has ever assailed her. This one is Abraham Lincoln, so honorable, so noble, and so true. The early life of this wonderful man, his integrity, his industry, and his hon- esty, arc almost as glorious as his after- achievements. He was born in a back- woods log cabin, reared in an atmo- sphere of ignorance, with no opportun- ity for an early education. He raised himself, by his perseverance and unfail- ing ambition, from a rail-splitter and a cattle driver to a learned but an un- known lawyer. He soon came to be known for his honest principles and his loyalty, until finally he was brought forth to be placed in the supreme office of the United States, at the most crit- ical period in history. Who is not fa- miliar with his deeds as president? Lincoln knew men; he was a natural leader; no man was braver morally than he; he knew what was right and he did

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in Physics or a theorem in Geometry when another class in the same room is having an interesting lesson in Ancient History, English classics or the teacher is telling an amusing story in connection with the lesson. The classes have become so large that the teacher cannot give the individual pupils the proper attention. It can readily be seen that in a class of thirty it is impossible for any one pupil to re- ceive special attention when the recita- tion periods arc only forty-five minutes long. In fact, there is scarcely time to hear each one recite. This might be remedied by employing more teachers were there any class rooms for them to use. All over this country parents and edu- cators are beginning to realize that the most pressing need of the time is a prac- tical education, ('an a practical educa- tion be obtained in our High School? No! After spending four years here a pupil can not accept a position as type- writer, stenographer or bookkeeper be- cause he knows nothing of these branch- es. It is necessary for him to spend possibly,the best part of another year in a business school. Then there arc many boys, who in the regular course have taken Latin or German two or three years and cannot understand why the German noun, floicer, is feminine, or when the adjec- tives take endings or when they do not. Now, if these boys, who so far as books are concerned may be dull, were put into manual training classes, they might develop wonderful skill. Boys naturally take to tools and many a fine mechanic and craftsman might trace the beginning of his success to the man- ual training he received in High school. Why is it, then, that these boys arc re- quired to spend their time trying to 15 learn things which will be of such little value to them in the near future? In like manner how impractical the course is for the majority of the girls! What difference does it make to a girl after she is out of school, or, while she is still in school for that matter, wheth- er an elephant weighing 2000 pounds stepping on a barge sinks it five or six inches, and what an undcrslung auto is ? How all the girls dread Algebra and Geometry! It is often with the girl in mathematics as it is with the boy in lan- guage. She may take Algebra several years and yet not be able to understand that the square of two numbers is equal to the square of the first plus twice the product of the first by the second plus the square of the second. Girls should not be compelled to take these studies, when their time might be put on something which would prove more useful to them after school days are over. We refer to domestic science. What girl is not interested in the mixing of ingredients, having explained the chem- ical changes that occur in boiling or baking and who does not enjoy the re- sult, a tempting brown loaf of bread, or golden cake? Why is it so imperative that every girl should have a course of domestic science in school? The answer is this, that the girl of today has no time for domestic duties of any kind but the most trivial. Hence there is the present necessity of domestic science in the school, if there are to be good cooks in the future, who will know the scientific reason for things in a line of work that has been theirs for years. Most assuredly everything learned is of benefit in some way, but so much time is given to things which might be spent on the practical. Another thing that demands atten-

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r it, fearless of the opinion of the world. He lmd great strength of character; all the honestv, loyalty, and industry, which he possessed as a boy and a young man, he firmly held all through life. Lincoln was a gentle man, mild, un- boasting, always ready to uphold the right, not a commanding, grasping and bold Napoleon: consider this man tak- ing on his own shoulders the responsi- bility for the freeing of four million slaves, and you may know something of the great and noble character concealed within such a plan and humble exterior. If Washington was the great founder and father of his country, Lincoln was the preserver of that same country. Lincoln’s name is second only to Wash- ington’s in the history of the United States. Washington as commander-in- chief, marched the colonial armies to glorious victory, and, as president, formed the remnants left after the war into the beginning of a great republic, but certainly the achievements of Lin- coln while he was president of our nation greatly excelled the deeds of Washing- ton while holding the same high office. Therefore give to Washington all honor as the father of his country, but let all glory go to Abraham Lincoln, our greatest president. illy Su'Iuuil The words, “my school,” have a dif- ferent meaning to each one of us. To some, they bring memories of the teach- ers, while to others, they mean the atmos- phere created by both teacher and stu- dent called “school life.” Even the latter is interrupted in various ways. “Oh,” one will say, when asked about his school, “We have ever so much fun. Why, I never study; I just manage to get through, somehow.” Another says, “School is pure drudgery. Why do I go? Because mv parents send me, and I want good grades, I suppose.” But to me, “my school” has a differ- ent meaning. Instead of a continual holiday, or a dull uninteresting place, it is the means by which each one of us is prepared for the bigger things of life. Our minds are broadened, and our power of initiative strengthened. We do not attend school because the teach- ers enjoy grading our oft-times faulty work, but because the contact with them will send us into the world, con- scious of greater power which has been developed in us. Thus, geometry and algebra strength- en our reasoning faculties. History and the languages give us a knowledge of other people, their laws, languages and customs. But it is to our English course that we really owe the most. Be- sides giving us a working knowledge of our language, it brings our minds into touch with the master minds of litera- ture,—those whose wonderful thoughts and conceptions of life have come down through the years to us. It broadens our sympathies, and gives us an appre- ciation of all that is beautiful, true, and good. So, to embrace all our opportunities, to broaden and sweeten our natures, to get the most out of our school life,— this is the ideal meaning of “my school.” 17