Macomb High School - Spiderweb Yearbook (Macomb, IL)

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n« » ii »nn » Til© 2LS 3 D LpI'llSa 'Wfib n‘ •»---- The Laboratories One of the greatest influences in the High School career, is the Science Laboratory. Everyone has o undergo its jo,s its hardships, and its odors. Any one of the four: Chemis ry, Physics, Biology, and Home Economics has these. The thrill that comes once in a life time, that of making something fit to eat or something good enough to wear, is often experienced in Home Economics. Binders are another » ature which we enjoyed as much in this subject as in any other. Many a life occupa‘:o:i has been decided after a year of Home Economics. In Biology and Physics Laboratory there are quite different forms of experi-mentat on. How much joy the future Biologist gets from corn tests! How much pleasure the less scientifically inclined persons receive in throwing beans and corn a’ lvs fe’’('vv so carers when no one is looking! In the physics part, the fun of playing with cars on inclined planes, remembering equations constructing the paths of light rays problems, and watching the instructor blow no a t v balloon, will long be remembered. And C emistry! How often our noses ache at the very thoughts of it! Upon searching for pictures of famous chemists, it will he found that all of them have pronvneo- or oddly-shaped noses. Small wonder! How the Chemistry students an predated the process of making hydrogen sulphide, can be imagined by those who ree' v '1 benefit of the final product onlv. The daily burns resulting from over heated ap-a-ntus hot reactions, and acids will be remembered, too. AM students can appreciate at least one of these descriptions before they grad nate. They can remember the cupboards full of dishes and pans in Home Economics, the cab nets full of Physics apparatus, the pails full of fish and frogs and jars full of grasshoppers in B'ology, or the bottles full of sweet (?) smelling solutions on the shelves in Chemistry. —Jane Purpum. The Road Home It's just a common country road. Leading, wh ' cares where? An old rail-fence is by its side. Fallen here and there. A purple thistle stands as guard Lest strangers venture nigh. A bursting milkweed sends out ships That lazily drift by. A meadowlark calls plaintively, H dden by tall green grass: A saucy sparrow cocks his head To watch me as I pass. Whv is it that I praise the road That looks just like the rest? Because it ;s the road to “Home That's why I love it best. —Eva McAllister. OCDO Ot 0 0 0 0( JO D01C30 1 6

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The Ideal American Boy What type of person would the “Ideal American Boy be? Some people may not, and others will not, agree with me in my choice. That boy should have a good physique, built up by means of work and healthful exercise. He must be able to withstand the hard knocks and punishment one receives on the footba'l field or in the gymnas urn. These serve as a preparation for the difficulties to be encountered in life. H s m:nd must be one capable of acting quickly and correctly under all conditions. Here again athletics prepare him to meet the emergencies of life. It takes a keen mind as well as a fit body to play the game. Then there is the spirit by which he must be gu.ded. There is the spirit that is foremost in organized sports. Without it a boy lacks the initiative that will later carry him far in the business world. It will help him make friends and hold the re spect of his associates. I do not mean, by what I have wr tten, to picture the “American Boy as one who does nothing but swim, play football, basketball, baseball, tennis, or participate in the many other forms of sport. His bearing and manners must lie those of a gentleman. He must respect the privileges and opinions of other people, and at the same time defend his own rights. He must be serious minded enough to give intelligent thought to h s religion, love of country and other of the higher things of life. I have tried to po'nt out the characteristics that are far-reaching. If a boy has these, I am sure that h;s habits and his idea's will be worthy ones. It ’s always more difficult to describe something one has never seen, and the word ideal” indicates something that is so perfect as to be unattainable. For this reason, I have found this a difficult subject to portray. —Jim Foster. Finesse! A brave and handsome man the ace. Who thought quite high to fly: He '(Hiked upon the queen’s fair face, A sly knave heard him sigh. “Quite near the queen, yet far apart. For there’s the king between. But behold! if he should steal some heart— Then I could take the queen! Not dreaming his design was seen. Boldly the ace cut loose. The king—by knave warned—kept the queen. And gave the ace the deuce! —Maxine Stump. 15

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K 30 Tli a 1 30 %ld«r 'Wa'b oc 30 OC 30 OC 30 School Loyalty Some pupils are physically strong, agile, quick, and they make gmd athletes, .me are keen witted, strong intellectually, and have a love for books. They rank high in scholarship. But whether weak or strong—little or big, keen witted or slow 11 some things- all rank alike in one very important thing, namely school loyalty. A loyal student reflects credit on his school. He enters athletics if he can, if not. he at least supports the school teams by attendance at games, by being enthusiastic about a team whether it is losing or winning, whether it has good luck or bad luck. He yells' for it, he encourages the players of the team, and he makes members of the .earns feel that they have his support on all occasions. A team cannot always win but. if t: members play their best on all occasions against all odds, they arc worthy of the loyal support of every student. If a student is loyal he is proud of his school and he will do his best to increase the good name of it. By hard work on his lessons he tries to raise the standards. He wants to be a credit to his school after g a.'.uatton No student with real school loyalty is content merely to “get by . He docs his best—-he gives all he can to his school. There is a time to work and a time to p’ay and any student who observes these times is a help to his school and is demonstrat ng true school loyalty. Such a student not only helps his school but receives great b'icf't for h'mself. In as great a measure as he gives of his loyalty, he receives benefits. Not What You Think They sat close together— He and She— Far into the night. With faces I'kc the sunslvnc. And eyes a starry bright. Was it in June? Beneath the moon? Do you suppose, He did propose? Ah, no! Hum, ho! TV rv w're listening to The R a d i o I Maxine Stump. 30 C30 17 30