Milford High School - Oak Lily and Ivy Yearbook (Milford, MA)

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OAK, LILY AND IVY. 9 Many of these first entering high school come with the impression that teachers always desire to criticise and find fault; but if they see a bond of sym¬ pathy existing between the older classes and the instructors, with their natural in¬ stinct to follow, they try to create this sympathy, themselves. If this bond be universal it takes but another step to bring out school spirit, for it is inevitable that one should produce the other, so closely are they related. We may enter a school and see listlessness and indifference stamped in every look and action of the students. They may possess all of those essentials for educational success, ample funds, efficient teachers and up-to-date text books, but there is still something lacking, which we may safely assume to be school spirit. Reasons for its absence may be many and various, but it is certain that its absence reduces the progress of the school. Another school may lack some of the essentials mentioned before, but if we enter, we see, not listlessness and indifference, but animation and activity, the natural results of school spirit. If there be the proper spirit in a school we find the various school organiza¬ tions readily supported with money; to some, financial aid is all that school spirit consists of. Financial aid is only an external manifestation of its evidence; the true spirit extends much deeper and embraces nearly every phase of school life, both in the class-room and on the athletic field. It creates harmony between the instructor and pupil as nothing else can do, making the teacher’s work easier and correspondingly benefiting the student. Even in study, its effect is apparent, for the pupil, mindful of his school, will devote more time to his books than he otherwise would. School spirit creates school unity, making the classes and the individual stu¬ dents work together in a consolidation for the good of the school. Under its in¬ fluence listlessness must be replaced by activity, for, while school spirit improves the whole tone and character of a school, it works for the benefit of the individ¬ ual as well. A school, possessing all the other essentials for educational success, but lack¬ ing school spirit, very often fails to achieve the desired object; but a school, lack¬ ing some of the other essentials, but possessing school spirit, very often suc¬ ceeds. Fred D. Harrington, ii. Education. Having been asked to contribute to “The Oak, Lily and Ivy,” it seems ap¬ propriate to write a few words on Education, with a large E. High school pupils should not need to be told that the word is derived irom the Latin “e ducere,” so it seems to mean “to lead or draw out’ what is already in us rather than putting in something from outside. It is, or should be a train¬ ing of the mind to enable one to make the best use of one’s faculties, rathei than a cramming of disconnected facts on unrelated subjects, a little of almost eveiy- thing and not enough of anything. We should study principles, and seek to ac¬ quire quality rather than quantity.

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s OAK, LILY AND IVY. evening. It is hoped that this dance will be one of the most successful, both so¬ cially and financially, ever held by a Senior class of the Milford High School. Exchanges received in the future by the Oak, Lily and Ivy will be placed in the library for those desiring to read them. Our exchange column will con¬ tain a brief summary of the good points of all papers which come to us, and by this means will serve as a directory to the best stories and poems of the maga¬ zines of other schools. School Spirit. To achieve success along educational lines, it is admitted that the public school system of a town or city must be supplied with ample funds, an efficient corps of teachers who understand modern methods of instruction, and up-to-date text-books. If the lower classes, and, to a certain extent, the grammar schools, possess these essentials, the problem of obtaining the desired results is practically solved, but in our high schools, the problem becomes more complex, for a new factor, the student, must enter into consideration. Like many men of mature years, the student dislikes to stand alone; his fun¬ damental doctrine is to “do as the others do.” This accounts for the marvelous rapidity with which ideas, opinions and movements spread themselves among the student body. This is a power for both good and evil. It is only natural that there should be, in any school, many who are dull, but it must be admitted that all students, no matter how intelligent, form ideas and opinions of their own, regarding school, and, in a certain man¬ ner, reason on all school problems. Because of this fact they become one of the greatest powers there are in shaping school life and activity. The teachers do what they can, but the main responsibility for the trend of school thought rests with the pupils. There is one power, however, greater than the student; it belongs to him; but, taken as a whole, it is something separate from his individual self. This power is school spirit, the true solution of the student problem. School spirit is individual pride of school, widened into that of the classes and thence into the school pride shown by the student body as a whole. It is something intangible in itself, but the results of its power are constantly visible in the pupils’ actions. A few, who have the proper spirit, cannot make a school with the same spirit, but if the many can be induced to unite with the few, the desired results are soon obtained. Nearly every student, whether he admits it or not, takes a certain pride in the school he attends. lie may say he cares nothing about school, but if anyone makes unjust or derogatory remarks concerning it, as a rule, he will sharply re¬ sent them. If this pride or affection be properly developed, a good school spirit is the result. In the hands of a skillful instructor, the task is, very often, com¬ paratively easy, especially if he can first awaken this spirit in the older students.

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IO OAK, LILY AND IVY. The writer hopes to see the time when manners, ethics, respect for old age and a decent regard for personal and property rights will be taught (to those who do not receive such instruction at home), in the public schools from the lowest grade up. I think I have noticed that those who have least regard for the rights of others are most strenuous for their own. It seems a serious fault in our system that it attempts to run all minds through one mould, regardless of individual differences. Much of our school appropriation is wasted because spent where not needed and not wanted. I believe in compulsory education to a certain extent, but it would seem more sensible to end it by the ability to pass a required examination in “the three Rs” than by an age limit; and if limited ability or lack of ambition, or want of opportunity prevents the individual from using more than the minimum limit, where is the sense of forcing more upon him at public expense? The community assumes the expense of educating youth for the benefit of those educated, of course; but also and chiefly for the benefit of the community in the long run, and the purpose will be best accomplished when our schools turn out the best and most desirable citizens. i C. B. Godfrey, ’62. School IRotes. Outlook for Senior Class Play, Within the past few weeks a decided interest has been manifest among the Seniors in regard to a class play. Dramatic productions have been few and far between in recent years, and it remains for the Seniors to take the initiative steps. They can do it too, for there is real talent among them to pick a cast from. Without much thought one can select the leading man and leading woman, and as for a comedian, one could be provided if the Juniors could be persuaded to lend their inimitable artist, whose artistic ability simply cannot be restrained. If the Senior students will only think of our stirring, enthusiastic readings of Macbeth and The Mercha nt of Venice, they will have no difficulty in picking a sufficiently villainous villain. All that remains are the minor parts for which there will undoubtedly be keen competition. Our cast is provided, we have our music, a competent coach from the corps of instructors can be obtained, and all that remains is to settle the question as to what division will be made of the pro¬ ceeds. Seniors, be ready to express your opinions at the meetings which will be held soon to settle this momentous question. —R. S. Bragg, ’09. Rhetoricals, Members of the Senior, Junior and Sophomore classes participated in the first rhetoricals of the season, Friday morning, Nov. 13, under the direction of