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

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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

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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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OAK, LILY AND IVY. 11 Miss Edith Nichols, when the following program was rendered : Carroll Dug¬ gan, On the Assassination of Lincoln; May McCart, Washington; Irene Man¬ chester, The Stranger’s Alms; Harry Finn, An Appeal to the People; Mildred Whittemore, The Boy in Blue; Sadie O’Connell, A Rose of Rome; Mary Cameron, The Death of the Flowers; Elizabeth Allison, A Sermon; Cornelius Foley, Patriotism; Edward Gott, A Prairie Fire. The second division in charge of Miss Adele Waldmeyer, gave the follow¬ ing program, Nov. 20: Thomas Quirk, Spartacus to the Gladiators; Stephen Archer, Success in Life; Alice Bragg, Seeing Things; Irene Hogan, The In¬ ventor’s Wife; Salome Sprague, The New Church Organ; Charles Gould, An Appeal fol Liberty; Margaret Curran, Guilty or Not Guilty; Florence Dwyer, The Curfew Bell; Agnes Gilmore, The American Indian. There was no session of the high school on Friday, Nov. 6, as the teachers attended the annual meeting of the Worcester County Teachers’ Association in Worcester. Among the most interesting addresses of the day was that of Supt. Herbert W. Lull of Newport, R. I., formerly of Milford, on the topic “Some Other Considerations Regarding the High School.” At the business session of the Association, Supt. Charles W. Haley of Milford and Principal John C. Hull of Leominster, formerly of Milford, were chosen vice-presidents for the ensuing year. Wednesday Mornings. Among the excellent changes which have been introduced this year, the gathering of the whole school in the Assembly hall each Wednesday morning is one of the pleasantest. Instead of assembling merely for our music lesson, as formerly, we now hold the opening exercises together, and a short selection from some famous author is read to us by the Principal, from which we can often gain some thought to guide our actions through the week. Then a helpful little talk is given us, in which we are commended for our good work, while spurred on to further eff ort. If certain things have not been properly done, they are then spoken of in general terms without reference to any individual, who, if he received a personal reprimand, might be much offended and made stubborn. An appeal is thus made to our sense of honor, and each one begins to feel that he is master of his own actions and is led to make them worthy actions. These little friendly talks produce a delightful sense of equality and responsibility, and make us realize how important each one is, and how valuable the effort of each individual to the common advantage. Debating. On Nov. 29 the Senior class held a debate on the subject, “Resolved that trade schools should be maintained at public expense.” The argument lor