Somerville High School - Radiator Yearbook (Somerville, MA)

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SOMERVILLE HIGH SCHOOL RADIATOR 15 into high schools, others who oppose its intro- duction. Here are some opinions. Some persons think military drill is beneficial to high school pupils; others think it is not. Some think it is the duty of the high school to train boys in military drill so that they may be better able if called upon to help their country in times of war. Others think that pupils should not be trained at all in military drill for fear that thereby they might become inclined toward war. Some think it is beneficial as physical exercise, others that it is injurious as such. You will see from this citation of opposing facts and opinions that it is difficult to discover an authority competent to make a decision on these matters to which all must bow in deference. It is quite likely that it is the duty of the State to make this de- cision as it has done in some other matters ap- parently of less moment. So far as physical training is concerned, while the opponents of military drill in high schools concede little value to it. I do not know of any one who would say that the drill with its usual accompaniment of the setting-up exercises is not better than no organized physical training. Should the School Committee decide to es- tablish the drill as a school exercise, there would be several interesting questions to settle. When should the drill be held, in school hours or after school? Should it be compul- sory for all boys or only elective? If the lat- ter. how many boys would take it? Should it have “point” credit? And the last question we will propose, though not the last which we thought of. remembering the girls, is if the boys have military training, what shall the girls have? In one particular it is more important that the school make adequate provision for the physical development of girls than that it do so for boys. The ordinary round of a girl’s life gives fewer opportunities for physical ex- ercise than come naturally to boys. So I should want something provided for girls which would meet their needs quite as fully as would anything provided for boys do for them. This might be accomplished in part by an or- ganization somewhat on the order of military drill without the use of guns, of course. I know of one high school where such an organi- zation of girls exists, which has maintained a high place in the esteem of the community for a long time. Another and more important pro- vision which might be made would be regular physical exercises under the direction of trained instruction. I have now discussed the present situation in our school both in respect to the lack of equip- ment for physical instruction and in respect to the proposition to establish military drill as a part of the school curriculum. I come now to the consideration of certain physical activities which arc wholly commendable and which lie wholly within the range of the pupils’ power to promote. These activities include the vari- ous forms of out-door sports both for boys and tor girls. It does not appear that the boys have yet taken up all the opportunities which exist for participation in any of the major sports such as baseball, football, track teams and hockey, not to mention various other sports which arc found in many other schools. Som- erville has good public fields which are avail- able to high school pupils at all times. Why should there not be more than one squad of boys playing baseball or football during the ap- propriate season? What is baseball for? Is it a game only to be played by athletes who make of it an attraction for spectators who get only the exercise of attending the games? Or is baseball to-day the game it used to be. which furnished to every healthy, wide-awake boy the blood stirring exercise which his exuberant en- ergies craved? And so with the other major sports. My point is that it is within the power of the boys of the high school greatly to in- crease the extent, variety and spirit of their athletic activities without doing anybody any harm and without waiting for additional equip- ment. I he spirit of the faculty of the high school and the attitude of school and city offi- cials is most cordial to such undertakings. Difficulties? Of course there are difficulties. Hut whoever waits to have a field free of diffi- culties before he undertakes to do something worth while will never do much. High school pupils through their relations to the school faculty, through their class organiza- tions, through their athletic associations, through their approach to school and city offi- cials have means of creating conditions more adapted to an alert and spirited body of stu- dents than those that exist to-day. And achieving the undertaking would, in it- self. be stimulating. For after all. striving and accomplishing arc essential elements in any vigorous living, and high school pupils abound in vigor. May I suggest, in closing, that pupils make use of all the opportunities that are now of- fered for physical improvement, that they strive to increase the number of outdoor sports suit- able for group work and that they show their regard for clean, manly athletics by supporting heartily all the teams which represent the Som- erville High School in competition with other schools. In these ways can each pupil secure his share of advantage from the general lot and contribute his share to the lofty and undaunted spirit which we all want to have characterize the school. Very truly yours. Charles S. Clark, Superintendent of Schools.

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SOMERVILLE HIGH SCHOOL RADIATOR 14 flfotb Clark on fllMUtar? Craintng To the Editor of the Radiator:— You have asked me to write an article for tlie “Letter Box” and have suggested that I say something about the value of military training in the high school. You say that many pupils complain that only those selected for the vari- ous teams get any physical training and that they are few in number in comparison with the whole student body. You think that mili- tary training would be a means for providing development and discipline for every boy and apparently hope that such training will be es- tablished in our high school. I am glad to comply with your request if by so doing I can assist the Radiator or give to the pupils any help or encouragement upon any of the af- fairs which relate to their well-being or claim their interest. And among such concerns there are few indeed more important than the matter of physical health and development. So I will take your subject for my letter and will write about what we have, and what we may have even under present conditions. The first thing which will occur to the minds of all of us is that we have no physical instruc- tion in the school; the next that we have no gymnasium. To many the thought will seem inevitable that there is nothing which can be done to improve matters until we have one or the other, or both, of these conditions. That this thought is not fully justified by the facts is what I shall seek to show. It is a curious fact that we get comfort in adverse conditions by the reflection that others are no better off than ourselves. We seem to enjoy isolation more in our high than in our low estate. Applying this common feeling to the present case we can draw satisfaction from the fact that very many other high schools are 110 more fortunate in these respects than our- selves. While it is doubtless true that no com- munity of considerable size would think of building to-day a high school without suitable accommodations for physical instruction and exercise, it is equally true that few communi- ties outside the large cities thought it neces- sary to make such provision even in so recent times as one or two decades ago. Then the feeling was that the youth could get adequate physical training outside of school in the play- field and in the occupations of the home. Rapid changes in city life and a growth in interest in hygiene, health and physical culture have wrought a reversal of public sentiment concern- ing this matter, and now the school is looked upon as the place where exists the best chance to train the youth so that they shall become well developed in body as well as in mind. Physical as well as intellectual and moral edu- cation is needed. What then can we do? Forgetting the girls for a moment let us see about military drill. The exact status of that matter is this: 'I he Standing Committee on High School', of the Board of School Committee has before it an order introduced in the January meeting which reads as follows:— “Ordered: That military drill be introduced in the Somerville High School as a part of the curriculum for boys.” It also has under consideration a resolution passed by the Board of Aldermen on July 2-i, and read in the School Committee meeting on September ??. and referred to the High School Committee. This resolution is as follows:— “Resolved: It is the sense of this Board that Military Training for boys be added to the cur- riculum of the High School as soon as there are sufficient funds to provide for the expense incurred.” Under the practice of the School Committee the usual procedure to be followed is for the Committee on High Schools to report to the School Committee its recommendation concern- ing this matter. Then the School Committee will act upon this report in : u:h way as in its judgment is proper. While the sub-committee is considering this question it would not be appropriate for me to discuss here the merits of the question. There arc some things, however, which I may say about it. without impropriety, which will be worth the attention of all pupils. Of these, the first to mention is that it is well to distinguish in this matter facts from opinions. Here are some facts. Military drill is not an accepted high school institution. The practice of schools differs; some have it. others do not. There are persons who for one reason or an- other advocate the introduction of military drill

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i6 SOM ICR VILLE HIGH SCHOOL RADIATOR 1916-A Editor. John Dunham. Assistant. Russell Sutcliffe. Teacher: Where’s Miss B-------?” Freshie: “In the typewriting room.” Teacher: “Temporarily ?” Freshie: “No. just for to-day.” First Girl (looking at fashion sheet): “What’s zibeline ?” Second: “Oh. it’s one of those aeroplanes they’re using in the war.” The nursery is now open on the first floor. Make the most of this opportunity to see the infants at their play. Horsman, Historian: After the two ships had gone some distance one proved unseaworthy and had to put back to port, where the passengers all crowded on board the other. Advice to Freshman :— If you your lips would keep from slips Five things observe with care— Of whom you speak. To whom you speak, And how and when and where. Miss Su—s—y at a football game: “Oh. don’t watch the game. I’d rather talk.” Freshies go to school just for the walk. Sophs go there to laugh and talk. Juniors go there to close their eyes. And Seniors go there to eye their clothes. It is reported on good authority that G—d—r has recently bought a tea room in Boston. Call up South Boston 415 and ask for Miss Fish. S—11—y : “Hello, is Miss Fish there?” Voice over the wire: “Why yes. she’s right here. This is the aquarium.” SENIOR AND FRESHIE Senior:— “And still we gazed and still the wonder grew That one small head could carry all he knew.” Freshie:— “And still we gazed, and then began to hint, So large a head and yet so little in’t.” Teacher: “What is your name?” Bewildered Pupil: “Er—er—freshman.” Davison, translating: “They gave the bonds a ripe examination.” 1916-B Editor, John D. Ring. Assistant Editors. John A. Hciser. Donald E. Nickerson. Somerville should have a good cheering sec- tion this year under the leadership of Burtnett and Morse. Teacher: “Was that correct. K------ly?” K----ly; “Yes.” Teacher: “Repeat it.” K----lv: “I didn’t hear what he said.” Teacher: “This rule must be respected.” Someone in room: “Ker—choo.” Teacher: And it’s not to be sneezed at.” few brilliant translations:— “He entered the room by two doors.” “And lie placed the fire in the saucepan.” “The son of the great Jove gives me a pain: