Sumner High School - Spindrift Yearbook (East Sullivan, ME)

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THE HARBOR BEACONI for you that the Zoology class came the first perrod rn the afternoon for you are alway s late a fact due erther to y our great appetrte or y anrty rn personal appearances or perhaps you de layed to chat wrth the boys Vthatey er the reason was then we fear unless you learn to hurry more you wrll become a lonesome old mard So Dorrs to spare you the fate of lry mg such a lonesome lrfe and rn order that you may always be prompt I present to you D01 rs Hatch thrs bottle of catchup I hope thrs wrll proy e a help to you I placed Sara last on the lrst because I knew she would not notrce her own grft rf she came along first berng so rnteresbed rn what others would recerye It was better for Sara to wrrte class hrstory and Prophecy than any other one of the class she knows every thrng that ey er happened and knows more about the class than any body else All through the four years we haye notrced Sara s desrre to know thrngs She ey en trred to find out what a sea cucumber was hke findrng that only a yellow Hurd came out No doubt you may be lookrng for some thrng to make a CNloyesl norse wrth but I thmk you haye norse fNoyesD enough You are so noted for askrng questrons that as a warn rng to you agarnst your currosrty I wrll tell you a ory whrch may help you It rs one of Krplrngs Just So Story s and as I remember the substance of rt rs thrs Long years ago ele phants had plarn faces lrke other 'rnrmals Therr trunks had not dey eloped In rts place was a nose Now rn one elephant famrly was a baby elephant who was consumed by an oy er whelmrng currosrty He asked so many ques trons that at last hrs relatry es grew weary of hrs ceaseless chatter and when he flnallv asked what crocodrles h d for drnner they spanked hrm wrth therr hard hard paws Feelrng rnyured oy er then punrshment and desn ous to ascertarn the dret of crocodrles he started off ln search of one to whom he mrght put the questron personally After many of the y rcrs r tudes he at length reached the Lrmpopo Rry er all set round vvrth fey er trees and palms and sure enough there was the crobodrle Rushrng to the bank the elephants chrld at once made known hrs errand What do crocodrles have for drnnerl He asked the old crocodrle who had come up near the bank to yrew the new ar rryal VS ell to day sard the crocodrle thrnk I ll begrn wrth the elephant s chrld and surtrng the actron to the words the crocodrle serzed the elephant s chrld by the nose and be gan to pull the elephant s chrld however braced hrs feet and a tug o war ensued Trred out at last the rocodrle relrnqurshed hrs hold and the elephant schrld escaped But rn what aplrght' Hrs once beautrful nose that had been the prrde of hrs parents heart had been pulled out rnto a long round proboscrs and hung almost to the ground What occurred on hrs return rs what Krplrng would call another story SufI'lce rt to say that srnce that trme elephants have long trunks rnstead of a nose and because of the currosrty of one small member of the famrly So Sara Bunker thrs elephant rs for you Take thrs storv as a warnrng and when tempted by currosty to ask too many questrons look upon the elephant recallrng the story of the Elephant s Chrld and resolye to escape srmrlar ate Thus have I completed my mrssron and ful filled the task set me I haye endeavored to leaye wrth each of you a lrttle token by whrch y ou may remember the farr golden days when the class of 1914 flourrshed rn glory In the comrng y ears when you look upon these srmple remembrances may y our mrnd ney er rey ert to the old proy erb Beyvare of the Greeks brrngrng Grfts M E G CHOOSIWG A LIFE WORK In those schools where each student has hrs own course to select rt rs often rnterestrng to learn hrs reason rn makrng a chorce In some 20 . ' 1 - - - ' - ' - - - . . Y 7 . . . 1 I - . v Q . v . v . M . - . H - . . Y 7 Y . H . - ' - 9 -9 9 ' v ' 'v so f 19 ' ' L4 . - , , I . . .Y- . , . . , . ,, ' L 9 9 J Y Q 7 Q. . , . - . ' v . . . , . y 9 1 1 r 7 V . , . . A . . . . r . . . , . . . , . - r . 7 . . . x - ' v . . . y 7 I Y . . v . , . . . , . , v l . . V Y . ' . . 9 9 - ' ' .1 . y . . 1 . . 4 f '9 p ' v - ' Y y - ' ., . A h . , ' . N. ' - , . ' v . . . Y . 7 4 . . Y . f SZ ' . - ' ' 954 199 , . . . . - Y . Y . . 1 I '1 A u C . , 7 7 1 I Y v . V v . . . Y r . .. - -. T ' ' v ' v . , ' . A L , v v .- - , Y ' 7 . y . . . , . . W. Y ' - Y . V . . . ' .v i' H . . . ,, v . ' . . 9 , . .. . 14 . Q . . Y 7 CA . L it-AJTL-l , .. . . Y .' . .. . . . . r . vl v. . S.- . . . . u I Q .

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THE HARBOR BEACONI always upholdlng the name of the class ln these affalrs He IS very fond of dresslng up and golng to dances and came a long Way to attend danclng school thls wlnter Because of all these talents lt IS rather dlfllcult to declde what he llked most After solne conslderatlon I haxe declded to present to you Ray Partrldge thls palr of danclng sllppers I hope these wlll brlng you as good luck as the glass sllppers brought to Clnderllla And now comes the most bashful member of the class one whom I fear has been trembllng as he walts for hls turn to come so I Wlll not keep Sldney ln suspense any longer No doubt he would prefer that he would not hue to en dure the embarrassment of standlnff before an audlence But do you not thlnk Sldney you could ox er come your bashfulness long enough to YQCGIVQ your class glft? He has been Wlth us but one 1, ear so I do not know many of hls other characterlstlcs I have notlced however that he has seemed to be alone never slttlng wlth the glrls or talklng wlth them Whether It IS because he does not care for the glrls of S H S or because he IS so tlmld that he does not dare talk wlth them we cannot say Because of thls qulet and unassumlng nature or h1S taste concernlng glrls I had thought that he mlght never find hls ldeal so d9Cld9d to present to Sldney Osborne thls charmlng young lady She may not be llke the court ladles of England and belles of Ixew York or the country glrls at Sulllvan but I hope that she wlll llsten attentlvely to your slnglng and serx e as a model for your artlstlc sketches Blll IS the student of the class belng x ery fond of deep books You always find B111 studylng he nex er finds tlme to waste when he has any tlme to spare he spends It ln teachlng the bovs how to bat ln base ball And because of the won derful tralnlng they FQCGIX ed from hlm they have had good success ln the games V1 e chose Blll as Exchange Edltol fol we knew that he above all the rest would reallze the true worth of the dlfferent school papels He alway s Wrote so many excellent themes and was the flrst to pass them ln to hlS teachers Because of hls superlor knowledge ln hlgher thlngs he must have forgotten all about the studles of common schools He plans to teach after leavlng Hlgh School and wlll no doubt need some revlew ln these studles So I chose for you Wlllle Dow thls book from whlch you may refresh your mlnd regardlng the studles de scrlbed here ln I hope thls wlll be a help to you and wlll ald vou to make a success ln teachlng It IS rather dlfllcult to select a glft for Doro thy When thlnklng over her characterlstlcs there dld not seem to be any thlng qulte ap proprlate for her Among her other attrlbutes I thought of her sedate manner her fondness for some partlcular studles and her future plans etc Suddenly It came to me that for four years Dorothv had walked a great deal I thought how had lt not been for Vlfgll and hls black steed she would not have been able to be ln the Senlor play It occurred to me that a phllanthrophlc plan would be one whlch would comblne pleasure and necesslty Why not provlde Dorothy wlth means of locomotlon that would place her above dependlng upon others when she WlSh9d to tray el from place to place I thought over all the vehlcles lnvented by man Auto too uncertaln MOt0l Cycle too dlsturbllng to the peace Horse and carrlage too slow Jlnrlklsha but who would furnlsh the motor power? I then recalled your superlor knowledge IH physlcs and knew that you would understand the alr currents etc you would be able to manage a compllcated machlne So I se lected an alrshlp Then too vou may be able to take Emerson s adxlce and Hltch your wagon to a star ' To you Dorothy Merchant I present thls alr shlp May you be rewalded for the patlence you haxe had IH walklng so many weary IlIl19S Dorls I am surpl 1SQd to see you here at the CXQFCISQS so early you must be verv t1l'GC1fI'OIT1 hurrlng to get here on tlme It was unfol tunate l 19 . . . Y . . . . . f . Y 7 ' ' Y Y . N . . . . - . 7 v , . L' L - . . 7 . ' .. 7 .. cv - - -5 ' . X . . Y . v Y Y Y Y ' 7 . .. , . . . . . Y 7 , . . , . . . , Y . ' 9 , . . , . .. . V . . - , . . s c , . , ,t 7 . . 5 , ,. H. 7 Y Y Y .. . , Y v . w A ' I - '- ' '1 .y- , ' .' . . 7 . . Y N . Y u

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THE HABORR BEACON 21 cases a student chooses a subJect because he has an arm in life and this course is best suited for his purpose But there are many other students who choose a special study because so many others are takmg it or because they have heard that it is easy Ther e are also many others that are drifting here ar ' there Without any real idea of what they want to do They may accept a positron because they take a lrkng torts surface feature or because they are ady ised by a friend who knows less about it than they them selves do As they have not been trained for any definite thing they are glad to accept anv chance positron that offers This same tendency to aimless choosing is often repeated in the selection of a life work after the student has left school Of course those years spent in school hay e given many a boy a chance to find himself and to discover for what he is fitted But in spite of all this if we watch the further career we see the same ignor ance the same drifting and the same selection of a life work A student who recklessly as he may obtain some useful information from every subject offered But in choosing a life work one should be more careful as an unsulta ble choice may mean real harm and ey en fail ure and wreck A boy who driyes a team then becomes call boy rn a hotel afterwards goes to workin a factory and late tries the next chance Job that offers itself looses the ady antage of a systematic training for a definite work It was at one time the common belief that anybody could do anything and no respect was shown the expert Recently this has all changed and this spirit has started a cony iction among thinking people that something must be done for the youth who seeks a yocatron It seems to many that the natural way would be in the reorganization of the schools This would mean to giye the child a choice of specialization even in the lower gi ades of schools But in this there would be a great amount of real harm done as the child would follow his own personal liking or take the studies that were the easiest Thus We can see that the y ocatlonal aspect ought to be excluded fron the public schools If a boy cannot affort to go to any higher school after he has left the grammar school he cannot do better than to attend a vocational school and get a thorough instruct ron in a specialized line But ey ery child who is able should at least be graduated from the high school before attending a vocational school Thus we see that yocatlonal and industrial schools are a benefit to those who cannot attend a higher school while they are a harm to those who would have attended a high school if it had not been for the yocational school which drew them from their further pursuit of a general education The vocational bureau acts as guide to many boys and girls in choosing their careers It furnishes the student with a knowledge of the requirements ard conditions of success the compensations opportunities and prospects in different lines of work It also gvres the ard interests The officers also aid to a great extent by talking to and reasoning with the student about the course that he wishes to take and by helping him to select the one for which he is better fitted Another important factor that would aid in choosing a life vsork IS the physchologlcal laboratorv Formerly this has been interested mainly in the finding of general laws for the mental life But recently this has changed and the experimental psychologist has turned to the study of lndiyidual differences and to the deyelopment of methods desrgned to bring these differences to the clearest perception Vi e can determine the special abilities needed for a certain line of work and thus help to a great extent in selecting for each one the work for which he is best fitted As an illustration there are mills in which a working man has to watch a great many different moying parts of machinery at the same time and to start quickly . . M , . . . - . . . . 7 y 7 . . V . . . 7 . . . 7 . . 1 . V Q I . - . I . . , Y 7 N Y 7 chooses his course may not be seriously harmed student an understanding of his own abilities Y . V . Y . 7 A . 7 . .