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

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THE HARBOR BEACON on a drsturbance of any one A person who rs unable to watch carefully so many thrngs at once would be unsuccessful rn thrs place whrle at the same trme he mrght be an excellent vyorker rn another place yyhere he had only one part cn whrch to put hrs full attentron As Munsterberg says No boy ought to become a chauffeur howey er hrs fancy rs ex crted by motor cars rf hrs reactron trmesrn the laboratory rndrcates that he would not be qurck enough to stop hrs automobrle rf a chrld ran rn front of the yvheels No bov ought to trv for secretarral work who shows rn the labor atatory lack of rnhrbrtory povyer and therefore a pro able rnabrlrty to be drscreet Thus we see that there rs a large yarrety of types of attentron and abrlrty each of Whrch may be fay orable for certarn lrfe works and y ery unfay orable for others a fact whrch necessr tates careful thought on the part of the rndr yrdual before he decrded deflnretly what course he shall pursue through lrfe y A D 4 o THE MEN OF THE HOLR As we look through the pages of hrstory we find that eyery natron has rts crrsrs durrng whrch a strong man comes forward to brrng order out of chaos and to lead the people to safety To name and descrrbe the deeds of these men would take a lrfe rn tellrng From thrs long lrst I hay e chosen four whose glory can ney er fade As all radrr have a common center so had these men a common cause for although they may haye drffered each seryed rn such a wfry as to free hrs country from strrfe 'rnd terror At the begrnnrng of the sey enteenth century condrtrons rn England were at the yyor t On the throne sat Charles I whose yyhole rergn must be regarded as a prolonged struggle be tween the krnv and the rratron Lndtr the Tudors and James I the roy 'rl poyyer had be come more and more despotrc Between the people and the krng collrsron was rnevrtable VR hen cry rl war finally drd break out Cromwell wrth hrs army the rnyfrncrble rronsrde was ther e to lefrd the people to y rctory Perhaps Cromwell rs the most drflicult charac ter rn hrstory to cr rtrcrse Some regard hrm as a hero some detest hrm as a usurper and many look upon hrm as a hyfpocrrte On the whole he yy as a popular rdol not for hrs stren th but for hrs cau e for by hrs lndustry and perse y er ance he earned hrs great fame of berng one of the vyrsest statesmen and ablest rulers that Eng land ey er had Lrke 'rll monarchs he rs to be judged by the seryrce he performed for hrs country Whether we admrre hrm or not we are compelled to ad mrt that hrs admrstratron was able and bene flcent If he W s ambrtrous hrs ambrtron was drrected to the prosper rty and glory of hrs coun tr He secured the unrorr between England and Scotland and called representatry es from Scotland to hrs parlraments Hrs forergn polrcy was such as made England undrsputed mrstress of the seas for hayrng some trouble wrth the Dutch rn regard to trade Cromwell created so powerful a nay y that the Dutch were forced to succumb to thrs powerful ruler and to salute the Englrsh flag whenever they met rt upon the seas He was equally successful wrth France for through hrs allrance wrth her agarnst Spam he was able to plant the Fnglrsh flag on the French coast Hrs navrgatron act placed all the trade to and from England rn Englrsh shrps Hrs court was srmple and decorous hrs own prryate lrfc srmple and re lrgrous to such degr e that hrs personal conduct as vyell as hrs goy er nnrent rs to be admrred Cromyy ell s rergn lasted only flye years but the yy onders he performed rn that br ref per rod are untold He rey ry ed layy restored learnrng he mar e the goy ernment respected at home as vy ell as abr md It rs drHrcult to sry 'rny thrng new about Xa poleon Bonaparte ertlrer rn reference to hrs 22 ,r Y 0 - ' - . . V. 7 . L V 1 . Y . . . . . . . . - r , Y . X , .' b , , g rr . 1 L 'E . x - Y Huy v . . v Y .. . . . A . A V C. . L . 1 ' ' . A' 'M r 1 . ' . . Q . . . Y . . r ., . Y. . . 7 . . or v - - '--- f' v 6 u S Q ' r ' , ' . ir . Y . . -s . y ,' - ' ' ' v - ' . . . V . ,, . I , , - c . . . Y . . . 7 ' - V - - , Y . . . . , , - O a v y yu . ' 7 'V. . . 'I . ' , ' ' . Y Y . v A 1 . ,v 7 7 Y . . 1 . . . . 7 7 Y v. I A . O , 7 -v . ' y I -- . . . . L . i . . Y . . - 1 9 Y r Y . 'Y . . . I . , , f C c L .tr C V v . ' .. .. , , 9 , ' ? , A N ' v 'S' 1 - - ' .' .' - ' v -S l . V' v y . . ' . ' 9 r Q v v Q I I v , . . . , . - L r c ' 5 rf l ,Y ' Y . ' 4 . x . v RN 1 .1 . . l ' w V . v 5 - . .st c K A ' L l . -vc V . - . , r . . .

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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 . .

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