Upper Kennebec Valley High School - Boreas Yearbook (Bingham, ME)

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THE BOREAS fy - l 4 l 2' 25 ffl Q 5 C5139 D vs c Q E ci- -,', 5 E D I l O R l A L S li X . 9 ,Q x 5 i - CF? D G E This issue marks the second mile- stone in the life of The Boreas. Those in charge of the paper wish to thank all those who have helped make this issue possible. We believe that those who advertise with us are helping not only B. H. S., but also themselves and their town as well. Our paper reaches many widely separated towns and schools, showing them that we come from an alive and progressive com- munity. To the school itself, and especially to the students taking part in the writing, editing, and business affairs of the paper, we know that The Boreas is well worth while. Loyalty, cooperation, industry and initiative are all developed through work' such as this. We hope by our combined efforts that The Boreas may live and prosper to the pleasure of all concerned. COOPERATION Every school needs cooperation in order to make it a success. We would have poor schools and little or no interest in them if it were not for co- operation. Everyone knows that the townspeople and teachers have to co- operate, but few pupils ever think that they need to cooperate, not only with the teachers, but with their classmates as well. This is why schools have rules and regulations that seem a nuisance to some, but which are really promoting coopera- tion, in making it easier for everyone to work together. Cooperation is needed in athletics. No team can be successful unless it pulls together. Every boy that has gone out for a team knows how valu- able this is. Many have to acquire this characteristic, while others come naturally by it. The girls realize this point also in athletics, but more often in social gatherings and various clubs. In business one has to learn to cooperate with one's employer for better ends. In a family each one cooperates to makea happy group, each working for the other's welfare. If a boy or girl learns to cooperate successfully while in school, his or her life will be

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m7gE:KCmiB jKcEiEK ?5Ki Q W Er ? 1 i l THE B CREAS yi dl VOL. 2 BINGHAM, MAINE 1929 No. 1 Ei eil A paper to be published each year by the students of Ll 3 2 . 'i lu gingham Gjcliooi in sea were 5 Editor in Chief Asst. Editor in Chief Literary Editor Business Manager Advertising Manager Circulation Managers 2 Alice M. Washburn '30 Irene J. Malloy '31 Mr. Harold C. Chapman Mrs. Doris G. Springer Miss Helen Belle Hobbs Miss Lucy M. Kellogg Mrs. Edith K. Dinsmore Mr. Charles L. Foss EDITORIAL BOARD Associate Editors Kenneth H. Brack '32 FACULTY Mathematics and Science Lucille Coleman '29 Rena M. Shaw '30 Reta M. McCollar '29 Clifford S. Cooley '29 Bernard E. Russell '30 Blin B. Witham ' Dwight J. Witham ' 30 30 Phyllis C. Coleman '30 Munroe R. Pierce '30 Principal French and Latin English and History Home Economics Junior High Manual Training

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BINGHAM HIGH SCHOOL - L 5 1 + far happier and better than the boy or girl who did not learn that great lesson. Thus in order to be success- ful in this big world, one must co- operate in all things and at all times with one's fellowmen. L. M. C. '29 THE VALUE OF MANUAL TRAINING IN HIGH SCHOOL To the question, Does manual training have its place in high school? we would answer, Yes . More and more high schools have in- troduced this course each year and the value of the work has been noted. No other course for boys offers such an opportunity for practical work as Manual Arts. Most boys have a desire to manipulate, to handle, and to fashion things with their hands. Manual-Arts offers an avenue for the satisfaction of this desire. Aboy may not find the academic courses attractive. He becomes rest-- less, dissatified with school and the result is his leaving school to engage in some form of handwork. This boy, with the motor type of mind, would undoubtedly remain in school longer, if he were able to direct his energy towards a more desirable course. In this way, he derives, in addition to handwork, a general edu- cation from his academic courses, Whereas, if he left school, the educa- tional benefits would be lacking in his career. Along with manual training some academic studies are required. Thus a boy is trained to do both kinds of thinking, by both mental and manual work. He may belong to both types, may be both an indoor and an outdoor man. Manual Training may lead to self- discovery. Drawing is intimately re- lated to manual training. By draw- ing plans a boy may discover that he wishes to become an architect, or through other branches he may wish to become a carpenter or painter, etc. Manual-Arts may also create an in- ventive genius in a boy, which may later lead to an important invention. Manual training also helps to make aboy efficient in his home. He can furnish for the house beautiful pieces of exquisite design made by his own hands, and his knowledge of hand- work surely comes in handy when things need repair. Even though a boy does not intend to enter any of the occupations for which manual training prepares him, it isa good course to take in high school. For men engaged in profes- sional and business life, there is no better avocation than some form of manual-arts work. Iam sure you will all agree that Manual Training has its value as a part of the high school curriculm. K. H. B. '32 ' QXQQXQQXQ QJVQQJVQ QXQ