Vandergrift High School - Spectator Yearbook (Vandergrift, PA)

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12 THE SPECTATOR principles they were struggling for would not be in vain, that they would ultimately obtain those principles. It was patriotism that prompted the men in the blue to battle against their countrymen in the Civil war. In that case, patriotism, the desire to preserve the Union at all cost was greater than brotherly love. This act of patriotism, the desire to rid the world of the unholy ambition of one man and make the world “safe for Democracy,” that aroused our men who broke through the almost impregnable defense of Hindenburg’s line and made history laud their exploits in the battles of St. Mihiel, Chateau Thierry and the Argonne Forest. The position of those who sacrificed their lives for the sake of their country is so secure in the hearts of men that no monument however imposing can add to their renown. They were great in heart, in purpose and in sacrifice, in endeavor and in achievement. The tragedy of their death only added to the glory of their life and the passing years have es- tablished their high positions on the world’s roll of honor. Patriotism is intimately blended with whatever belongs most essentially to the prosperity, the liberty, the free institutions and the renown of our country. Patriotism was a power to rally a nation in an hour of thick-thronging public disasters and calamities. Patriotism was a power that shone amid the storm of war, a beacon light to cheer and guide the country’s friends. That is why our thoughts should center on higher things, on love of country, gratitude to our nations defenders, including those who died that this country might be free, those who gave the supreme sacrifice that the Union might live, and those who sleep beneath the lilies of France—who brought on the conclusion of the greatest war that ever convulsed this planet, the starting point of a new epoch in history, destined to bless all mankind. —Joseph Lazier, ’24. HIGH SCHOOL FAILURES (Published by Request) HE movement on the part of the principal and faculty of the Norwood High School to reduce the number of failures among the students is a noteworthy one. In the first place it is constructive. It is hitting a problem at the source and before it has grown to larger proportions. A failure attacked and overcome in November is a slight skirmish in comparison with the heavy fighting that would ensue in May. In instructing the students on methods of studying the faculty will be doing its share. However, that is only one-third of the battle. The real issue is clearly up to the students themselves. Of course some wall put up a smoke barrage—employment outside of school hours, helping the parents, etc., etc. But, school records will prove that very often the busy students, the ones who work after school, who are leaders in the various school activities, are the ones who rate high in scholarship. In order to accomplish their ends they must of necessity schedule their time carefully. This results in close application to the task in hand. No frittering away of precious time with such students. Surely the boy or girl with only lessons to get and a minimum of helping to do in the home, can keep a high grade if he or she wall. It all simmers down to the WILL to study. Sometimes a student may have a natural desire to study but home conditions do not tend to make study an accepted fact or factor in home-life. Parents are the ones on wrhom the issue ultimately rests. It is unquestionably their duty to provide the proper environment for concentrated study, to encourage it and if needs be to enforce it. A good table, a good light and as far as possible general quiet should be provided. Lessons learned, then pleasure should be the sequence and not, as so often happens, the opposite order. An ideal environment of study includes dictionary and encyclopedia and a few current periodicals. Sad to relate, there are homes where every luxury is indulged in, but where one searches, as for a needle in a haystack to find a plain ordinary dictionary. The real settling then of the whole matter of High School failures is co-operation

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THE SPECTATOR 11 PATRIOTISM Soldier, rest; thy warfare o’er, Sleep the sleep that knows not breaking; Dream of battled fields no more, Days of danger, nights of waking. In our isles enchanted hall. Hands unseen thy couch are strewing, Fairy strains of music fall, Every sense in slumber dewing. Soldier, rest! thy welfare o’er, Dream of fighting fields no more; Sleep the sleep that knows not breaking Mom of toil, nor night of waking. —Scott’s “Soldier, Rest!” - . .| HAT is patriotism—It is that natur-W al sentiment that prompts us to gserg-j love our country, be devoted to its welfare and support its authority and interests. It is actuated by a zealous desire, a passion inspiring us to serve our country. Patriotism is universal, for— “Breathes there the man with soul so dead, Who never to himself hath said, This is my own, my native land.” Patriotism is inspirational, for it inspires a whole people’s confidence, a whole people’s love and the whole world’s respect. Patriotism knows no obstacles nor does it shx-ink at a seeming impossibility. It was patriotism that inspired the great men of our history to record their deeds of valor in the face of almost certain defeat. It was patriotism, that undying love for their country that gave our meager, poorly supplied forces the needed courage to make a last, fearless stand against almost insurmountable odds—against the well drilled troops of the British during the dark days of the Revolution when everything seemed hopelessly lost. It was patriotism that enabled our men to live through that dreary dismal winter at Valley Forge and still have faith that their sacrifices for the noble

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THE SPECTATOR 13 of teachers, students and parents, a pulling together for the same end and a keeping on pulling from now ti’l next June. To lessen High School Failures the following method was successfully tried: Study blanks were sent to the parents, and rules of study were enclosed, some of which were as follows: Have one definite place for home study. Make up your mind that you CAN and WILL master this work, and then work intensively every minute. CONCENTRATE, DETERMINE to like each and every subject. Seek real motives for your work. Study ALONE, as a rule, and do NOT depend on others for help. First, make a rapid survey of the lesson assigned. Next, study intensively the IMPORTANT or DIFFICULT points. Connect each day’s work with the preceding one. —Selected. LEST WE FORGET NOTHER great war has passed, and has wrought its havoc among the noblest hearts of many nations. Yet we seem to have forgotten those brave soldiers who gave up their lives for their country’s cause. And they died for us, that we might not know the awful horrors of war, and that our nation might stand triumphantly in the right. We, in our comfortable homes and with all the modem conveniences of today, cannot realize what those fighters in the trenches and on the fields of France endured without complaint. However, they did not stop at these small things, but some paid the supreme price and died on those bloody battlefields. Surely they deserve to be remembered and honored by those who are enjoying the benefits derived from that victory which they helped to bring about. And not only those who died, but also those who bear the scars of battle, they too, deserve the name of real patriots. So lest we forget, let us keep in mind the service these men rendered and give them the honor which is their due. —Agnes Allen, ’26. COURAGE AND PERSEVERANCE OURAGE and Perseverance are the only routes to success. Without courage one cannot grasp opportunities to attempt a task which, at the time, might seem impossible and difficult, while without perserverance one cannot go through the difficulties and obstacles arising in these tasks when once grasped. Through history and life we have many incidents which prove this fact to be true. For instance, without courage, how would Columbus have dared to attempt to cross that “Sea of Darkness” and once embarked how, without perseverance, could he have ordered his sailors to “Sail On , “Sail On” when they were at the verge of mutiny? Then what would our country be if it had not been for Washington, who strived with the greatest courage and perseverance at Valley Forge and other places to gain for us our Independence so that we might struggle in life with higher hopes of prosperity, happiness and freedom? Moreover, not only in history, but in life —in the life of today do, we find in business, studies, arts, courage and perseverance. Business men will take great risks, attempt new methods, ideas, and schemes, so that they may obtain greater business, and better opportunities and success. Then why not apply these two important factors even to the student. He has many difficulties, many hardships, and then many opportunities to attain his one ambition, to make himself something. He cannot do these without courage, nor can he complete these without perseverance, but with these two factors, he may be successful in all he undertakes. If all will take as their motto “Courage and Perseverance” no one ever needs to use the word “can’t” for this motto shall lead all to become fearless and able to undertake the tasks of life with success. —Teresa Costanzo, ’26.