Vergennes Union High School - Blue and White Yearbook (Vergennes, VT)

Page 14 text:

VERGENNES HIGH SCHOOL THE SCHOOL CALENDAR Editor, Verlie White, ’39 Assistant. Aleda White, ’41 Sept. 6—School reopened. Students registered. Sept. 12—The Magazine Campaign began under those able captains, Muriel Clarke and Arden Slack. The campaign netted V. H. S. $85.84. Sept. 16—The Freshman Reception at the Gym. After a thorough initiation, dancing was enjoyed. Music was furnished by the school electric vic-trola. Sept. 26—Visitors’ Night. Two periods of regular study were held in the evening. It was attended by a large gathering of parents and friends. Sept. 30—The annual School Fair sponsored by the F. F. A. Enlarged report of the Fair in the F. F. A. Department. Oct. 2—The Student Board members were Mr. Barry’s guests at a dinner party at the Stevens House. This year’s Board is as follows: President. Kittridge Haven, a Senior Representative ; Vice-President, Benjamin Allen, Main 1938 OCTOBER 1938 ]., « f 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15- 16 17 18 19 20|21 22 23 3o!ZV:J25 26 2728 29 Room North; Secretary, Verlie White. Main Room South; Treasurer, Roger Collins, a Senior Representative; Hazel Evarts, Junior Representative ; William Allen, Room 1 ; Marie Slack, Room 2; Alden Adams, Room 5 Desmond Casey, Room 4; and Anna Coyle, Room 8. Oct. 13—Members of the V. H. S. Safety Patrol went to Burlington for the State Patrol Convention. The Vergennes marching unit, made up of the members of the patrol, won the prize—a silver cup —for the best appearing patrol. Oct. 15—Eight boys of the Vergennes Chapter of Future Farmers went on ah all day hike on the Long Trial, from the Bread Loaf Shelter to the Lincoln Warren Pass. They were accompanied by Mr. Wallace and Mr. Peters. Oct. 20—The Glee Clubs began work on an Operetta. PAJG-E TWELVE

Page 13 text:

BLUE AND WHITE DISCOURAGEMENT What’s the use? It’s all in vain. This futile struggle, Trying to gain. I’m done, I tell you! I’ll try no more; I’ll never get farther. It’s a useless bore. I study by day, I study by night— Yet when I’m in class Not a thing goes right. There are other things I’d much rather do- But there’s the answer, “Studying for you.” I get so fed up — So tired—and, gee, What I wouldn’t give For a day that is free From this endless study Morn, noon and night; For a Saturday filled With rest and delight! —Shirley Sheehan, ’40 PAGE ELEVEN

Page 15 text:

BLUE AND WHITE EDITORIALS BEING SCHOOL-CONSCIOUS Much has been said about school spirit—about how wonderful it is for a school to have it, about what a wonderful school it makes. Yet, just what is school spirit? Is it something we absorb from merely attending school; does it come by merely blindly following the leaders; is it an elusive ideal; or what? It is’worthwhile to consider what brings about school spirit, and what we have when it is attained. This business can be very realistic and within our reach; it need not be made into a far-away idealistic plan and put on a pedestal. When, for instance, the entire school, or only groups, work together to accomplish a certain objective we have a glimpse of school spirit forming. Each individual is not striving for himself alone, but for accomplishment that will mean something to the whole school. This type of school spirit is like a flame that blazes up, but then dies down, while the best kind is a steady, ever-present glow—not flashing, but quiet and strong. There is a unity of purpose to plan and accomplish and so to profit. No school spirit can ever be developed by talking. There must be both knowing what we want and then plunging into getting some school spirit by developing it in ourselves and others. We must come to be school-conscious —to realize the value of the things everyone does and to do something ourselves. We must take inspiration from each thing well done. learn by our failures, and not quit anywhere. Develop school-consciousness and we have school spirit. LET’S KEEP THOSE RESOLUTIONS! At the beginning of a new’ school year, it is doubtful if there is a single one of us who does not make numerous resolutions in regard to the amount of w’ork and interest he will put into the year’s school work and activities that run parallel to this work. These res' olutions are made with a “do or die” firmness, but how long does he stick close by them? It is comparatively easy to resolve to do a thing; vet, to actually do it is entirely another matter. If, after the first two wreeks of school, the desire to do one’s best is slowly diminishing, what good were all his resolutions? Let’s make our interest live throughout the year! Let us be honest about studying and bring forth to class some really good results ; let us participate in such a reasonable number of activities as we can without robbing time from our studies; let us be cheerful about doing our small part in making our school life run smoothly. In other words—mix enough wmrk and play into our days to make them profitable and to keep our resolutions good. Our classes can keep us supplied with plenty of work and the new activity and sports schedule will afford the play. Let’s not be an ideal example of “all work and no play makes . . .” or vice versa. PAGE THIRTEEN