Watkins Glen High School - Senecan Oracle Yearbook (Watkins Glen, NY)

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THE PEPPER POT 8 The Student Body Wants— 1. An indoor tennis court on the third floor or some-other available spot. Among the faculty and student body are many devotees of tennis. Tennis is considered to be the most strenuous and yet the most healthful sport. Unfortunately there are but few days in the fall suitable for playing, and in the spring the student has a conscientious feeling that he should be preparing for June Regents instead of chasing tennis balls. The different classes in school could have tournaments. In the spring everyone would be in practice and we could enter tournaments with other schools. Perhaps Mr. Beers, Mr. Perry and Mr. Hark-ness would be willing to teach the beginners their favorite serves, cut balls, lobs and chop strokes and how to keep score. 2. More speakers to address the assembly on Friday mornings. The student body has always enjoyed the speakers but would like to hear them more frequently. They would be delighted to have the different members of the faculty and the members of the Board of Education speak to them an any subject and at any time. 3. More School activities. Watkins Glen High School is now a large enough school to have different clubs and organizations. We have our Tennis Club, Dramatic Club, Glee Clubs, but let us also have a French Club, Literature Club, Debating Club, etc., etc. 4. The different classes have charge of assembly. Have a different class make up a program once a month, for instance the Freshmen in January, the Sophomores in February, etc. The student body likes to watch its friends perform and every member of the High School loves to speak pieces ! ! !

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THE PEPPER POT 7 indirectly the students with the faculty. When the students wish matters brought before the faculty the executive body does it for them, at their request, in the periodic joint meetings of the faculty and student-council executive committee. A discussion follows,, in which, both sides of the question are considered, and then it is put to a vote, the result being accepted by the students. This works out vice-versa, except that the faculty have certain rights which they can demand which naturally the students cannot. In this way the student body is able to govern itself without meeting perpetual opposition from the faculty; and that more or less antagonistic atmosphere which exists occasionally between the students and faculty of schools without “student government ” is lessened. Each year shows an increase in popularity of this plan. Schools all over the United States are adopting it with success. We like to feel that our school is progressing with the rest, but is it without “student government ’ ? This subject may sound new and startling in your ears but do not shun it. Even now it is being discussed in our own school by a few. This cannot be jumped at blindly, but it should be of vital interest to us all. Discuss it at home and with your friends; get your faculty’s opinions; learn all you can about it from outside sources. If then you feel it would be a good idea to give “student government” a fair trial, speak! It is bound to come eventually; why, then, wait and stagnate in our present plan, when one which may prove better is waiting at our very threshold to be taken in and enjoyed. If your love for the school is as great as you would like others to believe it is, show it by your actions. Help introduce “student government” that both you and your successors may enjoy its advantages and profit by it. —Chester Dill, ’28.

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THE PEPPER POT 9 School Spirit School Spirit!—what an intangible thing and how hard to define. Yet what an important part it plays in the organization of a school and the lives of its students. To one it brings up a picture of the athletic field, where sturdy athletes fight for the glory of Alma Mater, great throngs swaying back and forth urging their team on to victory. To another it speaks of long tedious nights with lights burning, for the honor and glory of the class. “School Spirit” is that something within us which urges us to give the best that is in us—our talents, our virtues—all that will contribute to raise our school to an honored and well esteemed position. What does it matter whether it be a question of upholding a perfect record or keeping the name of our school unsmirched—it is the thought, the ideal, behind all these things expressing itselt so diversely in each individual, that gives us that quality, that certain uplifting feeling known as “School Spirit.” —Mr. R. C. Fox. In the competition among the Juniors set by Mr. Beers for determining the Assistant Associate Editor of the Pepper Pot, the best contribution was handed in by William Manning. The Value of A School Paper Any high school that cannot support a school paper shows itself lacking in many respects. The greatest value of a school paper is to express the activities of the faculty and student body. In many different ways the school paper should get the credit as the greatest means of arousing the school spirit. For example, it keeps the pupils in contact with the athletic club, debating clubs, glee clubs and all the other organizations of the school. The school paper is always interesting and will serve in years to come as a means of reviewing school days.