Wilton Academy - Eagle Yearbook (Wilton, ME)

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T H E E A C L E EDITORIAL BOARD Literary Editors Ruth Robbins Alice Rowe Norma Swift Social Activities Editor Drama Editor Grace Jlelcndy Marie Corrigan Athletic Editors Ruth Wells Louis Chorzempa Alumni Editor Joke Editor Ari Work Thalia Lake Dorothy Shea Competitive Business Staff Adrertising illanager Marjorie Richards Assistant Advertising Zllanagers Paul VVheeler Robert Bass Owen Vliheelcr, '36 Business lllanagcr Circulation Dflanager Photograph Editor Faculty Adviser Kenneth Macomber Phyllis Richardson Caroline Carter Lillian Becker EDITORIALS 'SBut words are things, and a small drop of ink Falling, like dew, upon a thought, produces That which makes thousands, perhaps millions, think. WHAT'S THE MATTER WITH TEACHERS? P. W., '35 HE educator occupies a very responsible position in determining future conditions. He shapes the opinions of youth who is emerging from his shell of immaturity to stand erect in the spotlight of World affairs. The youth of today will be the active citi- zen of tomorrow who will control the destiny of our country. It is the duty of every teacher to train youth to face confidently his responsibilities as a citizen of the world. The successful performance of this duty depends on the personality of the instructor. He should have that magnetism which invites the co-operation of youth. A personality of this sort must be free from certain characteristic faults found in educators as a whole. Perhaps the student himself best understands what these imperfections are, for he is the individual affected by such faults. Therefore We shall consider these defects from the student's point of view. There is one undemocratic tendency found in many of our teachers which has pre- vented harmonious understanding between instructor and pupil. We have noticed a more courteous and generous attitude expressed by an instructor toward students of a more refined environmentg We have seen racial prejudice exhibited in the class room, on the athletic Held, and in the various social activities connected with the school. Some students have a pleasing manner of respectful deference to the teacher or a more acute comprehensiong flattered, the instructor pays more attention to and finds less fault 4 K

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THE EAGLE 1935 CONTENTS Dedication ..... Editorial Board. . . Editorials ...... Seniors .... Faculty .... Literary: Grandmother, Essay. . . The Wax Ship, Story ................ You're Always in My Heart, Story. . . . Jew os Crook, Story ........ ..... One for Two, Story ..,.......... A Lesson in Sportsmanship, Story . . . Another Quarrel, Story ........ . My Friendship Road, Fantasy. . . An Invitation to Books ............ J 1 oetry .............. General Progress. . Social Activities .... Athletics .......... Alumni, 1919-1992 ..... According to the Census. . . Jokes and Advertisements. . . 3

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THE EAGLE. 1935 with these fortunate students. Educators should avoid this fault most carefully, for it is a very dangerous threat to co-operation between student and master. To be suc- cessful in developing the intellects of youth, the instructor must be impartially tolerant of all his subjects. This gains the respect and confidence of the pupil. Patience is another necessary requisite of a successful educator. A lack of it can destroy a valuable connection between the student and himself. Some youths resent the attitude of the teacher, others are hurt by it. The harmonious bond which unites the successful master and his pupil in common effort can never be realized while resent- ment and discouraged response are barriers. The instructor must subject all petty personal emotion to the great task which lies before him, that of helping the pupil under- stand. Great athletes and athletic teams have periods in their careers when their ability goes stale. This is equally true of teachersg they sometimes fail to manifest a keen enthu- siasm in their work. This is an error that must be avoided by the educator. He must continually express interest in his work, for only by stimulating the interest of the student can successful results be accomplished. And the instructor must never take for granted that the student knows more than he does. Success first demands courtesy. The instructor requires respect from the student, but does he reciprocate? Our teachers would be surprised and indignant if we inter- rupted them in the course of their speech, the study hall is supposed to be reasonably quiet for concentration, yet the teachers hardly consider the student when they gather together in some corner and chatter noisily. Do they appreciate the fact that students respect the teacher who exhibits good breeding himself? Many students who are obtaining successful records in school work have 110 definite idea of the purpose for which they are studying. The educator should impress his student with the purpose of the training received, and with the unimportance of A's and B's. Youth should be made to realize that in the near future he will leave his nest of security and must take his place in the world, without definite guidance, and that this period of education merely serves to exercise his wings for the long flight ahead. The fundamental fault with our educators in general is that they have not whole- heartedly devoted their energies to the development of youth. No one should attempt teaching unless he is perfectly sure he wishes to give his best to youth. Those few that have entered this field with that attitude should strive to develop in themselves the basic requisites of an educator. The primary aim of an instructor is to develop a bond of sympathy between the student and himself g he should effect this bond by developing unprejudiced tolerance, by setting a high standard of courtesy for the student and him- self, by expressing a calm determination to efface petty errors in the student, by impress- ing the student with the importance of his future, and by constantly displaying enthus- iasm in his work. WHAT'S THE MATTER WITH TEACHERS? A. R., '35 HE answer to this question depends entirely upon the mood of the student at the time that he is asked. If he is nursing a grudge against a teacher who has remarked rather sharply that she doesn't believe he studied his lesson enough, he is ready to men- tion a dozen faults with all teachers. That is because he wishes to justify himself, al- though more than half the time he knows that she was right. On the other hand a good recitation which received a word of praise and a smile puts him in the best of humor 5