Wilton Academy - Eagle Yearbook (Wilton, ME)

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THE EAAGLE 1935 Many passages of the classics make mention of some phase of the development of archery, music, drama, literature, fire arms, or dancing. How much more those who understand the history of those subjects get from the passage than we who are not in- formed about them. Our modern usage of words would be utterly out of place and confuse the meaning in Shakepeare's plays. Take the word cousin, for instance. We use it to express close relationship, at that time they used it to mean friend, comrade, and to infer respect, or admiration. We ought to have a large vocabulary so that we will not miss the point of a passage simply because it hinges on the meaning of a word which we do not under- stand. We think it is much more enjoyable to have the satisfaction of understanding each word, phrase, and sentence in the book, than to have a hazy general idea. We can safely say that the more one knows about the book before he reads it, the more he gets out of the book. OBSERVATION PLUS NEWSPAPER READING EQUALS UNDERSTANDING X R. R., ,35 HERE are many strange twists to public opinion. Often some mistaken idea grips the public fancy until it becomes almost a proverb. To understand life, we need only observe the people about us and read the daily newspapers. Oh yeah? There are several holes in this abstract doughnut. First of all, in that clause, observe the people about usf' we would challenge the word observe. If we merely notice the physical beauty or plainness of people, their clothes, the way they walk, and in general their external characteristics, how can we know what people are like? The ugliest face may hide the most beautiful kindness of heart, and on the other hand, everyone knows that beauty is as beauty doesf' An old saying illustrates the necessity of looking beyond oneis appearance, Clothes do not make the man. One must be tolerant and wide-awake to understand people, and like anything else, constant practice and application are necessary to develop this genius for understanding people, and through them, Life. Another fallacy in this accepted theory is that we cannot find representatives of all types of people merely in our own surroundings. Everyone knows how many diHerent kinds of people one sees on city streets, at fairs, and at the theater. But it would be impossible to get acquainted with all these people and one must know a person very well before he can even begin to understand him, and even if we could know all these people, there would still be thousands more in the world, of types absolutely unknown to us unless-yes, there is a solution in part. Books are a guide to the understanding of human nature. The most interesting literature has been written by those who have really lived, not merely existed. No doubt people say 'Cwe remember saying it ourselvesj that people in books are not real people. They are not, in many cases. Admitted that in the usual magazine story one finds many characters who have thrilling adventures, still everyone recognizes them as arti- ficial and not convincing. But the great master of literature, Shakespeare, and modern writers such as Galsworthy and Barrie we find charming because the characters in their books are real people, whose emotions and reactions to emotions we can understand, or if we did not understand them before, we can learn about them now, and this will help us in our understanding of Life. Even if we never meet people like this, we know that they exist, and this broadens our tolerance and sympathy so much more. 7

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THE EHAEGLE. 1935 and all's well with the world of teachers. Can not the attitude of the student con- tribute as much as if not more than that of the instructor to the atmosphere of the class- room? Perhaps the point of view of the teacher deserves attention. She enters a class- room full of pupils who are whispering and giggling, trying to get away with as much nonsense as possible while she is absent. As soon as she steps to her desk she feels the angry stare of her subjects. These boys and girls don't like the course she teaches, they feel imposed upon when they are asked to study it. It is her duty to make it in- teresting to them and to get them to like it as well as to learn it. The next day's assign- ment is given out. A gusty sigh of dissatisfaction fills the room. Then half a dozen unnecessary questions are asked about precisely what is expected. Inevitably afew ask to have the assignment repeated. Then the recitation begins. The lesson has not been prepared thoroughly and the class is cross at the teacher for asking it questions it cannot answer. It is a foregone conclusion that the instructor is a chronic grouch who shows par- tiality and assigns lessons much too long. Are the students then so perfect? Co-opera- tion is a fine thing but it cannot be achieved when one expects the other to do all the co-operating. Then there is the age-old complaint of teacher,s petf' What is he more than the figment of an envious imagination? He has his lesson well prepared, he is thoughtful of and courteous to the instructorg he sees her side of the question. Therefore he is 6'teacher's petf, If the situation were examined carefully, more students with pet teachers would be found than teachers with pet students. Let us be fair. VVe may make as long a list of faults as we like and we will find that every fault is influenced directly or indirectly by the students. Before we enter upon a discussion of what's the matter with teachers, let us seriously consider what's the matter with students. KNOWLEDGE IS POWER IN READING g N. S., '35 E all know that in order to understand and enjoy a book, a poem, or a play, we must understand the setting, the fashions, the customs, the beliefs, and the happenings of the age. We should know, for example, that during Shakespeare's days the people were very superstitious so that plays which have very much to do with witches will not seem childish to us. The witches were supposed to have the power to change into any animal form, the only way of distinguishing them being the fact that usually the tail was missing. The test for witches consisted of throwing the suspected person into a pond. If she floated, she was guilty and was killed, if she drowned, she was innocent. We should know that in Chauceris time it was customary to go on pilgrimages and crusades. This explains the setting of his Canterbury Talesf' Greek and Roman mythology is referred to quite often. To get the full import of a description we should understand the myths about Hercules, Minerva, Hector, Venus, and many others. We should be informed about the customs and habits of the people of another age. We should never judge the people of another age by our standards. What seems cruel to us, such as bear and bull baiting, was just a type of entertainment no worse than our boxing, wrestling, and football. What seems indecent and coarse according to our standards seemed perfectly correct to them. 6

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THE EAGLE 1935 Seniors ROBERT NESS BASS No manls pie is freed From his ambitiousjingrr.', Classical Course: Honor Bank, P. G. Diplomag First Honor Essay, President of Class 1g,Student Council 3, 41 Orchestra, 1, 2, 3, 4, Chorus 1, Q, 33 Glee Club 1, 3, 43 Athletic Council 4, Athletic Insurance Repre- sentative 1, 23 Football Q, 3, 43 Class Plays Q, 45 VVinter Carnival Coin- mittee 3, 4g Ice Hockey 3, 4: Basketball 43 Junior Production Chorus 1, 2g Baseball 33 Manager of Tennis 4g Eagle Board. Oh, yes, of courseethat is, I mean- it's Bunny. But for all that, we couldn't get along without his winning smile, cven disposition, slow jollity and-his Latin translations! Although he really is an awful tease, you just canlt get angry with him. Determination plus person- ality equals success. BERNARD JOSEPH BERGMAN A man he seems of cheerful yesterdays and confident tomorrou-s. English Course. Not very often do birds come up north to spend the winter, but there is an exception this year. If you look in the senior class you will see a fellow with that southern accent whom everyone likes. Although we haven't had time to get well acquainted with our rather shy newcomer, he has become a friendly part of our school life. ARNOLD ENOCH BRIDGES A talent for repartee is one that increases with practice. English Course, Future Farmer's Club 1, 2, 3, 4, Chorus 33 Glee Club 3, 45 Cross Country 1, 2. Arnold is the one with the broad grin and droll humor who always manages to get in the last sly dig before the bell rings. Everyone knows what a jolly good sport he is, and how unlimited his friendship. VVith his generosity and good nature he is sure to make friends wherever he goes. CAROLINE CARTER For her own person, it beggared all rleseriplionfl Home Economics Course: President of Class 3, Home Economics ljlub 1, Q, 3, 4g Treasurer 49 Chorus 1, 2, 33 Glee Club 3, 4, School News Reporter 4, Field Hockey 45 Class Play 35 Basketball 2, 3, 4, Winter Carnival Committee 3, 4, Carnival Queen 49 Junior Production Chorus 1, 23 Eagle Board. So this is Carter! VVho elsc could it be with that cute crooked smile, that pep, and oh-ohlu those dimples! If you have something to say, you Will find Susie a most sympathetic and interested listener. She is a good athlete with plenty of vim, vigor, and fight. 8