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PAGE TWO
THE BARKER
THURSDAY, SEPTEMBER 19, 1957
|,4 Word From The Presidentl
|aLVIS RiCH I
^ Don't vou want to support your school? X
^ Don't you want to save $6.00 or $7.00? ^
^ Don't you want to win a radio? ^
A Don't you want to show the football, basketball, baseballs
^ teams that you are behind them? ^
^ Don't you want to show that you are a WHS student and^
^ proud to be one7 ^
§THEN WHY DON'T YOU BUY A STUDENT ACTIVITY TICKET?!
High School Sports: Good-Evil
Autumn brings falling leaves. Jack Frost, and football games; Winter
bnngs “snow. Santa Claus', and basketball games; and'spring'h-Tgs gf’en
trees, the Easter bunny, and baseball games.
Each of these .seasons of the year has one thing in common: athletic
contests. Yet each season brings with it a deluge of magazine articles on
the American teenager’s physical deficiency as compared with European
teenagers. Now these things are not in harmony — numerous athletic
events and physical deficiency on the part of high school students.
What’s the answer? Only a very small percentage of the teenage
population participates.
Most coaches and other supporters of the established system of high
school sports defend their position by saying that they encourage every
boy, but cannot force them to try out.
■Vou could say that since the adult world has taken most of the initi
ative of getting a high school education by making it compulsory, how
can they expect the student to have enough initiative to go out for physi
cal development activities? Why not have a more thorough physical
education organization?
However, to be more sensible, everyone knows that only a certain
number of individuals can get on the teams and also there are those who
don’t have time for the extensive after school work. In .such cases, and
this covers the larger segment of the American youth, the only remedy
lies in an expanded physical education program.
At this point you may say that the suggested an.swer is just fine, but
such an idea is out of reach. Well, does it not seem logical that if all the
time and energy devoted to high school sports today were directed toward
solving the problems of students, then it would be in our reach?
But this supposition is ridiculous because it does not agree with the
age old American value of “tradition." Thus, unfortunately, the everyday
teenager must continue on in his rut of complacency, receiving vicarious
' liuills ui 'spectator sporta, bearing the condemnation of his elders for
his physical inadequacy with a tolerant smile, and loving his life of
security. And every autumn Jack Frost will bring him relief from the
sun; and every winter Santa Claus will bring him his toys; and every
spring the Easter bunny will bring him his candy eggs.
School Spirit — l\o Complaints
Nobody in W. H. S. can stand up and start that age old chapel
program filler about “We need school spirit and Get behind the old
boys.” We’ve got school spirit from one rain soaked end of us to the other.
The W. H. S. student body proved they were behind their football
team 100 per cent at the first games of the season. When it started raining
about half an hour before the Graham game, most normally “spirited
students would have turned around and headed to a more comfortable
habitat. But not W. H. S.’ers.
Anyone who would sit on wet seats must have something.
1957-58 Holidays
Officials of the Burlington School System released the calendar for
the 1957-58 term earlier this month. It is as follows:
November 28-29—Thanksgiving holidays
December 18—Christmas holidays begin at 2 p. m. «
January 2—Schools re-open
April 4-7—Easter holidays
May 25—Baccalaureate service, 8:00 p. m.
May 29—Graduation exercises, 8:00 p. m.
30—Schools officially close at noon
THE BARKER
Published monthly as the official voice of Williams High School.
EDITOR-IN-CHIEF Calvin Linnemann
MANAGING EDITOR Wanda Ware
NEWS EDITOR J'"! Copland
EDTTORIAI. STAFF
Editors Erunk Rich, Ruth Eemmons
Society Editor Becky Carlyle
.Sports Editor , •'ohnny Weeks
Associate Editor Sandra Schiffley
BUSINESS STAFF , ,
Circulation Manager Jack Newman
Business Manager ,3^"
Advertising Manager • May
Photographers George Best, Lm Puckett
-j-ypists Billie Gray Thomas, Sandra Rackley
ASSISTANT EDITORS Phil Deaton, Nancy Lorimer, Ruth Lupton,
Malcolm Kilpatrick, Mike Barham
.ADVISOR Mrs. Ella Booker
Dialogue Between
Senior, Freshman
Freshman: Excuse me, sir, but
could you tell me where the office
is?
Senior: What’s that, punk? You
talking to me?
Freshman: Y-y-yes sir. The office,
sir. I’ve got to get my schedule
changed.
Senior: You are undoubtedly a
freshman, aren't you kid?
Freshman: Why, y-y-yes sir.
Senior: Quit stuttering freshman !
All you are suppo.sed to say is “yes
sir.”
Freshman: Y-yes sir.
Senior: Freshman, did you know that
you are the knvest form of animal
iife at this school?
Freshman: No sir.
Senior: YOU KNOW IT NOW, DO
YOU NOT?
Freshman: Y-y-yes sir.
Senior: Dou you know who I am,
freshman?
Freshman: No sir.
Senior: I AM A SENIOR. FRESH
MEN BOW DOWN TO SENIORS,
DON’T THEY?
Freshman: I just d-d-don’t know, sir.
Senior: WELL, BOW DOWN, IDIOT!
Freshman: (Bows down meekly. Al
most ready to cry).
Senior: Now, that’s much better, fresh
man. Say, what’s that card in your
hand?
Freshman: M-m-my schedule card,
sir.
Senior: Give it to me! You won’t
be needing this much longer. (Senior
tears up little white card).
Freshman: But, but, sir—Tm lost
without my card.
Senior: Get another one in the office.
You did want to go to the office,
didn’t you?
Freshman: Y-yes sir.
Senior: Why didn’t you say so soon
er, freshman? It’s in the basement
of the gymnasium.
Freshman: Oh, thank you, sir.
Thank you very much, sir. Thank
you, sir.
Senior: (Laughing and thinking to
himself) Freshmen! Maybe they’ll
learn someday.
Senior Dilemma
Once upon a midnight dreary, while
he pondered weak and weary, there
came a tapping at the window where
a W. H. S. student sat deeply en-
grosed in some mysterious papers.
He studied by the flickering light of
a candle that slowly dripped tallow
onto the old brass candlestick. The
tapping sound continued as the au
tumn leaves brushed by and added
a final note of .sombreness to the
dimly lit scene. ~ ' ' ~
Musty old books were piled high,
and occasionaly the student would
leaf through the yellowed pages. With
the stub of a much used pencil, he
hastily scribbled notes on a paper
pad.
As he worked on into the night, the
candle burned lower and lower. A
chill .settled about the room, but still
the student worked frantically.
The night was black and the can
dle now grew very small. The wrink
led brow of the student was concen
trated upon his work when a sudden
darkness enveloped the room. The
candle had burned away and still
his fingers were writing.
The moral of the story is: Don’t
let time run out. .Seniors, start think
ing about those term papers NOW!
What Students Think About Integration
In time, I think integration can
be worked out agreeably for both
sides, but that is the key word—time.
—Carolyn Smith
Dealing with integration in public
schools is a very risky subject. Since
everyone has a different opinion on
it, no matter what you say, you will
offend someone. —Bill Hall.
I strongly feel that a quotation
could apply to this problem, “A
place for everything and everything
in its place.” —Nancy King.
In my opinion, there is only one
way to cope with such a problem;
that is to ignore it ! —Marvin Coble
When Negro students are enrolled
in previously all white high schools,
fireworks are bound to occur. Teen-
• ■ger". v.'ho h;.vc gone to school all
their lives with their own race, under
the comfortable, though false, im
pression that they are superior to
the Negroes, are not going to affably
change their opinions overnight.
—Judy Wrape
It doesn’t make any difference what
color you are. You are in school to
learn. If the guy behind you is a
Negro, he is there for the same rea
son you are — to learn.
—Sammy Pickard
The code by which we live states,
“All men are created equal.” But
the whites seem to think that they
are better because the Negroes were
once slaves. As the English colony
fought to be equal, .so the Negro is
doing now. —Dewey Carter
Integration in the public schools is
a nationwide problem that can only
be solved by time. —Lyndon Guthrie
I think that if integration is going
to come, it should come through a
gradual change. The children should
be integrated beginning with the first
grade. This would eliminate the prob
lem of “getting used to.” The chil
dren would think nothing of it.
—John Vernon
It will be a long, long time before
integration is fully accepted in the
South.—George Wilson
Governor Faiibus, in my opinion,
made an extremely ra.sh move when
he called out National Guardsmen
to prevent Negro children from en
tering the schools in Little Rock,
Arkansas. It had already been settled
that integration would take place
there, and he took it into his own
hands to keep this from going into
effect. —Kay Ellen Iseley
Integration in the public schools
is going to happen so people should
accept it. —Cecil Wheeler
Violence should be avoided because
this is no solution to the immediate
problem of integration. The Southern
people are going to have to realize
that the Negroes are coming into the
schools sooner or later.
— Pat Patterson
I feel that the success or failure of
those few Negroes in white schools
now will have a great effect on in
tegration on a larger scale.
—Holland Phillips
Thoughts For The Day
Emerson once said, “A man is
what he thinks about all day long.”
We see that the way we think and
what we think are revealed in our
lives. Therefore, we need to feed our
minds with good thought. We are
unable to think about everything, so
why not choose the best. If we think
about loveliness', hone.sty;' tnrtft,“'pi!-'
rity and goodness, we will paint in
our minds pictures to in,spire our
friends and ourselves. The result will
be plain living and high thinking. “As
a man thinketh in his heart so is
he”—Proverbs 23:7
“Be at peace for the past is but a
hollow shell quietly slipped from the
mightly sea of time.”
Is all strife useless, unrecognized?
the stub of a much-used pencil, he
not succeed in touching them with
your hands. But like the seafaring
man on the desert of waters, you
choose them as your guides, and fol
lowing them, you will reach your
destiny.
What Black And Gold Mean To Me
BY JUDY WRAPE
Black and gold just aren’t like
other colors as far as I’m concerned.
If you mention red and blue, green
and white, purple and orange, or any
other color combinations to me, you
will get no more than an apathetic
look. But just try mentioning black
and gold, and a change comes over
me. I become the most interested,
energetic, and loyal person you ever
met. You see, black and gold aren’t
just colors to me. They are a symbol
of my school and all the things that
make it up.
Black and gold make me think of
football games—the eager anticipa
tion of the first game, standing at
attention for our national anthem and
the kickoff, the touchdowns, the
teams in their bright uniforms, and
the brilliant half-time show at home
coming.
These colors also bring to mind
basketball — the fast paced action,
cheers that threaten to raise the roof,
the clock rapidly ticking off the sec
onds as the tension mounts, and the
tournament with it’s frenz.y of excite
ment.
Black and gold are associated in
my mind with the cheerleaders. I
think of the girls with their swirling
skirts and sparkling smiles, their
voices raised in yells of praise and
encouragement.
Of course, black and gold mean
our school flags, the old traditional
one and the new victory flag, that
fly so proudly as symbols of our
school.
All in all, black and gold means
Williams High School. And W. H. S.
means the very be.st of everything.
School Property
- It’s Yours
When students have to attend old,
out-dated schools with scarred and
defaced furniture and few, if any,
modern facilities, it is easy to see
why they might not be overly anxious
to take care of it. But when- they-
attend a school as modern and at
tractive as Walter Williams, it is not
easily understood why some pupils
feel they must do their best, or
worst, to deface it.
The taxpayers who pay for the
school and its furnishings are, for the
most part, parents of the children
who damage them. Therefore, the
students are hurting their own fam
ilies when they cause undue expense
by destruction.
Not only should students take care
of school facilities during the day
while attending classes, but during
all school-affiliated activities.
So while in class, don’t write on
the desks or walls. Don’t litter the
halls. At dances don’t see how you
can destroy that intriguing candle on
your table. In general, just keep
everything as neat and clean as your
own home. It is your property.