January 20, 1933
HIGH LIFE
Page Three
THE PLACE OF THE SCHOOL IN
THE DEVELOPMENT OF
CITIZENSHIP
Mary Margaret Bates
The school is a means of preserving
the ideals and teachings of society for
the coming generations. These are
also taught at home, in the church, in
the business world, and in the govern
ment; but the school was created for
that special purpose. The normal child
begins school at the age of six and
continues in that institution for
eleven years or until ho is sixteen or
seventeen. Therefore, during those
years the school plays an important
part in developing citizenship by teach
ing the principles of social living.
Training in the “three R’s” is es
sential, for they unlock the doors to
all culture and learning, but they can
also unlock the doors to vice and
crime. Therefore, the supreme pur
pose of the school is to train the pu
pils for industrious, co-operative, and
intelligent citizenship.
During the first years in school the
child is taught to read and write, to
spell correctly, and to work a little
with figures, combined with elementary
drawing and singing. All this time
he is learning, also, how to live with
others, to obey rules, and to acquire
proper health attitudes. The lessons,
of course, become harder and more
complicated as time goes on. The his
tory and development of man and the
places and conditions in which the va
rious people of the world live are
taught later. During this time the
school must instill within the child
ideals of civic righteousness and cul
tivate habits of social service, for
these alone insure the continuance and
progress of our democracy.
In grammar school the child realizes,
to a certain extent, that there are oth
ers in the world beside himself, but
when he reaches high school, he is
suddenly thrust into such a throng
and variety of students that there he
discovers that unless he studies and
shows himself capable, he will accom
plish nothing. Then he realizes a lit
tle what the outside world will be like.
He discovers the characteristics that
make a successfu man. He sees in the
students the qualities which make
school-citizenship-dependability, perse
verance, service, leadership, and char
acter. The clubs and organizations
give him ambition to do something:
Torchlight — standing for character,
leadership, service, and scholarship—he
either feels the thrill of seeing a friend
make it, or if he is an outstanding stu-
■ient, or lucky enough, he feels the
greater thrill of being tapped, or
chosen, to membership in that organ
ization; Quill and Scroll, that organi
zation for students interested in writ
ing, if he is so inclined, he will be am
bitious and make that club his aim.
Also, dramatics and glee club, home
economics and debating clubs have at
tractions for those interested in these
lines of work. The subjects taught in
high school all have some part in the
making of citizenship. History, eco
nomics, government, sociology, home
economics, manual training, English,
the languages, the sciences, and mathe-
matic.s—all have some part in develop
ing citizens. During the years of his
school life the child is taught self-con
trol in his hours spent in living with
others.
The American school is a miniature
democracy just as the schools of Sparta
were the barracks, and those of Rome,
the forum, d'he schools put into prac
tice the principles of industry, virtue,
self-control, justice, equality, and fra
ternity. The child who has learned to
control himself and obey the rules
cheerfully has learned the first lesson
in citizenship. He has a part in pub
lic affairs in the chapel programs serv
ing on committees, and getting the les
sons assigned from day to day. In
high school, especially, he comes face
to face with a miniature government
—headed by a president and his coun
cil. He meets everywhere rules laid
down for his own welfare and finds
traffic guards and other enforcers of
the law, because some students have
missed the early training or have fail
ed to abide by the rules. Some means
of government is necessary in the
school in order to carry on the activ
ities. Greensboro High School has the
student form of government; there
fore, it is more like a miniature dem
ocracy.
In the schools of today in this and
other states one can get a liberal ed
ucation. Milton defines a liberal ed
ucation as “that which fits a man to
perform justly, skillfully, and magnan
imously, all the offices both private
and public of peace and war.” A man
must not seek knowledge for his own
satisfaction, nor simply to earn a liv
ing, but the purpose should be citi
zenship whether through holding an
office or otherv/ise. The way in which
he fulfills his duty should be marked
by justice, skill, and greatness of
mind.
Therefore, the school has an im
portant part in the development of cit
izenship by the knowledge it gives and
by the contact with people in classes
and in the outside activities which the
student receives. The school is a train
ing ground for future citizens and
should fit the student to go into the
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SENIORS
GREENSBORO
SCHOOL
a
Upper group, reading from left to right, back row: David Langston Kearns, 2125 Wright avenue; Helen Frances Cooke, 2117 Wright avenue; Rebecca Coble, Tabernacle road; Evelyn Hadden,
824 Rankin stret; Miriam Robinson, 705 McGee street; Robert Cole, 229 Blandwood avenue; Anna Samet, 1407 Madison avenue; Juanita Pickard, 1920 Lee Street; second row: Dorothy Little,
1008 Wharton street; Glenn Dickerson, 225 Smith street; Hubert Rochelle, 6 Brooks court; Charles Elder (class president), 407 Aberdeen terrace; C. W. Phillips (principal of school); Lucille
Couch, Wright avenue; Hardy Stetson Root, 314 Isabelle street; I. L. Ferree, 338 Church street; third row: Louise Greene, 740 Pearson street; Eleanor Whitsell, Grove street; Jesse Morris Way-
nick, 402 North Cdar street; Charles David Benbow, 1015 Spring Garden street; Walter Lane Barksdale, 1115 Hill street; James Edgar Bishop, 1806 West Market street; Dorothy Russell Hodgin,
120 South Mendenhall street; Fourth row: Oscar Franklin York, Jr., 220 Tate street; Carolyn Hines, Tabernacle road.
Lower group, first row, left to right: Dorothy Walker, 817 Walker avenue; Wallace B. Truitt, 1907 Madison avenue; Olivia Bancroft, 1814 Battleground avenue; Vance McClintock, 1627
Battleground avenue; Robert Cole, 229 Blandwood avenue; Hilliard Clein, 306 E. Bessemer avenue; Helen Crutchfield, 2002 West Market street; James Harold Reele, 635 South Cedar street;
George Bancroft, 1814 Battleground avenue; second row: Helen Short, route one; Robert Blackwell Jordan, 636 North Elm street; Percy Bostick, 613 Park avenue; Maude Hamil, 1106 Magnolia
street; Julanne Klutz, 1001 Country Club road; Charles Baxter, route one; Irene McCurry, 217 Tate street; Edward T. Cone, 1030 Summit avenue; third row: Sherman Hines, 1021t Summit ave
nue; Frances Lile McGinnis, 419 S. Edgeworth street; Johnson J. Hayes, 1511 Allandale road; A. W. Greeson, Jr., 411 Wiley street; Holt Neese, 903 West Lee street; M. C. Stewart, 322 Asheboro
street; Louise Straughn, 1903 Florida street; Dennis Snead, 704 Tuscaloosa street; Margaret Roach, 304 O’Connor street; fourth row: Eleanor Watson, Ellington street; Mary Margaret Bates,
804 Brown street; Ruth Davis, 435 Tate street; Elizabeth McAdoo,Church street; Winfred Marsh, 914 West Lee street; George Underwood, 905 Caldwell street; Myra Roach, 304 O Connor street;
Dallas Ozment, High Point road; fifth row: Edna Faulkner, 1712 Madison avenue; William Truitt, 1907 Madison avenue; Hilda Wenfrey, 1002 Dillard street; Thomas Cox, 304 East Bragg street;
Arthur Cooke, 412 North Elm street; Laurence Wilson, 406 North Mendenhall street; Howell Overton, 307 Meadowbrook terrace; Edith Essex, 912 Omaha street; Juanita Cox, 1903 Freeman Mill rd.
Im
T
M
J. H. Johnson Announces
Date of Tryouts For Play
——
All students interested in dramatics
will have a chance to try out for parts
in a play, “Jack and Co.,” which will
be directed by J. H. Johnson. This
smart, up-to-the-minute comedy of
fers ten good character parts with
chances of variety of talent.
The tryouts will be staged immedi
ately after exams and the performance
will take place around March 1.
world ready for service in his town,
state, or nation.
(Ed. Note.—This essay won the Civ-
itan Citizenship Cup).
CONE PLAYS IN CHAPEL
Breathless stillness pervaded the
student body assembled in chapel when
Edward Cone rendered one of his own
compositions on the piano. The pro
gram sponsored by Torchlight was pre
sided over by Helen King, while
Charles Sharpe, president, conducted
the devotional.
Talmadge Smith defined honesty,
the theme of the program; Phyllis
Hagedorn spoke on intellectual hon
esty, while Billy Womble discussed
honesty on the athletic field.
An open forum discussion followed.
SENIOR CLASS GIVES
COSTUMES AND CHEST
The mid-term gTadirating; class
of ’33 leaves, as a gift to the
school, costumes which have been
used in various plays throughout
the years and a beautiful property
chest in which to place stage
articles and clothing.
Don’t you thing Arthur Cooke has a
suspicious smile when Louise Greene
passes?
Four Former Debaters
Have Ability Recognized
It is evident that the debaters who
attended Senior high school last
semester received thorough training
from James Farthing, faculty adviser
of the debating club. Notice has been
received that a number of our former
debaters have had their forensic abil
ity recognized at their different col
leges.
Dick Cann, of the class of ’32, made
the debating team at Davidson. Edgar
Meibohm, Richard Robinson, of ’32.
made the forensic team of Guilford
College. William Braswell was accept-
Seniors Change Rooms
»j*
It is like leaving an old friend and
making a new one, but strange as it
seems it is true. The seniors are leav
ing their headquarters. Room 106, 201,
203, will seat the members of the June
graduating class, while in rooms 102,
303, and 313 will sit the members of
semester seven; Misses Craig and Pike,
and J. H. Johnson will be the home
room teachers for semester seven.
Misses Blackmon, Walker, and Harrell
will hold semester eight session rooms.
ed for membership by the club at State
College and has just recently returned
from a debating tour in the West.
CLASS HISTORY
The word “history” calls to mind a
narrative form of events of a partic
ular people or thing. Thus, in strict
accordance with the word, a history of
our class should contain an account of
the outstanding events and happenings
that have befallen us since we entered
high school. So, let us look back over
these last few years and reflect how
various things have affected us.
Way, way back in the days when the
girls wore stiff, starched dresses, and
the boys, instead of the girls, wore
stockings—way back when a group of
bashful half-grown kids sank self-con
sciously into those creaking seats at
the old high school—way back when
that same old Central high swung open
its doors for the last time to a class
of mid-term freshmen—way, way back
when, with tottering knees and thump
ing hearts, we ventured from the room
under the guidance of some kind and
pitying upper-classman—then, began
the nucleus of the mid-term class of
’33. For that first year we were prac
tically obscured.
It was with no great sorrow that we
gave up the title “foolish freshmen”
for that of “silly sophomores.” In
deed, no. In fact, we rather welcomed
our new position. We were one step
nearer the upper-classmen and ready
to bestow upon our successors those
same paddlings and hair pullings that
had been so generously given us by
our predecessors. We came out of that
year none the worse. We considered
it a veritable success.
Our junior year seems to have been
a nightmare. First, came the day to
measure for our rings, and then all
else seems to have been forgotten in
planning the junior-senior party. Our
thoughts were of nothing else for a
fev/ months. Our plans were of the
most elaborate, and we were to be the
most successful hosts and hostesses.
But during all those anxious moments
of planning we did not forget that ours
was the next turn—ours the next to be
guests—ours the next triumph. And,
then came that day of long waiting
when the class before us was marshaled
out and those vacant places were now
OURS.
The time came, as it naturally would
after the natural passing of our other
school years, when we, rather thrilled
and bewildered, realized that those
front seats in chapel were for us—the
seniors. And we found ourselves feel
ing equally as queer being looked up
to as stately seniors. Little did we
realize that with that long yearned-
for title and distinction came the
many a;nd ".various trials and tribula
tions that belong only to seniors. We
brought, for the first time in the his
tory of the school, the “skip day,”
when seniors, in a most undignified
manner, disrupted chapel, gave those
envious students the raspberries, stalk
ed wildly out, and spent the whole day
free from books and jammed halls.
With our new title came the familiar
phrases “When’s the junior-senior?—
Measured for your cap and gown?—
Who’s writing the commencement es
say?—Had your picture made?—Who's
going to preach the baccalaureate ser
mon?’ These are phrases with which
the walls of G. H. S. will ever resound.
We have reached the top—the pin
nacle. We, this mid-term class of ’33,
are now ready to pass on down the
aisle and turn the knob of the next
doer. And it is with deepest love and
satisfaction that we look back over our
high school days—days that shall be
reflected in our lives as the happiest
we have ever spent. Hereafter, with
sweet regret we shall term ourselves
as the members of the class of ’33.
LILE MCGINNIS,
Class Historian.
DID YOU KNOW THAT—
Ohio has furnished more presidents
than any other state in the Union?
Mary Pickford s name was the first
screen star's name to appear in an
electric sign?
Grover Cleveland ran for re-election
to the presidency and was defeated,
but four years later was re-elected?
There is a monument erected in
keeping in memory to a pencil?
New York is spoken of as the “Magic
City”?
Theodore Roosevelt, former president
of the United States was also presi
dent of the New York police depart
ment?
William Nye would have been a
great poet if it had not been for his
poor .spelling?
LIFE AS LIVED
Activities, activities, well what is it
all about? Students are being taught
public speaking through debating
clubs, acting through dramatic clubs,
writing through Homespun and High
Life staff meetings as well as through
Quill and Scroll, and home making in
the home economics club. Even physi
cal training is being emphasized
through the hiking club and swimming
class and various other sports.
Torchlight Society develops better
citizenship in its members.
Other activities or special oppor
tunities given the students are typ
ing, first aid or home nursing and hy
giene, music, woodwork, ana art.