Page Two
HIGH LIFE
March 28, 1930
HIGH LIFE
Published Weekly, Except Holidays, by the Students of the Greensboro
High School, Greensboro, N. C.
Founded by the Class of ’21
Chabtee
March
Membee
iMi
1925
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XrgWtlMJaT
Entered as Second-Class Matter at the Post Office, Greensboro, N. C.
STAFF
Manarjing Editor Martha Shuford
Assisimit Managing Editor Nancy Hudson
Editor 4 Winifred Penn
Business Manager W. B. Mayes
Circulation Manager James Strickland
SPECIAL EDITORS
Assignment Editor ‘ Martha Burnsides
Typing Editor Leah Baach
Art Editor David Finck^
Sports Editors Josephine Lucas, Elmer Wrenn
Alumni Editor...._ Luella Strater
ASSISTANT EDITORS
' Evelyn Sharpe
Winburne Knight Helen Trueblood Mable Lamb Edith Latham
' . REPORTERS
Quentin Dixon Sarah Willis Louise Green
Kenneth O’Brien Mary Rucker Elizabeth Whaley
Frances Dean Gladys Draper Polly Pritchett
Ella Neese Lassiter Janet O'Brien Mildred Spencer
TYPISTS
Roy Whitley ' Dorothy Maddox Helen Smith
ADVISERS
Miss Cathleen Pike Mr. Byron Haworth Mrs. Alma Coltrane
> Miss Mary Harrell
A Tragedy In
One Act
Prologue
I fear our worthy and sophisticated Sophomore class is realizing
the ignominy of being taken down a “peg or so," for when our capable
upperclassmen laid down the burden of High Life on our, alas, all too
frail shoulders, we began to form an idea of the immensity of our
ignorance in matters of this kind. The results of our work, very promi
nent in us, are hunted stares, many new pairs of spectacles, pencils
thrust behind ears, and the keen discerning glances of news—paper
hounds, which we fear will not fade for many moons. Nevertheless, in
the face of all obstacles, we have succeeded in completing this edition.
We have braved, and dared, and conquered (?) the peril of editing.
In a grim voice we say with Caesar, “The die is cast," as the paper
leaves for press.
Playing the Part
He is only a high school student taking his place on the great
stage of life, but yet he is playing a part. Everyone has some role to
take in this great drama. A good high’school student is not a slacker,
but is willing to do his part in anything which is helpful to hs school.
For example, if he doesn’t get the position he wants in a football game,
he will take the one given him and do his best to make the game a vic
tory. If he doesn’t get the position he wants when a play- is being
produced, he takes the one given him, knowing that his director knows
best.
A good high school student is fair and square with all his fellow
players in this great play. He never cheats or plays unfairly with
them. When he is playing a game with some other school, of course
he wants to see his school win, but whether a winner or a loser, he is a
good sport and accepts the decision with a good spirit.
Always a good student is a steady worker and does his work fairly.
He has a fine attitude toward whatever he is asked to do. He is loyal
and courteous to his teachers and fellow students. Never is he in such
a hurry tha,t he forgets to be courteous, because he knows courtesy pays.
A good student is always well behaved and never rude and unmanly.
He never forgets his conduct in the classroom, chapel, or wherever he
may be. A good student lives up to the rules of his school. He does his
part in making his school one to be proud of.
These things can be achieved by any student who plays his part
well.
Playing Your Part In the Play
Across the stage of life, one by one, the players pass; so, across
the stage of our school life our players pass. Some are in gay costumes,
some I'd motley; some wear straight make-up, and some wear character.
Through these masks the real soul of the player can not shine. Some
are genuises, but all of them can’t play a leading role, so some must do
their best in the small part assigned to them, for each has some little
place to fill.
The greatest actor is the one who lives in his part, and coinparing
that to life’s great drama, so we in our part, do best when we are bur-
selves. All through the play, through the first, second, third, fourth
act, even until the curtain, goes down, and the weary players rest, one
should not fall out of his role, even if he has only the smallest part
of the show; for just one player out of place wold spoil, or marr the
whole drama. Maybe it’s the lure of the limelight that causes some of
us, who play minor .parts, to try to steal the play by falling out of
character; but the good and faithful actor, the one who has done his
best in the little part of the play, and thus helped to make the whole
drama a success, is the one who is the real genius.
Miss Pike: Luella, get that gum out
of your mouth. Elmer, quit playing
with the.shade strings; David Pinke,
sit up! You look so indolent; Joe, sit
down; Kenneth, put down that win
dow; I’m about to freeze! Well, I
hardly know What— ,
Norman Whit; Miss Pike^ see if this
editorial is all right.
Miss Pike: Wait until I finish talk
ing, Norman. As I was* saying, I don’t
know what to do about this editorial
page. This set of papers you handed
in is the most hopeless, when it comes
to editorials, I’ve ever seen! Now, what
are we going to do? We’ve got to fill
up that page with something!
Luella: Miss Pike, may I go to the
library ?
Miss Pike: I’ve listed a number of
subb.1ects on the board, all I can think
of—my suggestions don’t seem to reg
ister.
Jack: Well, let’s not have any edi
torial anyway, we can fill it up with
jokes.
Winifred: That would be original, to
say the least.
Miss Pike: Of course we must have
editorials^ and, Winifred, you’d better
get an inspiration in a hurry, because
you’re responsible for The editorial
column.
Winifred: Good gracious! I’ll never
write enough for that. I’ve written
three already but they wouldn’t do.
Miss Pike: Your first two words of
the 250-word article you wi;ote were
splendid. That ought to be encouraging.
Miss Pike: Kenneth, haven’t you an
inspiration?
Kenneth: I just don’t know what to
write: editorials are out of my line.
Joe: Miss Pike, what we gonna have
to do for Monday?
Miss Pike: Well, I just don’t know.
It looks like you can’t write editorials,
but we’ve got to fill up that page.
David: I’ll tell you what, let’s have a
column of sophomore gossip in the place
of this junk.
Miss Pike: Well, we could have that
in some of the other columns if we can’t
get anything else. What do you think
of dramatizing a class period or some
thing? Quentin, don’t you think you
could do that?
Quentin: Nom’m.
Miss Pike: What’s wrong with you,
David? You usually have some ideas.
Norman: I know, let everybody
write something for that column for
Monday.
Miss Pike: All right, that is a good
suggestion. We’ll siiy everybody must
have something for some part of the
paper.
Elonese: How long does it have to
be. Miss I’ike?
Miss Pike: Two or three sentences
will do; it doesn’t matter.
Harry : Two or thfee sentences!
Miss l*ike: Well, Harry, stop kick
ing and make it two or three words.
I don’t care, just so it’s something we
can use.
Joe: Whew! Two or three words.
Gosh, that will make us die of over
exertion over the week-end. Have a
heart!
Miss Pike: (sighing) All right, Joe,
just write one word but make it good.
Joe; That’ll be hard, but I guess we
can do it. We’ll' have to work pretty
hard to edit a paper.
Quentin I’m afraid 1 can’t cut mine
down to that.
Miss Pike: How long is it, Quentin?
Qhentin: Just 750 words. •
Miss Pike: Well, do the best you can.
Winifred: Miss Pike, please look over
this editorial; if it isn’t O. K.^ I’ll
drown myself.
Elmer: Look at this, MiSs Pike.
Joe: Ila! ha! this is a good one for
the gossip column. All about Elmer.
Kennejii: lYliat about this. Miss
I’ike?
Miss Pike: Wait a minute. I can’t
correct them all at once.
Luella: Thank goodness! There’s the
bell!'
All The School is AS+a^e
And An The Boys And Girls Arc Merely Players
Have you ever referred to statist!^
on the matter of assignments and
alibis? It’s ten to one that you haven’t.
Teachers, of c6urse, as a general rule,
appreciate the eccentric qualities found
in these alibis. They break the mo
notony of every day classwork. Upon
close observation, it might also be seen
that pupils spend more time inventing
excuses than the time it would take
to complete their lessons. However,
what tihie they spend on abiliology is
spent diligently. In this case, experience
and pi'actice suffice for cleveniess. In
deed ! A paper was found, written by a
well-known and popular student, that
contained previously prepared excuses
for the purpose of eliminating ^yo^k,
covering a pertod of two semesters.
Teachers’ marks testified that the
author had used the contents' of the
paper to advantage. Such talent as
this boy displayed, should be duly rec
ognized and harnessed.
Now! As far as examples go. this
one is splendid. List, while I fill
thine ear with propaganda. ‘Twas a
beautiful morning in January. Among
nunierdns others, the author was seated
in Koom 5698 digging at math, under
the supervision of a person students
sometimes refer to as teachers, Avhen
the traditional, time-worn cry for
‘Home work,” *was raised upon the
tranquil air of the morning. Our third
period exiierts tightened their belts
and. made preparations for the deliv
erance of their alibis. One by one. the
defendants fell under the accusing tore-
finger of the teacher. His face became
more and more jiained in appearance
as the same old excuses poured in. Dis-
apiiointment showed clearly on that es
teemed. person’s features as two of
his most promising liars resorted to
warmed-over tactics. At last came the
turn of the little four foot, three incher,
with the freckled face and the pug
nose. As the first words dropped from
that worthy’s mouth; the teacher knew
he was dealing vvith a genius. As the
boy talked, the instructor's face was
seen to clear and a satisfied yet awed
light dawned in his eyes.
All the school’s a stage,
And all the boys'and girls are merely
p^layers.
They have their exits and their en
trances, ' •
And one boy in his time plays many
parts.
His acts being four ages. First the
freshmen,
Studying every night so that he can
show his mother,
A report of well deserved grades at
the end of the month.
And then the sophomore, knowing
everything,
And wise as an owl (according to his
own mind)
And the junior, worldly-wise and so
phisticated
Cynical and disillusioned, with mouth
quoting wise sayings and prov
erbs,
I And the last stage tliat ends this event
ful history is the senior—
Mardboiled and loud-talking, owning
the whole school,
And enjoying nothing so much as to
hear himself
Ueminiscing about his own- younger
pranks;
Open eyed, ready for college, and after
that, Life.
‘‘Well you see,” says this genius.
“Yes, yes, go on,” gasped the teacher.
■‘I-wh-I-why I left it at home. I
thought that’s where ‘Home-work’ be
longed.”
He sat down amid silence. The
teacher awoke, as from a trance, wiped
his eyes, blew his nose, and in an emo
tion-wracked, husk}' voice said: ‘‘Boy—
This-of yours is what I have always
looked forward to. It has unity,
strength, and above all plausibility.”
That boy undoubtedly, has opened
a vast new field for a new type of
alibi. As a result, variety is dominant
among our present attempts, and splen
did ideas are always forthcoming.
Among your various classes will be
found excellent material that is not
to be sneered at. The percentage rate
of good alibis tendered daily in G. H. S.
is excellent. Irepeat, such talent should
be recognized and captured. The day
will come when alibiolog shall be
taught as a major subject.