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Quill and Quair QUILL AND QUAIR Morehead State Teachers College Morehead, Kentucky THIRD ANNUAL HIGH SCHOOL EDITION Vol. VI May, 1940 No. 3 ~OHNSON CA MDEN LIBRARY MOREHEAD STATE UNI VERS ITY MOREHEAD, KENTUCKY OUT IN SANTA BAR­ BARA. \Vest Coast girls playa lot of polo. Peggy McManus, sho,.... n abo ut to mount one of her ponies, is a daring horsewoman .. often breaks and trains her own horses. She has car­ r ied off m any cups and ribbons at vario us horse shows and rodeos. SPEED'S THE THING IN A HORSE , BUT I LIKE M Y CIGARETTES SLOW-BURNING, THAT M EA NS CAMELS, ___ but the cigarette for her THE CIGARETTE THAT GIVES is slower- burning Camels ME THE EXTRAS I because that means NORTH, SOUTH, EAST, WEST- people In recent laboratory tests, feel the same way about Ca mel cigaretces PEGGY McMANUS (abot,c) has won nu· CAMELS burned 251'f sloll.'" as Peggy docs. Camels went to the Ant· mero us cups for " a ll ·'round g irl ..... sllldied than the average of the IS arctic w ith Admiral B }'cd and the U. S. other of the largest·selling ranc h management at (he Uni\'crsiry of Antarctic expedition. Camel is J oe brands tested - slower than California. She's a swell dancer, swims, DiJ\<faggio's cigaretce. People li ke a ciga. sails .. is 3 crack rifle shoe. .. handles a ,my of them. That means, on sholgun like an expen. She picks Camels the 8\ cragc, a smoking plm rene that burns slowly. And they find the as Ihe " all· ' round " cigareuc. "They' re equal to r eal, worth while exlras in Camels - an mrldc r. cooler. and morc fra~ran[ ." Pey.:-1-:Y extra amount o f mildness, coolness, a nd sa ys. " By burning more slow ly, Camels 5 fl avor. For Camels are slower·burning. give me eX Ira smokes. Penny for penn)', EXTRA Some brands burn fast. Some burn more Ctl illeis 3rt! certainly the best c igarclte buy." SMOKES slowly. But it is a settled fact that Camels PER burn slower than any other brand tested MORE PLEASURE PER PUFF (se~ lell). Thus Camels give extra smok· __ _MORE PUFFS PER PACK! PACK! ing ... a pIllS equal. on the average, to five extra smokes per pack. QUILL an d QUAIR PUBUCATION OF The English Majors Club Morehead State Teachers College MOREHEAD, KENTUCKY Volume VI MaYI 1940 Number 3 !JOHNSON CAMDEN LIBRARY MOREHEAD STATE UNIVERSITY MOREHEAD, KENTUCKY QUILL AND QUAIR ENGLISH MAJORS CLUB ANNA CODY DALE REED MARJORIE COX CENEVIEVE ROGERS L INDSAY ELLINGTON ALVA RICE IRENE FAULKNER GENEVA ROSE NANN IE WALTERS HALL SAMUEL SHELL DAVID O. JOHNSON JAMES STUART RUTH LANDRUM JONES S. TALLENT JOSEPH W. LONG JEWELL TAULBEE HELEN McKNIGHT MAUDE VINES EDNA CAROL MEADE P. L. VINES MILDRED MOORE INEZ WEDDINGTON VIRGINIA LEE NICKELL CALVIN WHITE CAROL PATRICK PRESIDENT . .. .. .......•. .. .. ....... MARGARET PENIX SECRETARy ... .... ....... .. .. .. ... WILLIAM B. MAY FACULTY SPONSOR ...... .• • . •....... INEZ F . HUMPHREY CONTENTS Page Poems- Herbert L. Ley, Jr............. .......•. .. ...... 3 Planning A High School Sched ule-Leon Ka lz . .. .. .. .. ..... 4 Mystery-Pauline Ch ildrey.... .. 5 If I Were A Star- Jea nette Mackey . .. .. ........ .. ............... [; On Closing Your Mind- Edgar Weddle ........ ....... ... ........ 6 By-Prod ucts Of Church Attendance-.Edgar Weddle . .... .. ....... .... 7 Kenton's Championship-Jeanne Bureau. .. ... ..... 8 Pulling Pop Out of A Slump- Dan Co rum ... ....... ........• . .. .. 9 Kentucky Library Service-Ursula M. Davidson .... •. .. .. ..... 10 A Funeralizing-Ursula M. Davidson . ....... ..... •....•. .... 11 When the Peach Tree Blooms- Patsy Shely ..... ... ..•....• . ... 12 Contentment-Ida Mae Clemens .. ............. ... .. ... .. ........ 13 High School Poems . .... .. .. .. .. ... .. ....•. ..• . ..... ... 11 The Unfortunate Freshman- J . T. Lawson .......... .... .. .... .. 15 Dream House-Faye Hutchinson ...... ... .... .... ..... ............ 16 How to Interest Prospective Students- Paul Spal·ks . .... ...... .. .... 17 How to Hel p Undergraduates in the Field- John M. Ridgway .. .. .. 18 The Passing of the Y ea l ~H e l en L. Bush ......... ... ... ........ ... 20 Latin Discarded-P. L. Vines .. .................. .... ..... ... .. 21 Poems- Leora Hogge ...... ... ...... .... .. ......... ... 22 Review of "River of Earth," by James SU ll- Samuel M. Bradley, Jr .. ... 23 Two Mountain Students Speak of War- Lucille Basenback .... .. .. ... 24 High School Contribulors . .. .... .. ...... ... ........... ... .. 24 (PAGE TWO) MAY, 1940 IDGH SCHOOL Again we welcome the high school contributions to our magazine, and express our apprec iation for your cooperation. We f ind that more and more of you are reading our magazine and using it in your classes. Begin early next fall, and plan to send you r best w"i tings to us for publication. We welcome them at any time. UNKNOWN Herbert L. Ley, Jr. We were born to live, to love; Not to crumple up into a pasty mass Mixed with spli nters of shrapnel. We we re born to laugh ; Not to rave, go mad, cough, and die. We were born to think ; Not to f ight "A War to E nd War." We are human beings. I am young, alive, vibrant To the melody of Life. Will I be fo und, headless Crippled, insane, poisoned­ On those f uture fields of bat!le? Death is not hard. I only fear a fate worse than dealh. Crazed, crippled, bli nd- Living deaths! THE CALL Herbert L. Ley, Jr. Ashland, Kentucky C ive me 3. boat, a sail , a mast, And a tiller to steer her by; And I'll sail out on the az ure sea Wh ere the ocean meets the sky. Give me a wind by north or west, Give me a bracing day; And I will loose my sail to the wind And gladly sail away. I know not when I shall return, 0\' whether I shall at all ; But I shall be out on the ocean's waves, Obey ing the ocean's call. (PAGE THREE) QUILL AND QUAIR WHY IT IS NECESSARY TO PLAN YOUR HIGH SCHOOL SCHEDULE Leon Katz Ashland, Kentucky Several years ago a member of the graduating class of Ashland Sen­ ior High was offered a scholarship to a lamous eastern law school. Ev­ eryone was certain that the high scholastic rating of the brilliant boy would win him the coveted scholarship. The following fall, the lad enroll­ ed in another university. Despite his excellent scholastic record, he was denied the scholal'ship because he had not taken high school Latin. The year before another gifted boy received his diploma from the same institution. This lad had taken Latin- foul' years of it along with courses in science and language. An apt pupil in high school chemistry, he decided to continue studying that science in college. To his dismay, he discovered that he lacked the necessary mathematics ,or his vocation. The foul' ye~ r s spent in Latin pl'evented him from getting the so: ely needed mathematic". The mistake made by these boys in their schedules is an example of just one type of faulty schedule pla nning, but the resu lt of extra labor dur­ ing college and bu siness life may be traced uniformly through other and different errors. It is these after-effects, years of labor and misspent time and money, that make the planning of schedules in high school a necessity. An important point to remember in connection with any errors of schedule planning is that the mistake could have been avoided had the .tu­ dent made plans during his freshman and sophomore years. Good sched­ ul s always show signs of early planning. The carefull y-selected schedule does not lack coursPs in subjects nec­ essary to the chosen voc~lion . Aspiring engineers bu ild a firm foundation of mathematics on which all science is founded. Those interested in Jaw, medicine, teaching, or other rrofe ~ . ion . get a cullnred backl\"l"Ound of for­ eign hnguages, including Latin, as well as the sciences. The only assur­ ance that one may receive to realize for certain that he i. taking the righ t subjects is defini te word from the co llege of his choice. But whatever sub­ jects are decided upon, the schedl Ie should be made flexible with an abun­ dance of alternate choices. It would seem that the mistake di scussed above would be the most con-man of all schedule faulls. Unfol'tunately, it is not. Were it so, the advice of expert lecturers and businessmen might bpar weight with Rhl­ dent assemblies all over the nation. But the chief difficulties seem to lie in a fault which has no excuse. Despite all warnings, students persist in com­ ing up in their senior year without the necessary subjects and credits for I"radu:ltion. Certain subjects required fo r all students and others d e m~nd ­ ed by certain cOU I'ses are constantly overlool<cd bv some .tudents who co n­ tinue on their haphazard way through school without them. There is but one way to avoid this pitfall of indifferent schedule planning. That is a rigorous check-up each seme tel' to ascertain the number of credits and subjects the student has and needs, and also to remind the student of the time he has to get this work completed. A third common fault of schedules is not often realized until it is too bte- and not always then. This is poor timing of subjects. Everyone real · izes that unless he studies a subject at the right time he will get very litt Ie out of it. Just as the flavor of the m ~ in course of a dinner mav be b"ought out by a tangy appetizer, so will students derive the utmost benefit from a subject when they have sufficient knowlerJge to undershnd it. Most schools realize the importance of this timing and do all in theil' power to acquaint the student with it.
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