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Principal's Message
Have you ever not iced how easy it is to put extra effort into s omethin rr if you
are ahead, and how difficult if you are behind? It realJy doesn 't matter vrhether
it is a basketball game , soccer Rame , or in your scholastic subjects.
Surely you have noticed from time to time the amount of enthusiasm an athletic
team has when a game is close and also the enthusiasm that the spectators have
when the score is nearly even. There isn ' t this enthusiasm when their team is
way behind . In all probability there are fewer people who have had the oppor–
tunity to notice this difference in enthusiasm amon p; students \..rhen their sc
1
c–
lastic grades are low .
I
have often heard students and parents sAy , "I never
was very
~ ood
in that subject." Another statement that can be heard from par –
ents quite often is ,
"I
took that subject when
I
was in school, and
I
ha e ne er
used it." It is not only sad to make a statement like this, but it is far more
sad to believe it .
I n the first place , there is definitely no way whereby we can measure how much
we use or do not use a particular ' subject we to?k in hi gh school . For example ,
if you read a notice on a bulletin board , you very seldom, if ever, stop to
realize how handy it is to be able to read and how fortunate you are to have
learned to read Hay back in the : rades .
Or,
if a person is
fi ~urin r;
h is income
or expenses for a r; iven time , it is ver'J seldom that this person stops to real–
ize how wonderful it was that he learned mathematics somewhere back in the
grades. As for Al gebra , I believe people honestly think that if they do not use
equations filled with x and y from day to day , they have never used what they
have learned in Algebra. Very seldom does a person realize the true depth of
a,
course such as Al ebra in developing his thinkin p , not only in mathematics but
in many other areas as well .
We have tried for auite some time now to put across the point that if a person
feels
11
weak
11
in a given subject area , that 1s the area that he should be con–
cerned with strengthening.
I
am convinced that fear is one of the
bi ~~est
fac –
tors with the student
1
s delving into areas in which he has felt weak in the
past , the fear being of failure or getting low
~ rades.
I
submit, however, that
the person avoiding these courses because of this fear has a strong possibility
of going through life in a similAr manner , avoiding areas in which he has less
confidence and never being completely satisfied in fulfilling his purpose in
this world. On the other hand, the person who reali zes his weaknesses and goes
forth to strengthen the same, not only will have a tremendous feeling of satis–
faction of conquering, but will be far ahead in becoming a well-rounded person .
I
sincerely hope that as time eoes on more and more students will realize that
, their high school days are an ideal
o~portunity
to strengthen weaknesses of var–
ious nature. Take a few minutes of your time to realize the
outstandin~S
oppor–
tunity you people have at Chelsea High School . The size of the high school is
ideal for you as individuals; the ratio of students to teachers ts such that you
can have individual help almost anytime you so desire . Furthermore , the oppor–
tunity is such that you can participate in so many , many fields that Hith a cer–
tain amount of initiative on your part there is no limit to what your goals may
be.
There is no hesitation in my mind whatsoever when I say that in the four yenrs I
have spent here at Chelsea High School, this year is by far the best as t ar as
attitude and cooperation are concerned. It has been
~ rowing
each year . I sin–
cerely hope that it will continue to grow , and I see no reason why it shouldn't.
I wish you all the best and thank you most kindly for your cooperation through–
out the year .
Melvin
c.
Somers
Principal