Le Roy Central School - O At Kan Yearbook (Le Roy, NY)

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Commencement Number T H E R E D A. N D B L A C K Page Eleven first stole second. Our heaviest hitter was up next, so the pitcher purposely passed him, thinking to get the next maui a recognized pcor hitter. To. the surprise of all, he hit a swift single. filling the bases. 'The remaining men to bat were nervous and tired, but their fingers twitched around a bat, for they knew ho.v much depended upon the next latter. The coach was frantic. He saw that the rest of the fellows were in no condition to play. As his eyes swept the bench, his gaze fell upon Fat. Fat's calm. untroubled look seemed to answer the question. Why ll0t he? Fat could do no worse than the rest of the boys in their present' condition. The coach walked over to him and said, 'with deep emotion, Fat, I hope you realize the position you are to be placed in. The honor, the glory, the cup, all depend upon you? G0 to bat. That was all he said. Fat said even less, for without a word, and with a look on his face that puzzled me, took his place at tl.e plate. As he stood up to bat, the grand- stands shook with cheers. for one couldn't help liking hi111. Fat struck at two balls. but missed by at least a foot. The coach threw up his hands. barely able to restrain him- self. Suddenly. all was changed. The pitcher, a fresh fel- low, threw over a slow ball, with a remark that should never have been made. With all of his two hundred and fifty pounds, Fat struck. and except for the accompanying crack, no o-ne would have known he had hit it. Far, far up sped a small round object with the speed of a rocket. All four men had reached home before it landed. Since Fat was no Paddock, you can imagine the force of the hit. Were 'we proud of Fat? I'll say we were. There 'was no use cf playing longer, since we had already won, although there were but two outs Of course Bridgeboro was sore. although they could not help but admire Fat, I have never seen our hero so happy in his life, for. he had just overheard a girl exclaim, Isn't. he wonderful I Eugene Morris '26 The Value of Education Education plays a most important part in the life of all civilized people. Why is it so vital a factor? It. has the tendency to a better understanding among people and among' nations. There is no doubt that a pe1'son without any education will have very little chance for success in life. There is no legitimate reason why a man should he unable to attain some degree of learning, unless he is physically or mentally hindered. ln the majority of cases, it is the fault of the rulers of different countries, wl1o are not looking forward to the welfare of their people, but for the acculnulation of royal power. They prefer to keep their subjects in ignorance in order to avoid the spreading of ideals. They are thus lowering the standard of civiliza- tion ix1 their country and this will sooner or later lead to a lowering of standards throughout the world. The llnited States. which in comparison to other coun- tries is very young, ranks among the first in respect to its educational opportunities. Possibly at the present time, although education has taken such a long stride, we might imagine that after all education is not as vital as it seems. Let us acquaint ourselves with a few of the incidents which took place during the Middle Ages and see what part Iyarning played during those years of civic strife. Educa- tion in reality led to the foundation of large and prosperous cities and then in tur11 to strong and powerful nations. It also led to the decline of Feudalism, wl1icl1 kept the people from advancement. During those days. Latin was the unil versal language, and was used in the church and school. From the days of Adam, education has been the keynote in all important matters. From the beginning of recorded time, learning has been the basis of the life of every com- munity. We have then as students the satisfaction of be- ing under the influence of the most signilicant thing in the world. It may be said by some that obtaining an education will not lead to anything. that a person should profit more by spending his time in working for wages. There are two aspects in which we may view luunan existence. We may consider the purpose of life to be the accumulation of money. If we want to accumulate great wealth. we should obviously not take up any profession. Except through some lucky accident, the professional man never attains enormous wealth. The other conception of human exis- tence is that 'which we may call building a life. This con- ception recognizes that learning is essential to a life of success tlllll happiness. lt uses learning as a basis for the development of the individual and his capacity for ser- vice to the whole of his country. The great majority of the educated people f1'on1 the beginning have endeavl red to make learning the building of life for themselves and their children, 11ot merely the means of building up capital, nor of making a livelihood, but primarliy for making life hap- pier, more useful and better adapted to the interests of every-day society. For really in building a life there is nothing else equal to learning. I-Education has increased immensely in our modern civilization. because of the well organized governments. The capable, educated man has within him many of the resources which will enable hhn to build that which he desires and is essential, if his career as a learned man is to be useful to himself, to his family, and to his community. For the most part we owe our prosperity. our high type of civilization and our advance- me11t to learning. Just what learning has done for mankind is not dennitely known, but in reality it has proven its value and distinction in many instances. Lincoln through study, thought and effort educated himself and secured the highest position in the country. Many men of Lin- coln's time and more of recent years have won renown. fame, admiration and esteem of all the people through their ability as leaders and their knowledge of wordly affairs, both obtained through education. An unlearned man is practically uncultured and only partially civilized. Most of the lawlessness that is going on in every country is due to the lack of learning. It is learning that leads to culture. a better type of civilization and n higher moral standard. Ignorant persons are not law abiding. they do not understand for 'what principles their country stands, and, consequently, do as they think best regardless of the effect it may have on other persons. They do not take any interest in their government and do not form any politi'

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Page Ten T 11' E R E D A N D B L A C ll' Commencement Number XE' if ..-- 57 --Q 175-'T Fat It 'WSIS the llaly of the llig: ellallllllillllsllill Qilllik' lllltwlll-ll 1',Vt'l'Nllll'l' I 1-alll l'llllll-lllllel- l!l'ill::l-lllllwl illlll l'2lllltit'11ilRlVt' f'2lllltil'll alllll lll'il3gl-l:lll'l.. the erellt talking l:lall-l- 4'll Ulll' iPl'l'll l'lY5llS. l-sllevlallly lll altllletil-s. As I wzls Rl llaltive nf lliallllllllcl. All'ealrljv thll grllllllstalllll :lull ilit'!li'ilt'l'S were tillell i'1llllllP1l. 1 tllellgfllt tllalt elelytllill: we llill ulals alll right. The lzalsellzlll sl-:lsllll lvals til'iIXYili2 tll il elflse illlti for lllillly nights l halll glllle lallt itll the 4-alllllllls tll waltl-ll the teallll 1ll'2lKiit'l' fill' t'Ill' llig l'il2llll1lillllSililI Qillllk' witll I!l'illgelll:l'll. The 1'172ll'il wlls llllttillg tlll-lll tllrllllgrll ilill'ti tralillillg: llel-alllse lle iill4'XY 'Wilili iilj' ill the ilili1llll'P. .X llllsilll-ss Illilll llf our tllwll halll lli'I'el'l-ll the KYilllllllQ iilillll Il iZll'gl' silver t'llll sllitlllla ly l'llQ.fl'2lVl'll :lllll lIl4'llllit'4i llpllll XVtlfllit'll llalse. This tli'i'l'1' :lflllvll lIlUl'l' spirit to the 0Vt'lli NVilil'il wals ZIIXVZIYS alttelllll-il hy thllllsallllls ef pellpll-. .ls 1 salt tlll the llellvll. XYili1'llillQ' the flies llaltteel out tll the iielrll-rs. Xviill' Silltllitl 4-llllle llpllll the lielll llllt Falt. Ulf l'lflll'F0 his l't'2li Iiillllf wals Hliver IIl:r:ltills I',l'iUSlll2lll. llllt l'l't'l'j'4lll1x lalllell llilll l alt ftll' Silt'l'i. I llllll't iN'iil'Yl' lllilllj' plwwllll- lcllew his rl-all llilllltk livell his tealellers sllllletillll-s Illillill Il slip. Filliillg him l alt, tml, Nllw. als I salill llefllre. I wals sll lllllllfllllillllwl alt r'l'1'illQ tllis ililiij' ell-pllalllt thlllllp- illg Zll'l'1VSN the til-ill tlralt Il ibililllxl' might il2lVl' llllshell llltl llvl-l'. The illillll. llltieillg his 2lll1ll'U2li'11. i'l'llXYll1'1i all-llllllll him. tml- elllllllll't hella llllt iilllgil alt llilll. 0Yt'll the vllzlvll llalll tll lalllgll right ti!li. Ht' alll the tT'lfl:ws l llflvl- ever seen, I :lt wals tlll falttl-st. .Xllti X011 shlzlllll halve sl-ell him ill il llalsellalll lllli- f0l'lll! xViHlil'Nf'l' l21NStlNf'P1i him to try for the te'llll, I llfl llllt kllew. Iillt alllj.'.l':ly. he salill. lll- wzls als gllllll als alllylme else. Uxvllili lilll we llsl- him for, lklllllws? Malselltif' Q-lllll'klell the t'4l2ll'il. Illlt l+':lt llillll't t'ill'4'. lie tllllk it als tl llliliilil' ol' t'0lll'S9, wzllkrll llvfll' alllll salt llll the lll-nvll witll the lbl2ly0l'S f4Y alwalit his illl'll :lt halt. Xvilbll it Filllll' la'alt's tlll'll. the llitvll- 1-l' NVil'kl'li slyly alt the 4-llalvll while willllillg up tu llc-liver the i'Zli!. Fall. l'l'el'y lllllsl-le i't'llSP. hllllulll als tllll-llgll he xl . . re l:l'l-j-lll'ir'g til he l'Xl'l'llfWi. XVitll Rl wihl wllllllp the 1'i'l'l1el' ll't tl'e llalll ily. alllll l alt. i2lkE'll llllexllelatellly. SXVIIIIQ' alt it KYiA!l Slll'il fllrvl- tllalt he lust his liillIlill'l' alllll Slll'2lNYiUll ill tll: Ullst :llllill lllllll yells llf the ftltllll. Iilli Fili wals jlllllllk Bl'i'Ul'l' the ellll ot? pl'all'tive, llc halll sllvveellell ill lllllitillx al shlrrt llllll Il few j'5lI'1iS. lleyllllll their t'hll1l1'iif'. the lll2ljtll'iIY ut' the pelqlll- l'l'lil'PSl'llf- illg the l'iVEll fllXYllS. The l1l'illglf-lllllwl il1'ilSS lralllll tillell the Qlil' with Il lively Sl'l?l'fiUll. lllilkilipl' Ulll' lllllllll tillgrle. We llalll l'llll llllt lvl' til-kl-ts. llllt even if we llalll halll llltll't', there wlllllllll't IIZIV1' lleell l't,lhlIl for the llllllllrells of walitillg SIl1'l'i2l- tllrs. Sll4i1iE'llij' tl hllfll wellt Ftlllllll the grlllllllls alllll lllltll the fif'ili illll'Si llllth fl'ZllllS. 'l'lll- iIl'2lFS llalllll illllllellialtl-ly lll-gzlll to liliiy lllll' ril'all's sl-llllll sung tll the tlllll- ff 'Hxlliti Iiilllg Syllthu alllll the yells lllllll' rlallirg: Ill'l'tI,4S fl'l:llll llllr sillv Ui' the tielll. XYhll salill llalsell-lll is Sl llilalll slrllrt? Leallling our trlllll XYRIY Fall, iilllllll with alll the illlili :lllrl gloves. llllt lurking als lill't'l'flll als il new llllllllr. with his lllllflll'lll t'l'eshly NVilSill'li. Tllzlt he wals tl: he llllly Il sllll elllllll lllilillij' ll- S!'t'll. fill' als tlzl lllilyillg, ll- vllllllllrt klllwk the llalll on-1' the 1biil'ilt'l S llllx. XVilh alll Zlil' l t' v:lst iIllplll'tallll-ll. lle salt l':l the llellvll whivll t'l't'tlkl'ti lllllikil' his weight. Zlvlll' llllllIil'll alglppallulll Zlllti llrillxl-lll:l'll wl,ll illl' ilistiillll. Um' llifl'ill'!' llill his lrest. llllt F4,lll1'll1'.Y the lllitll 'lt halt Sl'0llll'li to iillllll' whalt killll llt' llalll wals 4-lllllillg. lil-f,ll'e we elllllll retire their sille. they halll sl-l'lll'ell three l'llIlS, 311141 tllll' fl-alrs l'01ll'Ul'lllll2 the 1!llil'lTllll-' lzf the Ufillllt' llllgalll to rise, It xxals lll-w tilll' flll'll tll halt alllll with litJit'l'llliI1t'li lllilllls, we XV1'lli llp tll the plalte. llllt we llill llll lu-tter tllzlll our rivails, we allsll lllllkillg' tlllij' three l'lll1S. The sclwe :lt the Pllti of the first illllillg XVHS Rl tie. For the llext ftllll' or tive illllillgs l!l'illgelllll'll l.fl'illill2lily llllllerl ZIXYGIX fl'UIIl lls lllltil the Sl'0l'l' stllllll tell to seven ill their fflVOI'. EVt'l'yXVill'l'P wals 0Xf'lik1lllt'lli. lt wals the lalst llallf of the llillth illllillgg: we nw-l'e Ilf l'alt Zlllti lfl1'i1lgelllll'll wals lealll- illg' lay three lrvillts, illlll lzf llllr lll-st il2lifl'l'bT wals lalill llllt witll il iil'0kl'll tll'lll. alnll llllr lll-st illlllivl' halll il sllralilletl alllkle. The silvlll' 1'l12lIllIli1IllS1li1l Ulllb sl-elllell to valllisll he. fll't' lllll' eyes. Illlt. halll it YillliSilPll? Nw. the lllltlille ltlillll still he se-l-ll. Ulll' tirst lllilll up to halt Nil'lll'li llllt. The next lliil ll little i!l'iiPl', lallllting llll ealsy fllle, alllll hy sheer lllc-li. l't 2lt'il- lil first. The next lllalll allsll Nil'lll'li lxllt llllt the lllaln lm

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Page Twelve T H E R E D A N D B L A C K Commencement Number cal opinion. A person lacking learning is in the same class as the hermit, who is secluded in some distant, uninhabited place, where he is shut off from all worldly news. Since all news is spread through the daily papers, it is imposv sible for any one to know what is going on about him if he is unable to 1'ead. What education has do11e in the past, it will without doubt do in the future. Charles Mancuso, '25. What's The Use What's the use of always scowling When the weather's kinda dark? What's the use of always sulking If you cannot have a lark? What's the 'usevof crabbing' T - If your work is hard as sin? Why be melancholy? Why not employ a grin? What's the use of always knocking If you cannot have your way? Why not help instead of hinder And you will iind that it will pay. What's the use of dodging If you can not stand the gaff? Why not face the bloomin' music With a fearless sorta laugh? What's the use of bawling When we make mistakes? Why not up and swallow When there-'s medicine to take? XVhy criticize the teacher If you do not like her style? It makes things much more cheerful If you'll only crack a smile. L'envoie Just remeinber, if you care to, That your face will look like sin, If you can't forget your troubles And remember just to grin. But if grinning seems beneath you And y0ll'I'9 lindin' rough your path, .lust think what fools the mortals be XVho can't iind time to laugh. And think over those you like best, You will find it worth your while, Alltl aren't they, as a rule, the o11es Who grin and laugh and smile? M. E. G. On The High Seas On the high seas! What a wealth of mysteries and traditions surround these words. To some they bring thoughts of bold adventures, of daring sea rovers, and of buccaneers. when the world was younger than it is now. Brave minds sail-ed then on braver deeds, and their con- quests are yet related with admiration. To others, the picture of a blue sea, sparkling in the sun, dotted 'with Blue white sails or occasionally an ocean liner, appears seas, lying tranquilly under the sky, or scintillating with white-topped wwaves! Surely 'there is nothing to pare with it in all the world. But it is necessary to leave the romance of the sea and turn to more important things. Down through all history, that nation has been great which had an invinci- ble Ifleet. Begin at the earliest times, and recall those powerful countries which bordered the Mediteranean, the lands from which all culture of today is derived. The Phoenicians sent their ships out to the farthest' shores of the .sea, .and even beyond, to colonize. to discover new lands, and 'to trades Greater than Phoenicia, Greece' then arose. The Aegean was hero, and all the countries were made to feel her broadening influence. The ships of Greece brought fame, luxury, and -.vealth, then disappeared in the midst of time, giving way to ncnver strength. In their turn, the other nations of the Mediteranean had their rise and fall. History the11 passes on its way from the East to the West. where England stands out, an island sur- rounded by water. Her lleets were the only means of defense, and seldom was England surpassed in naval com- bats. Across the Atlantic, the colonies which she had es- tablished, i11 time conquered both on land and on sea. Thus one can trace the growth of power and civilization from ancient times down to the present day. Dorothy Decker, '25. COIJI' Good-bye I Dear teachers, we shall ne're forget, The lessons you have taught: We trust the future may perfect The work your hands have wrought: There's much to learn and much to do In these years that swiftly ily. And may you kindly think of those Who bid you now Good-bye. Isabelle Allen '24, With Apologies to Longfellow Honk of autos oft remind us, When we cross from pave to pave, We must get a hump upon us, If our bacon we would save. Lines of Latin all remind us That if we had old Virgil here, We would leave, but leave behind us, Loving footprints o11 his ear. Lives of teachers all remind us We ourselves can be as bright, If we'll only leave behind us, Thoughts of pleasure tlate at nightl. Tommy-t'My watch is stopped. How long have I been talking? Frannie-- There's a calendar.