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Page 16 text:
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DR. N. A. SMITH Superintendent Smith is completing his twenty-fifth year of service in the Ambridge Public Schools. He looks bock with satisfaction and pride over the achievements of the past, and at the same time looks with enthusiasm and vision upon the responsibilities and possibilities of education in the future. He recognizes the mighty potential power of education in the life of the individual, the community, the nation, and the world. Education may be bad, and education may be good. Bad education promoted by dictators and war lords in Germony and Japan is responsible for the present condition of chaos and misery throughout the world today. However, it is our firm belief that the education of youth in the Democratic way of life will bring about ultimate Victory and World Peace. Hundreds of students who have gone out from our high school are now serving in some branch of the Armed Forces. Many of the members of our high school at the present time, and especially the members of the class of '45, will soon be engaged in the service of their country. These young men and women are displaying the highest type of loyalty and bravery, and many have paid the supreme sacrifice. It is our fervent hope and prayer that these sacrifices may not have been in vain, and that permanent peace may soon be established throughout the world. DR. JOSEPH MOHNEY BENKERT I salute the Class of '45 and all American Youth: YOUTH whose vision has not been stifled by the insidious doctrine of totalitarian creed nor superstition and bigotry. Dr. Joseph Mohney Benkert, Principal Dr. N. A. Smith, Superintendent YOUTH whose bodies have not been warped by the bloodthirsty demands of Mamon's machines in the reeking sweatshop. YOUTH whose rugged sports call up their physical, mental, and moral best. YOUTH whose teachers have taught them to collect facts impartially and to classify and correlate data so that they can draw their own conclusions and check by experimentation. YOUTH whose ears are attuned to the cries of distress of their fellow-man. YOUTH whose feet are running miles in performance of the daily good turn. YOUTH whose hearts are filled to overflowing with love of God, Country, and Humanity. May my life ever be dedicated to the services of the best in YOUTH so that people may say of me, when I am gone, as Browning wrote: At the midnight in the silence of the sleep-time. When you set your fancies free, Will they pass to where—by death, fools think, imprisoned— Low he lies who once so loved you, whom you loved so—Pity me? Oh to love so, be so loved, yet so mistaken! What have I on earth to do With the slothful, with the mawkish, the unmanly? Like the aimless, helpless, hopeless, did I drivel —Being—who? One who never turned his back but marched breast forward, Never doubted clouds would breok. Never dreamed, though right were worsted, wrong would triumph, Held we fall to rise, are baffled to fight better. Sleep to wake. No, at noonday in the bustle of man's work-time Greet the unseen with a cheer! Bid him forward, breast and back as either should be, 'Strive and thrive!' cry 'Speed—fight on, fare ever There as here!'
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Page 17 text:
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Michael F. Serene, Assistant Principal MICHAEL F. SERENE The education of American Youth in this cge is of vastly greoter importance than at any time in our history. The world is no longer geared to a 50 mile per hour speed but to terrific speeds of 300 miles per hour and more. The mistakes that could happen and be corrected at 50 m.p.h. are mistakes that cannot be corrected at 300 m.p.h. speeds. It follows, then, that American Youth must be educated to such a great extent that mistakes do not or seldom happen. The faster the world progresses, the greater must be the education of Youth. Education, and that means any education, must be founded on facts. Only with a firm foundation of facts, the fundamentals of education, con American Youth develop the vision and foresight to enable him to fcce the future. Fundamentals in any activity, be they chemistry or football, can be learned only the hard way, by drill, repetition and endless study. I believe that American Youth will face the future in this super-scientific world confidently, knowing that there is hard work ahead but ready, willing, and able to do it. DAVID A. SNYDER It is clear that the educational needs of this generation are not like those of any that has preceded it. I am glad, therefore, that the BRIDGER offers to the students of Ambridge a pictorial interpretation of the ways in which the purposes of modern education are being realized in our school. The aims and purposes of modern education as shown in this book apply in various ways and with vorying emphasis to all senior high pupils. Briefly summarized, these educational purposes are: Self-Realization, Human Relationships, Economic Efficiency, and Civic Responsibility. It is the business of our school to supply youth with information. Information which will cause the youth to speak clearly, read efficently, and calculate accurately. The educated person, whom we expect the youth to become, must also be skilled in listening; informed about health; participate in sports; have intellectual interests; appreciate beauty; and show character in his daily life. L. R. Taggart, Supervisor of Vocational Department L. R. TAGGART He who hath a trade hath an estate were the words of that fundamental and wise man, Benjamin Franklin. We appreciate these words ever more today when we consider how much we have advanced industrially over Benjamin Franklin's time. Everything today is mechanized. General SommerviMe has said that out of every one hundred men coming to us, eighty-six of them should be equipped with some trade to make a successful modern army. This fact is also true in this day of modern industry. The youth of today who has not inherited an estate can secure one in our modern high school, ond it is an estate that he can have for the rest of his life, Benjamin Franklin style. David A. Snyder, Assistant Principal
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