Benjamin Franklin High School - Key Yearbook (Rochester, NY)

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Editorials America on a small scale—that is Franklin. People representing almost every race, creed, and nationality constitute its Student Association; and the descendants of Pole, Englishman, German, Roumanian, Italian—Americans all—study, play, and learn to be better American citizens together. All rights and privileges are guaranteed them by a government of the students, for the students, and by the students. Whether raised in fair criticism or sincere praise, the voice of the student is not ignored. Through such truly democratic educa- tional systems as our own, the ideals and principles of America will meet and conquer every foe! Franklin High has devoted herself earnestly to leading us in paths that equip us for the future. Franklin—as all the other high schools of our land —exists for the students—to serve them, and to instruct them in the way to intelligent life and suc- cessful livelihood. Yet, we students are the school. Recognizing this fact, we can only fulfill our obligations by having a complete comprehension of the code that we must uphold. There are definite moral aspects, which we, as students, must recognize. The most important is loyalty. Loyalty is the foundation stone upon which school spirit rests, and that devotion to our alma mater which we carry throughout our lives. From loyalty like the blossoms of a healthy plant obedience and the will to take advantage of school benefits are derived. Upon these three obligations to our school, tradition can be safely nurtured. Through our present efforts we too shall be able to establish new and better codes for future students to follow. Ask and it shall be given you; seek, and ye shall find; knock, and it shall be opened unto you Matthew 7:7 This message among countless other ageless truths was expressed almost two thousand years ago by the greatest Philosopher of all times. But its profound wisdom has a special meaning for us, the Gass of 42, as we set forth on our load of life —many of us for the first time about to make decisions and opportunities for ourselves. We must do more than to wish, to hope, to desire success, happiness, and good fortune. After carefully determining our purpose in life, we must unceasingly strive to reach it. If we search diligently for our niche in this great world, and having discovered it, work just as industriously to hold it, nothing can keep us from attaining the goal we seek. We are at war. We—not our ancestors nor our descendants—we are. We are the boys who are going out to get killed or crippled; we are the girls who will wait for those boys, who will do their work while we are waiting. We do not know what that means yet. So far we are not even frightened. Maybe when War begins to touch our lives, encircle us, perhaps strangle us, we shall be frightened. But no matter how frightened we are, we shall never give up. We are young and inexperienced; but we are strong, too, and our eyes are sharp enough to see our fathers’ mistakes, and our wills are determined enough to make this war the last war. Other generations will have crimes, murders, poverty, misery. But never again shall the boys of future generations take up the sword to die by the sword. Never again shall the bloody mockery of WAR be a sanctioned institution in a world rot- ting with such institutions. We are going to wai—a war for democracy— to insure this. We must and will win the wai to insure this. And we will irrevocably insure this by our peace for democracy. A senior about to graduate is comparable to a hardened, weatherbeaten sailor who has braved storms and squalls and is now about to reach port. He has successfully navigated uncharted seas and has passed through narrow dangerous straits. Four years of high school life have taught a senior how to live in a large group, to co-operate with others, and to participate in activities. He has learned the traditions of the school, has up- held them, and has helped to establish new ones. On the other hand, a freshman is the inex- perienced young sailor ready and eager to start on the same voyage his predecessor has taken. He would like to know what lies ahead; he would like to learn to navigate his course; he would like to know the obstacles and pitfalls which await him. But too often is he left to his own devices. The seniors, who have lived th e experiences he is entering, withhold the guidance they could give him. Indeed he is often the subject of their jeering. These young students cannot begin to make their individual contributions to the life and tra- dition of Franklin High School until they have become acquainted with established traditions and standards. Therefore it is logically a senior's responsibility to acquaint freshmen with the ideals and traditions of our school so that more of the younger classmen may begin at an earlier time to participate in active school life and to make a maximum con- tribution to Franklin High School. 12