Candor Central High School - Candorama Yearbook (Candor, NY)

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FRONT BQH Kleft to right! Lucy Gooding--seventh and eighth grades Kathryn Pollock--homemaking Clara Strong--English, library Charles B. McCune--Princioal, science Eleanor Badger--first and second grades Mary E. Parker--history, drawing Lillian Prentice--second and third grades. BACK BQQ John T. Pnttlnson--commercial Frederick Brown--fourth and fifth grades Albert MacCoy--physical education Ross Ames--agriculture, shoo Ronald Ives--sixth and seventh grades Elizabeth E. Ives--music Absent: Helen Van Luven--Latin, French, Math. YOUTH AND TODAY It has often been said that while our western frontlers have oassed, the frontiers in many other olaces art entirely new. Many of our high school and college graduates are seemingly finding it difficult to obtain satisfactory emoloyment. The oooortunlty still exists for those who are prepared by training, natural ability and temperament to do the things that remain undone. It is a well known fact that the economic conditions of the world are out of order. Specifically, here in the United States as well as in other countries, there are some definite conditions which must be met if prosperity and emoloyment are to return. I hear business leaders saying that latest statistics show a tremendous under-consumo- tion of goods, making more unemoloyment and relief necessary. This lack of consumotion couoled with swollen costs of government and armaments is leading to financial and eco- nomic chaos. Where will youth fit in this situation? There is an army of youth trained, energetic and waiting. The time is not too far distant when this youth group will take their olaces in the new olan and I none with 11tt1e disturbance no our social order. Aff It seems economically sound to assume in planning for the new prosoerity that before it can become a reality, business must be allowed to oroduce goods at a orofit, for it is only from orofits that taxes, reserves, capital outlay, and other exoenses can be oaid. Lacking orofit, business must meet its obligations from caoital which will de- crease lts ooerating latitude and in a short time dry uo the source of revenue and oro- duce economic stagnation. There have been youth movements of vari- ous sorts in this and foreign countries. Many of these are valuable, others ouestlon- able. The rise of dictators in the world has been due to the fact that as the result of economic unrest these dictators have ap- Dealed to youth by furnishing an outlet for their cent uo energies. Yet we today rea- llze that these dictators, while aooenling to youth, are leading them in a very ouest- ionable direction, but they are meeting youth's immediate needs of action. Here in the United States we find an out- standing magazine conducting forums for youth. As a result of one of the forums, thousands of these choice youths expressed their ideas. To bring America back to her own, we as a nation, both old and young, must return to the humble virtues, truth, honesty, loyalty and reverence of things America cherishes and holds dear, and reli- gion of the oast. You will note these things can be done without financial outlay. when truth and honesty oermeate our deal- ings o'e with another, and loyalty to orin- clples of the founders of this nation mani- fests itself in places of trust, then says youth, WAmer1ca will come back to its own.N Youth, may I imolore of you individually and collectively to oreoare yourself in school, church, and home for this great re- soonsibility which you must and will assume to the everlasting benefit of yourselves and posterity? t,Q2AAgxx

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M ,xxv X 1 K i CENTRAL SCHOOLS The section of the Education Law that oertains to the forming of central schools was added ln 191U. After its amendment in 1965 central school districts began to be formed until at the oresent time there are P69 central school districts in the state of New York. There is before the present session of the legislature a bill to lay out into central districts the remaining un- centrallzed areas of the state. On Oct. 61, 1968, the Commissioner of Education laid out the Candor Central School District. This district as laid out con- tained the village Union Free School Dis- trict and seventeen common school districts. On Nov. 16, 1965 the voters of the district voted to form a central school district by a vote of APO to 96. On July l, 1959, the Hevly elected Board of Education of the cen- tral district will take over the administra- tion of all the schools of the central dist- rict. The puroose of the central school law is to orovide equal educational oooortunity for boys and girls of the rural areas of New York State. By means of additional state aid to central schools, the law attempts to eouallze the tax burden. The theory behind the olan of state aid is to tax the wealth wherever lt is found to educate the children wherever they may be. Thus, the rural dist- ricts with large ouoil populations and com- parably low assessed valuations will receive more state aid than the districts with high assessed valuations. This makes it oossible for the former districts to orovlde eoual educational ooportunltles. By eoualizing the tax rate over the district and taking advantage of the increased state aid that centralization orovides, a central school district is able with a reasonable tax rate to orovlde for its boys and girls the ed- ucation needed for the Wbetter llfe.N BOARD OF EDUCATION FRONT BQ! Cleft to right! Glenn Logue Celected for three years! Oswald J. Ward CPresident of the board! H.D. VanScoy Celected for four years! Hiram M. Nickerson Cdlstrlct suberlntendent of schools! BACK BQ! C.B. McCune QPr1nc1oal! Charles Brewer Qelected for one year! Hobert Manning Celected for five years! ----..0....--- Some of the alms of education es stated in the Regent's Inoulry Reoort include the following ideas: New York State wants to give every boy and girl an oooortunlty to attend good schools so that they may acouire the fundamental knowledge, skills and habits necessary to begin individual life and work. Besides these, we want the rising generation to be honest, courageous, friendly and con- siderate, to believe ln and have the habit of working hard, and to be accurate and res- oonsihle. We also want youth to believe in democracy and not only to know how but also to have a desire to do his oart as a citizen of that democracy. We also want youth eduipped with inner protections against the sway of prejudice and the thrust of oropa- ganda. Above all, we want education to whet the chi1d's appetite for learning and to start each youth on a whole lifetime of inner growth and enrichment. I believe that a central school orovides the best oooortunltles available to achieve the objectives set up ln the foregoing oar- agrabh. The state leaves a large Dart of the control of the schools to Uhome rulen and ln the flnal'analys1s, we can have the kind of a school the community wants. WWW

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6 New Frontiers for American Youth Even though there is no place remaining for western pioneers, there are still many fields for the youth of America. The quest- ions of peace and how it can be obta1ned,un- employment and relief and how to remedy them, government problems and how they can be settled, and the problem of our moral standards and how they can be raised are all open, almost untenanted fields for American youth to discover and to prepare to conquer and settle. Peace presents a wide field for American youth. Men are gassed, crippled, maimed, mangled. All sorts of horrible things happen in war. It is up to youth to bring the grue- some facts about war out in the open,to wake people up, to make them see that war is Hell on Earth and that we want none of it! The main question on which all the pro- blems reet is whether the American people are going to go to sleep and our democracy fall apart, or are we going to see that dem- ocracy continues? We can't let down at this stage those who fought for our l1berty,r1ght of free speech, and freedom of the press. One of our greatest foes is propaganda. Youth should make a thorough study of prop- aganda and how to detect it. The danger of our democracy disintegrat- ing is more apt to come from within than without. Youth wants to do something about the unsolved question of unemployment. We know many instances of those who can't get work. There are many families on rel1ef,and some have taken the wrong attitude. Since they can get help, they refuse to work be- cause they are afraid they won't be able to get back on relief. Youth alone can settle these problems. Youth alone can raise the moral standards.So we who want them 'raised must work hard, re- port our progress, let people know what we are doing. We should be very proud, should- n't we,1f we can lay a better foundation for the generation after us to work on? For what have we our youth, if not to use all our zeal and vigor and fire to work to obtain the best ends in all these things? So we, the Youth of America, must go into these frontiers of 19393 we must learn all the facts, we must labor until we can no longer be called the youth of America. And when we are no longer young, we must have left behind a frontier not so sparsely settled, not so wild and untenanted, into which none have ventured. N.Fessenden TEACHERS There are people in high school who blame the teachers for everything that happens. If they get a low mark, 1t's the teacher's fault. If they get scolded for disregarding studyhall and class rules,1t's the teacher's fault. This is, I think an unfair attitude. It seems to me that the teachers deserve more consideration than they get. If you do get a very good mark, it is more than likely that your teacher was in some way Pesponsi' ble. Perhaps it was the teacher who helped you after school or pounded you into doing your lessons every day. Some students would never get out of high school if it weren't for the teacher's frequent reminder. One of the greatest crimes that students commit ls inattention. Most students' fath- ers pay taxes to make the school possible. You are wasting money and time Cboth our own and other people'sJ when you do not give the teacher your undivided attention. You may label a teacher Wsour puss' because you were reprimanded in studyhall. But think of the many times he could have been justified in reprlmanding you when he d1dn't. Try adopting the teacher's point of view for one day. Count the times when you would have Wflown off the handlev when the teacher dealt with the matter cuietly. Notice how willing they are to help youg how anxious they are that you should get along well in your studies. You'll be amazed! P Richards School Spirit and Sportsmanship Candor High School may well be proud of the sportsmanship displayed by both its players and its supporters. Accidents hap- pened and somebody may have felt that he got the worst of lt, but it was ouickly apolo- gized for and was soon forgotten.' Candor fans treated opposing players counteously and not once did a single Nboon go out across the floor. School spirit seemed to be lacking dur- ing the greater part of the basketball season but when it counted most, in that final game, it was there in all its glory. Several players were playing their last game for Candor High and for most of them, they ended their high school careers playing be- fore the biggest crowd of their lives. They were proud to end up in that manner. Many fans said that they worked as hard as the players did. I'm sure they must have, for their cheers, pep and enthusiasm contributed in a big way toward Candor's winning that game. Along with school spirit there is some- thing called fightlng spirit. It's the urge to keep on going no matter what ls hap- pening. I'm sure that after the championship game got under way, the thought of defeat never entered the mind of any player. They were there to win. Many players have fin- ished games playing on sheer nerve alone. There is a saying by some famous writer, to the effect that when you are tired, worn out, feel as though you can hardly move, and your team is way behind, then is the time to begin to fight. This spirit has dominated Candor teams, and loyalty to the school no matter whether the team is winning or losing is character- lstic of Candor students and fans. p.Haa 8