Central High School - Snips and Cuts Yearbook (Charlotte, NC)

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After the line was broken he'handed the note to Evelyn and walked away suddenly to join a group of boys who were discussing the monthly examinations, but he heard nothing, his thoughts were in other channels. Turning he saw Evelyn Walking alone and reading the note. After finishing it, she stepped behind a clump of shrubbery of which there was an abundance on the girls playground, and sat down on a stone. When he looked again she Was leaning her head on her arms and crying. As he stood watching the playful sunbeams dance in and out of her curls, he could hardly resist running up to Where she was sitting, to beg her pardon, and his heart was heavy. wk ff as ff X wk wk When the class was called on the following day, Professor Dodsvvorth asked Theodore to make a sentence illustrating the case construction after certain verbs com- pounded with ad, ante, con, in, inter, ob, etc. Theodore was happy. His chance had come! So with a moment's refiection, looking at Evelyn with eyes that seemed to show in themselves his forgiveness and sorrow for such hastily Written words, he began, Ignosce mihi quod scripserim, forgive what I have Written. Evelyn under- stood that the sentence made for Professor Dodsworth was intended for her. In a few minutes, the teacher, uncon- scious of the part he was playing in this little drama of life, asked Evelyn to Write on the board a sentence show- ing the change in the perfect tense of vinco. Amor omnia vicit, love has conquered all things, Wrote Evelyn, with a smile at Theodore. And the Way of true love ran smoothly once more. wk PF wk wk Pk :lf Pk Pk I hope you have decided to continue Latin, Evelyn, said her father that afternoon. Yes, replied Evelyn, I have changed my mind. It has become most interesting. I just adore it. WILL K. CARR, '11. 26

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worth. Now, Theodore, can you give me a sentence with same form of sum as the verb ? Yes, sir, answered Theodore quickly, for construct- ing Latin sentences was his favorite diversion. So he arose and looking Evelyn squarely in the face, said, Amor caecus est, love is blind. Evelyn blushed and turned her head away, pretending to look up some word in the voca- bulary. The teacher only said, Very good, Theodore. After this the recitation went on smoothly. The lesson having been assigned, the pupils returned to their seats. As Theodore passed Evelyn, she slipped a note in his hand. When he got to his seat he looked at the note. His heart gave a joyful bound, for there on the outside of the note, was the pet name 'fshe had given him, Ted. He opened and read: Dear Ted- What is the matter with you to-day. Lovingly, g EVELYN. Theodore picked up his pencil and wrote back as follows: Evelyn- Don't call me Dear Ted. You know as well as Ido what's the matter with me. You may think that I care whether you go with other boys or not, but you are wrong. I don't care. Maybe I am talking too harsh, but you haven't the heart of a boy and you hardly know what jealousy means. I don't see why young girls your age want to go with boys three or four years their senior, but I suppose they have a perfect right to choose their asso- ciates. I will close before I say something that I will afterwards regret. Here his name was signed in big, scrawling letters, Theodore Yadkin Yates. Scarcely had he finished this note, when they were dismissed for a thirty minutes recess. The line was formed and Theodore chose his accustomed place as the last boy in the boy's line, next to the girls. 25

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OF '12 ASS CL