Central High School - Yearbook (Philadelphia, PA)

Page 15 text:

umm-wwf-A 'r-'r M new 3 MRS. FRANKLIN D. ROOSEVELT S5 EAST 14751 STREET NEW YORK CITY It gives me great pleasure to send you the following message for your Record Book. 'The most important problem facing all nations is the establishment of uni- versal and permanent peace. I sincerely hope that our present efforts to reach agreement on disarmament will bring us nearer this goal. very sincerely yours. ll LhS'

Page 14 text:

CALIFORNIA INSTITUTE OF TECHNOLOGY rAsADnNA. cA1.1FonNm !o the Students of Central High School: I congratulate you on having Peace as the theme for your Record Book. The peaiest problem in the world today is that of preserving peace and prevent- ing the outbreak of a great nuclear war that might mean the end of civili- sation. possibly even the end of the human race. The sort of international relations that have been developed by your elders during past centuries must now be given up, and replaced by somthing new-by the determination that peace will be preserved and that international problems will in the future be solved by international agreements and international law, in such a way as to do justice to all of the people and all of the nations of the world. I have confidence that you, the students of Central High School, and your con- temporaries all over the world will be successful in meeting this problem and in solving it I send you up 'best regards qffltlldf A14 Linus Pauling

Page 16 text:

W, . , , I Mr. Schloifor Doparimoni Head ls fhere a link befween peace and poefry, life and liferafure? ls fhe yoking ficfifious? We who deal wifh language in all ifs aspecfs do nof feel if is. Who fouches languages fouches people. Who reads liferafure reads of people. l-le learns a kind of knowledge which com lemenfs all fhe ofher knowl- edge which fhe worlj has accumulafed. And if is fhe kind of learning and knowledge which has ifs beginnings in fhe beginnings of mankind: ifs ending can only be wifh fhe ending of fhe world as we know if. We feach awarenesses of self which are found only in fhose records we call liferafure. We fhen find idenfifies - our problems are fhe ofher man's prob- lems-our ioys become his ioys. Truly fhen no man is an island. And if fhis knowing is confinuous, if if grows wifh fhe growfh of fhe individual, fhen barriers of boundaries and culfures seem fo dis- appear. If is a vivifying paradox. We learn more abouf you in your marvelous separafeness only fo see-fhaf 'rhe separafion can be overcome. This is undersfanding: who knows, from fhis can come more fhan an absence of conflicf. This is fhe frue peace of knowledge. BENJAMIN SCHLEIFER Head of English Deparfmenf ,ii ,,,..,'l'7!I'nmin-vgpmm . ii. ENGLISH DEPARTMENT English as a subiecf is nof as easily classified as rnafh, hisfory or science. Engilish is largely subiecfive, while fhe ofhers are obiecfive. If is concerned wifh communicafion of fhe fhoughfs and ideas which form fhe basis of all our knowledge. People sfarf co-mmunicafing af a very early age and are all iusfly proud of fhe facf fhaf fhey can speak, read, and wrife. lf follows fhaf anyone who is proud of his skills oughf fo seek fo improve fhem. Forfunafely, our insfrucfors fook if upon fhem- selves fo provide fhis welcome improvemenf. Hence, an English course was born. This course may be divided info fhree general areas: grammar, liferafure. and composifion. Firsf, fhere is grammar. Grammar is a game inof fo be confused wifh fhe ofher games fhaf some English feachers playl. lf is presided over by a man named Burnham. who is fo grammar whaf Hoyle is fo cards. The idea of fhe game is fhaf words have cerfain names-noun, verb, adiecfive--and fhe player musf fry fo mafch fhe word wifh fhe name. Why? Wh fry 'ro fhrow a ball fhrough a hoop? The game is played, sfudlenfs againsf feachers. The sfudenfs generally lose. Affer fenfh grade everybody fires of 'rhis game and quifs. Nexf fhere is liferafure. This is perhaps fhe mosf imporfanf area of English: for, many people, whom we wouldn'f meef af Berf's or fhe Hof Shop e lfhey're deadi, knew fhings. or fhoughf fhings, 'fhaf we oughf fo know. They wrofe fhese fhings down in books so fhaf we would have fhe opporfunify fo be- come enlighfened, and fhen forgef. Buf, we do remember fhem for a while, from fhree o'clock in 'rhe morning lwhen we've finished fheml. unfil we enfer class lafer in fhe day fo fake fesfs on fhem. This sifuafion is unforfunafe, since fhe classics la classic is fwice as fhick as an ordinary bookl are nof only essenfial +o our educafion, buf are fhe few milesfones marking our pafh fhrough Cenfral in fhe English deparfmenf. ln ninfh grade we read The Odyssey. This concerns a man named Odysseus who, having losf his way coming home from Troy, received help from a man named Homer. This caf, Homer. was blind. Advice fo freshmen-remember rosey-fingered dawn. and Odysseus' winged words. There was an Ancienf Mariner, who, having s+op- '12 -4. ,--wg . ff- Q. ' ..,, l .. ' . - ' i 4. .,'f'i:i.s fHEl l,n1,,:-:mi , E,:s.::..-:k4Li.4l-..1seg,s1a'Mu'-' A- l' l 1 A M,m,,L,L-in .,-,g.g. LA.. g,4,,J,qgii,,.A,i,,.T. ' ',...i.L,,,,gi AL I .Q ..:,,a,,J11 .-