Chaney High School - Lariat Yearbook (Youngstown, OH)

Page 14 text:

DR. C. W. RICKSECKER Principal lllllllllllllllllllllilIl5III illlllllllllllllllllillllllllliliilllllllllllllllllllllillilllllllllllllillll fzaauafes I 5247: You are to be congratulated for setting as an aim for yourselves the completion of a high school course, and now realizing your ambition. To be able to reach this goal at Chaney, where high standards are advocated, is further reason for Commendation. Your predecessors in cap and gown have entered their post-high school periods under varying conditions. Members of the pre-depression classes had many choices on what they might do. The period of depression was such that few found employment except under government agencies. Dur- ing the later war period, boys particularly were assigned the tasks they were to perform. In this atomic age the issue is whether one may even live to start in a profession or vocation. Only as the hearts of men change their emphasis from war to peace, and we all learn to give instead of emphasizing getting, can we expect civic progress, or even continuance of our present conditions of life. A parting word to you as you leave Chaney is that you so conduct your- selves through further education, rich work experience, and spiritual living and thrift, that you may be tit examples of the qualities that enable people to live together, to meet the emergencies of life, to enjoy a happy home, and to be a credit to your church, your school, and your country.

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Seve PAUL C. BUNN Superintendent of Schools G ,new Z GLUVIS Education in the Atomic Age is a most timely theme for your l9-46-47 yearbook. When the first atomic bomb was dropped dur- ing the summer of l945, few of us realized the significance of that event. lt is probable that future historians will record that event as the beginning of a new era in the history of the world. The release of atomic energy revealed another of the powerful forces of nature. The possibilities of this force stagger the imagination. Scientists inform us that atomic energy can be used to destroy modern civilization or it can be used for the benefit of mankind. What shall we do about it? Shall we use it for good or evil pur- poses? That is the choice the world must make. What can our schools do to see that a wise choice is made? Alone, we cannot bring about the desired result, but we can play our part in helping to build a better world. Good will and mutual understanding among the nations and a respect for the rights and beliefs of all people everywhere regardless of race, color, or creed will create a world in which righteousness and permanent peace can flourish. Let us make our contribution to the development of an educational program for the atomic age by learning the art of living together as good friends and neighbors. You and the other students in the schools of today will have much to do in shaping the future. l urge you to be of good courage and to have faith in your ability to make the atomic age an age of progress toward that day when all men everywhere shall recognize the fatherhood of God and practice the brotherhood of man. ' r O llllllllllllllllllllllllllll.llIllllIIllIllllllIIllIIllIlIIIIllll,Z!lllllllllilllllilllllllllT zlllll' 2lllllllllllllllllIlllllllllllllllll lllll

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HOMER G. WILLIAMS Vice Principal IIllllllllllllllllllllllllllllilllllllllllllIlllllllllllllllllIlllllIllllIIllIlllllllllllllllllllllllllll Illlllllllllllllllll IlllllllIllllllllllllllll fzeefings To 7-lie Rails and qifzls Gluaneifs As we learn of the devastating effect of the atomic bomb, it becomes increasingly apparent that men must take immediate steps to control this most destructive weapon. We are told that civilization cannot survive an- other world war and that protective weapons will be practically useless if atomic bombs are used. ln the past education has placed much stress on purely academic learn- ing. This must now be changed if it is to do its job. ln the future, schools must more and more emphasize the spiritual and moral growth of students. Through this means alone will atomic energy be diverted to peacetime uses. We can no longer live unto ourselves alone, but, rather, are part of the whole-world civilization. Accordingly, education must assume a world-wide outlook placing emphasis on such things as a complete understanding of the customs and habits of the peoples of all other lands. ln this way alone can we develop tolerance and this can be the only salvation in the world in which we are living. yn F1 C