Reading Memorial High School - Pioneer Yearbook (Reading, MA)

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The Pioneer Page Twenty-three meet the needs of the coun¬ try, and not to make profits. 2. Fares are Ioav. English IV— Miss Ab-ott—“Do you know the dif¬ ference between Saturn and Satan?” Miss H-der-n, assuredly—“I know who Satan is.” Physics II— Mr. Ho-e—“What is the larynx, Towle?” Towle—“The coloring in the eye!” English I— . Miss Ab-ott—“Give me a definition of sanctity.” Freshman—“Sanctity is something that must be looked out for in all can¬ ning and preserving factories.” Physiology IV— Ru-y Fo-bes—“Miss Corliss, did you say to put the muscle in arm? Tee- hee! ” Senior—“Cablegram is a tele¬ gram sent by a submarine!” Physics II— Mr. Howe—“What time is it at six o’clock?” Pleasantries. Professor (translating latin) — “Slave, where is thy horse?” Startled Pupils—“In my desk, sir, but I wasn’t using it.”—Ex. Heard in Physics—“What is a bat¬ tery?” “An electrical device with shocking habits.” “Mother,” said the son, “I made a mistake when I took chemistry, I want to take astronomy, instead.” “No,” said the mother, “you’ll have to invent some better excuse for staying out at night.”—Ex. Geometry teacher (explaining a diffi¬ cult theorem)—“Now, class, look at the board and I will run through it quickly.”—Ex. Teacher—“Between whom was the battle of Marathon fought?” Pupils—“Between two mountains.” Mrs. Askum—“So you took a trip abroad last summer. Did you go up the Rhine?” Mrs. Newrich—“Right up to the very top. What a splendid view there is from the summit.”—Ex.

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Page Twenty-two The Pioneer C. Rates are discriminating and fluctuating. 1. Certain shippers and markets are favored at the expense of the others. 2. Rates change frequently on account of competition and rate wars. D. Politics, the judiciary, and the press are corrupted by rail¬ road influences. E. The railroads have failed to respond to the needs of the people. 1. Transportation facilities are not provided where needed. 2. Little attention is paid to the safety and convenience of passengers. II. Government ownership would be an effective remedy for these abuses. A. All the benefits of monopoly would be secured, with none of its dangers. 1. The post office is administered with justice and success. B. Rates would be stable and uni¬ form. 1. Rates could be reduced. 2. The cause of discrimination and fluctuation would be re¬ moved. C. The evils of poor transportation facilities and service would be remedied. 1. Consolidation of all roads would mean the satisfaction of need of new lines, more frequent service, and the re¬ lief from congestion. 2. The demands of the public in regard to safety devices would be heeded. III. Government ownership has addi¬ tional advantages. A. A great saving in management is possible. B. Employment w r ould be benefited. C. The handicap which railroad capital labors under at pres¬ ent would be removed. D. A great self-supporting national defense w r ould be afforded. IV. Government ownership would be practicable. A. The railroad is properly a function of the government. B. The United States government has the power to purchase and operate railways. 1. It has done so in the case of the Panama railway and the Alaska railway. C. Such purchase can easily be brought about. 1. We suggest that the present railway stocks and bonds be exchanged for 4% government bonds. V. Government ownership has been successful where it has been tried. A. In Switzerland. 1. Conditions of the raiiw T ay em¬ ployees have been improved. 2. Service has been improved, and rates are low and uni¬ form. 3. The statement that they are unsuccessful financially is un¬ true. B. In Prussia it has succeeded. 1. The Prussian railway system is the best in the world.- C. In Australia and New Zealand. 1. New Zealand railways have been conducted primarily to

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