Red Bank High School - Log Yearbook (Red Bank, NJ)

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THE ROUND TABLE 5 UNE ECOLE FRANCAISE II y a peu de difference entre les ecoles francaises et americaines mais y espere que vous voulez suivre pendant une journee une fille dans un lycee francais. En France 1’ education est donnee dans les lycees de garcons et de filles, les professeurs des lycees et ant des hommes, et dans les lycees de filles les professeurs sont des femmes et des hommes. Prenons par example une fille de quatorze ans qui s’ appelle Jeanne. Elie se leve de bonne heure et arrive a V ecole vers huit heures et demie du matin. Elie n’ arrive pas seule; la mere, le pere ou un domestique l’accompagne jusqua’ 1’ age de dix- huit ans parceque les filles de France ne circulent librement dans les rues. Tous les cours qu’ ils suivent a cet age sont obligatoires et consist- ent en; cinq heures de francais, comprenant la litterature et la gram- maire, par semaine; trois heures d’ anglais; d allemand ou d’ espagnol; deux heures d’ Jaistoire ou geogra- phic. II y a aussi, comme ehez nous, les mathematiques, le dessin, la couture et la gymnastique. Tont ee qui donne a peu pres six heures de travail par jour avec 1’ exception des jendis et les dimanches qui sont entierement libres. Jeanne s' occupe heaucoup aussi chez elle parcequ’elle etudie son piano une heure par jour et a en outre plusieures heures de travail et d’ etude a la maison on dans la salle d’ etude a Y ecole. En France on ne permet pas que les filles aillent au teatre comme aux Etats-Unis. Les filles ont pen de liberte pendant leur jeunesse. Soyez Heureux, mes amis, que vous demeurez aux Etats-Unis, que vous avez les avantages dy une edu- cation liberale, et que vous avez 1’ opportunity de devenir de bons citoyens de ce pays. Aimez beau- coup la France mais aimez mieux les Etats Unis. Soyez fideles a votre ecole et a vos amis. Leonora Hodgdon,

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4 THE ROUND TABLE that we came back to school this Fall with no knowledge of whether a field had been procured or where it would be located. We first learned, and needless to say we were delighted, that the use of a field at the corner of Ridge Road and Cambridge Avenue had been donated for Red Bank High School Football games for 1924, when the fact was published as a news item in one of our local papers. Why was the news accepted so calmly? Why wasn’t the student body of Red Bank High School on their feet immediately with a “Lo- comotive for the Ridge Road Field? Undoubtedly, this was an oversight on our part, for each of us is grateful for the field. However, it is not too late for the Pupils of Red Bank High School to express their appreciation. A real practical way to show our appreciation is to turn out 100% strong to every game played on the Ridge Road Field and cheer ourselves hoarse for Red Bank High. H. N. T., 25. -------o------- OUR ORCHESTRA How many of us ever stop to think about the Red Bank High School Orchestra and the work it does for us? There is no question but that it has been and is a great success under the able direction of Miss La Fetra. It plays for all chapel exercises and school entertainments. At present a Junior orchestra is being contemplated. There is practice every Tuesday af- ternoon. In this way, the music de- partment places before all students who are interested an opportunity to advance in their special line of study. The members receive one half a point a term. At the end of the year they are given the school letters. The students who play in the orches- tra are as follows: John Noonan Cornet George Wells Trombone William Elliott Clarinet Robert Goode E flat alto sax. Charles Pannaci First violin Vito Mar ascio First violin Sydney Meistrich First violin Frances Blaisdell Flute Francis Branin Soprano sax. Gerald Baldwin C melody sax Blaisdell Hackstaff Drums Margaret Manna Piano o— K. B.. 25. HALF HOUR CHAPEL This issue of the Round Table would be incomplete if no mention were made of the increase in our Chapel Period for the 1924-1925 term, from fifteen to thirty minutes. First it gives the Junior Class fifteen more minutes to drape themselves over the chairs and assume an attitude as of knowing what it is all about, (a Senior’s comment). Second: it provides fifteen more minutes for the Seniors to mount the platform and “speechify (a Junior’s comment). Third: the School Orchestra takes advantage of the extra time to get in a few extra notes. NOTE, the entrance and exit of the girls, consuming fifteen minutes, if you wish to add to your knowledge of up- to-the-minute dance steps. As the year progresses we expect to learn more, in our Half-Hour Chapel Period, of The Senior Class, The Junior Class, The Athletic Association, The Debating Society, The Round Table, and all other departments of Red Bank High School.

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6 TITE ROUND TABLE THE MENDER OF BROKEN DREAMS “Dear Neil, Yes it is all over! I feel that I cannot marry a man who is selfish— and your refusal to help that poor fel- low the other day shows that you are just that. You couldn’t spare the time, you say. No, because you didn’t want to—it would have made you late for the game at the club. I thought I cared for you, Neil—I rather guess I did—but this is goodbye. Ruth.” For an eternity it seemed, Neil sat with the note in his hand—the note that had brought all his air castles tumbling about his feet. Ruth—good- bye—selfish! Was he? Yes— he ad- mitted it with a groan. Why—oh— why, had he been so thoughtless?— for he was that rather than selfish. He laid his head on his arms and closed his eyes wearily, but still the thoughts would come, and in despair he picked up his violin and began to play. What soul-inspiring melodies can be brought forth when sorrow is in the heart! He played on, unmind- ful of the hour—forgetful of all save the music—trying to shut out a face that was constantly before him. At last from sheer exhaustion he sank down in a chair and rested his chin on his hand. How long he sat there he did not know, but suddenly he be- came aware of another presence and he looked up, startled to see a youth before him—a youth with sad eyes and a dejected droop to his shoulders—a youth trying to choke back unhidden tears. ‘T heard,” he whispered brokenly, “it was beautiful. Just like what Dad used to play and, thinking of him, I couldn’t do it Here, take it before I am tempted. He ruined me, but I can’t do it.” He dropped a glittering object at Neil’s feet and hurried out into the night. Coming from his daze with a shock, Neil looked down—a gun. Then the boy had intended to kill someone! And he—what had he done? He had pre- vented it. “Selfish—thoughtless! ” A new purpose had come to his mind, and before the night was over he knew what course to take. First, to forget her. And since forgetting one comes from thinking of others this would be easy. Then he must sell his business—that was it—sell his busi- ness, and go on the road, with the great blue sky for a roof and his violin for a companion! Two weeks later found Neil on the road—quite happy now, except for one thing—wandering from place to place, doing a kind deed here, bestow- ing a friendly word there, and as time went on and people came to know him, this strange, kind fellow with the violin under his arm, they grew to love him. How many families he re- united! How often he could replace tears with smiles. The children called him “The Prince of Happiness,” but, it was a poet—a young fellow whom Neil had saved from disgrace, who gave him the title which rightly fitted him — “The Mender of Broken Dreams.” And then he met Robin. Robin was a cripple—a poor fellow with a mind as distorted as his poor body. In his eyes everyone was an enemy ready to ridicule him, or to cast stones at him. But Neil with his violin won over the confidence of Robin, who followed him around like a faithful dog. “Neil,” Robin would say, “why are