Red Jacket Central High School - Sagoyewatha Yearbook (Shortsville, NY)

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Board of Education . . . Seated CFrom lefty-A. I-Lowland, G. Glover, C, Durant, B. Crowell, A. Crowley. Standing--M. Morris, J. Loveless, A. Doody, J 1' Crowther, Our congratulations to our Board of Educatiorilon the splendid they have done since Centralization. We are not unmindful of problems that have confronted these men since last July. Their complishments in a limited time show, beyond a doubt, that they job the ac- are a capable and progressive group with the best interests of the students at heart. Their aim is to give Red Jacket Central thenbest eduoatio program they can and strive to make our school one of the best in State. The Board of Education is comprised of the following: R. Browning Crowell, President Albert Crowley, Vice-president Dr. John A. Crowther Arthur F. Doody Charles I.. Durant George B. Glover 'Alvin L. Howland Max G. Morris, Clerk 8 nal the

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Red Jacket was born at Canoga, near Cay- uga Lake, around 1750. Part of his boyhood was spent at Heuka Lake, near Branchport. As a boy he was impressed by the matchless oratory of the famous Mingo orator, Logan. He was determined to be another Logan. At home his mother would miss him from their cabin and when she asked him where he had been he would answer: Out in the woods, playing Logan. Red Jacket liked to match his wits with Washington's representative, Timothy Pick- ering, and at Tioga and Canandaigua he held his own. He often tried to make Pick- ering lose his temper and make some un- guarded statement, and sometimes he suc- ceeded. When he heard that Pickering had been made Secretary of War, Red .Iacket said: We began our public careers about the same time. He knew how to read and write. I did not and he got ahead of me. But if I had known how to read and write, I would have surpassed him. Modesty was not one of Red Jacket's traits. Had I know how to read and write . . let us consider the importance of these words, not in terms of Red .Iacket's experi- ence, but as they apply in the present-day world. To be sure, in the crudest sense of the word, the great majority of Americans-can read and write . . that is, they are literate. There are still many, far too many, however, who have only the most elementary ac- quaintance with these two skills. The great- est challenge which the school has to meet today still lies in these basic abilities. It must train young citizens to read with com- prehension and thoughtfulness, it must train them to write in such a way that their ideas and opinions may be passed on to others with clarity and accuracy. Intelligence, emanating from these fundamentals, can be the most effective instrument in attaining and maintaining World Peace and Har- mony.

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: DEDICATION : We, the member of the Class of 1950 . . the first to be graduated from the halls of Red .Tacket Central School . . respectfully dedicate this issue of Sa-Go-Ya-Watha to the members of the Board of Education. The efforts of these men collectively and individually have been tire- lessly directed toward the successful launching of this new unit of cen- tralization. Should there be anyone still sufficiently in doubt as to advisability of a change in our system as to make the query: Why Centralize? these men would undoubtedly have replies without num- ber convincing enough to satisfy even the most skeptical. -. Here are only a few of the advantages among the many which they evidently thought important enough to warrant the abandoning of the village school. First, in a larger school, more courses can be offered especially in the special departments, thus giving the student a wide variety of curriculum material beyond the basic requirements and an opportunity to make a choice in accordance with his ability and special aptitudes. I Secondly, extra-curricular activity can be extended, resulting in broader social contacts, heavier competitive participation, and more far- reaching cultural pursuits. Third, the day of great distinction between the urban and rural com- munity is past. The centralized unit which offers the same standards of education, the same school buildings and equipment, the same cur- ricular and extra-curricular programs to the country boy and girl as to the village child is promoting a better understanding among all the component parts of a community. It establishes, not only an edu- cational unit, but a social unit . . both of which are strong forces in the interests of citizenship in a democracy. The willingness of our Board members to give freely of their time should be a challenge to every citizen to do his best to promote a spirit of cooperation and to participate whenever possible in the many activ- ities which :may be sponsored for the welfare of the school. It is our hope that they may find compensation for their labors in the knowledge that the future of this community will increasingly ben- efit from the advantages to be derived from a modern, well-organized system of education. 9