Sauquoit Valley Central High School - Saghdaquadah Yearbook (Sauquoit, NY)

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PI-V-C+ 14Q'aeaZ'14mmahaa7Ufxo-mfrqfmbze UNDOUBTEDLY every American citizen admires at least one of the great leaders of our democratic clan. I, like other citizens, admire one of these great leaders of our nation. Of late, my admiration has been cast upon Thomas E. Dewey, Chief District Attorney of New York City and former candidate for Governor of New York State. Until his great exploit in trying to diminish the overwhelming power of the racketeering enterprise, Mr. Dewey was practically unknown to me. Reading articles concerning his forceful and successful crushing of the underworld racketeers in New York made me fully realize the value of what he is doing to help make America a better place in which to live. In addition to his undermining of racketeering forces, Mr. Dewey has been making an attempt to urge the American people to a better democracy. It is obvious that he is trying to assist the American citizens collectively rather than the group of egoists who call themselves honest politicians . These efforts of Mr. Dewey provide reason enough for me to admire this great American immensely. -Doius SMITH. ww napa Uwe vw, sazmz THIS DAY AND AGE seems to be a period when everyone in our country takes his blessings and privileges for granted and does not realize that he owes thanks for them. If such an attitude is common among adults, who can criticize young high school pupils for being of the same mind? It is only too true that high school children do take all that is given them and do not return thanks. If they are not grateful for their many advantages, how can one expect them to realize that they owe much to the school which they attend. It is on this idea that I wish to write. I should like to make high school pupils understand just what they do owe their school. I think that, first and foremost, children owe their school loyalty. This loyalty will require their keeping their school in mind always and their rendering it any possible service at any time. This loyalty will demand, too, that they always speak well of their school and never say anything unkind or untrue of it because they have been displeased as a result of some trifling matter. Loyalty means also that the pupils live up to what their school expects of them. It means that they do their best in work after graduation or in continuing their education. Pupils also owe their school work-good hard work. Why shouldn't they owe their best mental efforts when school gives them education, health betterment, recreation, social contacts, and an opportunity to become worthwhile? Pupils owe their school this idea of work even after they have left school. If they do not work for mankind, they will not be following the principle taught them while they were attending school. -REGINA ALLEN. Q44 page twenty-seven

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55537 page twenty-six P f'V' C 4- 461141184 8f1.own'4 WMA Sicily NINE O'CLOCK IN SPRUCEVILLEf Time for the men of Spruceville to gather in Black jack's barroom. Let's look in upon the merry group. A number of villagers are at the bar. Several farmers occupy a table in one corner of the room. Empty beer glasses stand on this table. One of the farmers seems to be talking a great deal, who is he? Oh! I know. He's Hiram Perkins, probably at his usual story-telling. Let's listen to him. Hiram clears his throat and begins: Well, I guess I'll tell you boys about Pat, my bull. I betcha he can run two hundred miles an hour. He's a fast runner -that fellow is. I keep him in a pasture out by the tracks. When he hears a train coming down the tracks, he'll run down to meet that train. Then that bull will race the train, and every time he reaches the end of the pasture before the train does. He'll outrun any automobile you ever saw. Let me tell you-that bull can run. The story ended there for Hiram was called out. Let's visit his farm a day or two after this story-telling. He was doing chores when he spied two farmers coming down the road. Hiram knew that they remembered his story and were coming to see his remark- able bull. In a panic he called to his wife, Eliza, I told those farmers coming down the road a crazy story about the fast speed at which my bull can travel, and now they have come to see him. What can I do ? His wife replied, Donlt worry. You just leave the matter to me. I'll take care of it, but you hurry into the house and out of sight. Hiram, only too thankful, went inside while his wife went to the gate to meet the farmers. When they asked for Hiram, she told them that he had gone to California. They asked when he had gone and when he was coming back. She said, He went this afternoon, and he is coming back tomorrow morning. The farmers gasped and said, He can't be back that soonf, She answered, Oh, yes, he can, Hiram rode his bull. 7fze Jlunifiman WHENEVER and wherever hunters, fishermen, or other sportsmen get together, there is always told this tale of the mighty huntsman, whom, for short, we will call Weasel',. Once upon a time, Weasel went hunting-deer hunting, to be more specific. He tramped for miles and miles and miles with no luck. Suddenly he neared the edge of a woods. In the dim twilight of late autumn, he could see on the ground the unmistakable footprints of a deer! With hands that were trembling and a heart that was beating wildly, our hero approached his quarry. On the other side of the woods a huge horned animal was slowly browsing on the parched grass. Our hero advanced cautiously. He aimed! He fired! From the other side of the woods there was a terrible threshing and a low, mournful moo-moo . Alas and alack! Our hero had shot a cow! . But don't give up, Coach! We all wish you better luck next time.

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55555 page twenty-eight PI'V-C +5 25001 ,a School Zcfucalion pay? EIGHTEEN DECADES AGO, on account of the general lack of an ordinary educa- tion, the query as to whether a high school pays would have required much more consideration than it requires today. In the days of Benjamin Franklin, few were receiving a high school education, and, of course, the feasibility of procuring a secondary education was questioned extensively because so few people were interested in such an opportunity. The majority of the people thought of little except the necessity of securing their livelihood by tilling the soil or by laboring in some other unskilled fashion. Today, every individual must make his decision as to the course by which he intends to earn his living. Will he become a member of that group known as professionals, in which case a high school education is a prerequisite to the course which he selects? Will he enter the business class where a high school diploma is almost synonymous to success? Or will he labor and work with or without a secondary education? In considering these three classifications we find that the first group, in order to become professionals, positively must have a high school education, and that the second class certainly should have such an education if success is desired. The third class, which embraces farmers, mill hands, et cetem, will find that a high school education will stand them in good stead-for instance-the youth who has chosen an agricultural career obtains through education many prelimi- nary fundamental truths guiding him to success. 5 Besides giving people better ways of earning their living, a high school edu- cation does more. It removes from its recipients in a small degree a certain awkwardness and self-consciousness and gives them at least a surface polish and veneer of refinement so that they are better able to take their places in society and thus fulfill one of the primary purposes of their existence. A consideration of the foregoing shows us that no matter what our station in life-a high school education pays large dividends.