The Pittsburgh Academy - Eagle Yearbook (Pittsburgh, PA)

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gun: I THE EAGLE Physical education, necessary as it is, must not be overdone. Man should not develop brawn at the expense of brain. Prize fighters are the least useful members of society. But everyone should have an elementary knowledge of his own body, all its organs, and their functions in a state of health. 'iKnow thyself was the saying Of the Greeks, and it is equally important today. Health is our greatest National asset or, as Emerson has said, Health is the greatest wealth . The intellect is that which has to do with the thinking powers of the mind. Intelligence creates, intelligence produces knowledge. Knowledge is a necessary element in all human life. The great men of the world are its thinkers and doers. They have made civil' ization and created history. Intellectually considered, they represent the mountain peaks in the world of thought and human endeavor. The common mind must ever keep to the valley below. Intellectual education gives a man a perfect command of all his powers. lt enables him to garner the wealth of the fields, to gather stored up treasures of the earth, to build great and flourishing cities, to harness the powers of Niagara, and to make all the mighty forces of nature subservient to his will. lntellectual education multiplies man's wants. ln the ignorant state, the man is content to know nothing, do nothing, have nothing, and consequently be nothingg but the man whose every faculty has been developed longs to know all things of God and the universe, longs to own something, is restless when idle, longs to act well his part in all the affairs of life. As the result of these longings we owe the progress, prosperity, and grandeur of the centuries. It is a significant fact that those who, in the past, have solved and those who are now solving great problems in the scientific, the mechanical, and the social worlds have been so disciplined by intellectual education as to prepare them for those tasks. Therefore no argument is needed to prove that intellectual education is a necessary element of life. Moral education has to do with the training of the heart and the soul. To whatever extent the other faculties are developed, however strong, wealthy, and learned the man may be, if his heart and soul have not been stirred and moved to noble actions, and the appreciation of the things of God and the Spirit, then That Man is as sounding brass or the tinkling cymbals. When the heart and soul are fully educated the person will recognize his moral obligation to all his fellow men, will render to all men, what is justly due them, and will respect their rights, even as he insists that they respect his own. Cut of this ideal education of the heart and soul will come a new order of things, a more perfect state of society, a fuller conception of life, and a knowledge and wisdom passing our present understanding. Now, even with our best and fullest knowledge, we can but see through a glass darkly. Much remains to be revealed in the fullness of the years to come, and, it is to the future of bright promise with years of effort and achievement that we must look forward with a fuller understand' ing, and a richer development of mind, heart, and soul. Then may we say with Browning in the words of Rabbi Ben Ezra- Grow old along with mel The best is yet to be, The LAST of life, for which the FIRST was madej Our times are in His handg Who saith A WHOLE I planned, Youth shows but halfg trust Godg see all nor be atraid! lGiven hy R. Stanley Smith at the commencem nt it raises held at Carnegie lvlusic Hall on XVedn-csday, June 23, 1926.5 THE PITTSBURGH ACADEMY Fifty one N I

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.sau- nag-vgqw-my , 1s?'i'K..,. 'M , , .9v.1, ,Jafar fda' ., ,,. THE EAGLE Salutaturp 1 Mr. President, members of the faculty, classmates, patrons, and friends. Tofnight brings to a close another year in the history of the Pittsburgh Academy, and the graduating class of 1926 extends to you a most cordial welcome to our commencement exercises. Let us now consider briefly the subject of Education as a Neces' sity of Life . True education means the drawing out and the develf opement of all the human faculties, and the preparation of the man, R. Stanley Smith or the woman for the duties and responsibilities of life. Huxley says-f That man, I think, has had a liberal education, who has been so trained in youth that his body is the ready servant of his will, and does with ease and pleasure all the work, as a mechanism, it is capable ofg whose intellect is a clear, cold, logic engine, with all its parts of equal strength, and in smooth working order, ready like a steam engine to be turned to any kind of work and spin the gossamer, as well as forge the anchors of the mind, whose mind is stored with knowledge of nature and of the laws of her operationsg one who, no stunted ascetic, is full of life and fire, but whose passions are trained to come to heel by a vigorous will, the servant of a tender conscienceg who has learned to love all beauty, whether of nature or of art, to hate all vileness and respect others as himself . Whatt relation does physical, intellectual, and moral education bear to the nec- essary elements of life? Let us consider first some of the aspects of physical education. This type of education concerns itself with the building and development of a strong, healthy, and symmetrical body. The ancient Greeks fathered the development of physical training. Their inf fluence on the love of achievement in different physical tests has been so enduring down through the ages, that the modern Olympic games preserve certain athletic feats and contests practiced by them in the heyday of their power. In ancient Rome, incidentally, professional athletes formed incorporated organizations, but they never attained the highest ideals of physical training as did the Greeks. Following the fall of Rome, or during the period of the dark ages, there is a lapse of a few centuries during which we have little or no record of athletics. Then, in the fifteenth century Henry VH of England revived the sports by establishing competition with prizes, and again the physical strength of a Nation stood out until the Revolution, and the influence of Puritanism tended to kill the old athletic spirit except in a few of the country villages, and until, in the middle of the nineteenth century the devotion to athletic and physical sports was almost extinct. The Renaissance of English Athletism set in for all kinds of sports about 1350. In the United States athletics began to emerge in the seventies of the last century, and today are gaining a great foothold in our American Colleges. But, as Dr. Clark Hethrington recently stated in an address, the problems of physical education are in the public schools, not in the colleges. There are over twentyffive million chilf dren in the public schools and approximately less than 39? of these enter college. THE PITTSBURGH ACADEMY Fifty S X i F' . A L. .....- ..,-.. -H ., ,.,.e....:.,.-I.-:bg

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N X. THE EAGLE Q9ur Zllumni Here are all the jolly useniorsu Who departed long ago. Ah, we see their happy faces Brightened by the ruddy glow Of the lamplight where at party's In full swing, composed of those NVho are now the pride of Pittsburgh In the fields that, here, they chose. We extend a hearty greeting To alumni members all Who have gathered here together, Faithful to the old sehool's call, Doctors, lawyers, painters, poets Hold aloft the torch of hope To the thoughtful, sturdy students, Who in dark despair might grope. Thus it is our seniors leave us, Those we love and those who've shared All our sorrows, joys, ambitions, When we have, at times, despaired. But they follow in the footsteps Gf alumni who :ire proud Of our dear old sehoolg and cherish All the gifts that she endowed. -F. J. JA Cxsozv. THE PITTSBURGH ACADEMY Fifty-two N I 1? ., f l A 1 41