Walker High School - Pepper Pot Yearbook (Simsbury, CT)

Page 100 text:

Bul as l held il close, my love grew small. l was amazed! Yel laler, very clear Quile sirnbly, came lhe answer. This is all... You oannol hold Thai which you love loo for il will fade. In Memory Neal' Virginia Richards. Poised on a iulling craig above a sea oi rosy myslery, Eager, young and beauliiul, Her lroclc brushed genlly by lhe wind, The iealous breeze pulling al her loosened hair. Ah, envious wind, did you laugh secrelly al her, Slanding lhere. Slrelching oul her hands lo liie, Walching, fearless, while lhe angry slcy and sea declared lheir wart Then caughl in lhe whirlwind ol lheir enrnily, Lashed and lossed by waves ol hale, l-lelpless in The swirling lrolh lhal upwards bore her Bruised bul lovely, To be washed up on The shore. 94 Joan Newlon

Page 99 text:

Honorable Menlion For The Judilh Mallack Poelry Prize Awarded lo DOROTHY JANE MAHAFFEY THE LADY OF MY HEART The lady ol my hearl ls like a resllul summer dream: A lanlasy ol emerald greens Rellecled in a shellered slreamp A passing song ol youlh lullilled. And when she goes my hearl Lies like a rose in summer's wake, Slain by aulumn's darl. REVELATION You cannol hold lhal which you love loo near You musl nol seek lo keep il so conlined Else lhal which is lo you so very dear Will prove someday loo slrong lor you lo bind so Closely lo you. You smile indulqenlly al me and say l'This have l known always. This said, you lurn And go lo keep your love anolher day, To make lhe bonds lhal loind il much more lirm so il will keep. Yel lhis is wrong. l know whereol l speak. l saw bul once lhe spol where heaven lay. l slrove lo hold lhal momenl, weaken il So l could keep il, make il mine loday, lomorrow loo. 93

Page 101 text:

The Reading Club Essay Prize Awarded To GEORGIANNA NOYES FLATHER THE MODERN PATRIOTISM N his arTicle PaTrioTism -- BuT How? in The ATIanTic MonThly, Howard MumTord Jones has broughT up an awkward quesTion. He speaks oT The paTrioTism oT The imporTanT dicTaTor-counTries, Germany, ITaly, and Russia, and asks whaT is To be done abouT The American aTTiTude. American democracy has mislaid iTs myThology and losT iTs glamour under The combined a+Tacks oT 'progressive' educaTion, debunking biographers, and social hisTorians, he says: all oT which is perhaps True, Though I believe greaTly exaggeraTed. He oTTers, however, no soluTion: all he can do is deplore The prevalence in The schools oT Today Towards sTressing economic analysis raTher Than The exciTing, Though oTTen TicTional, exploiTs oT The personaliTies in American hisTory. I do noT dispuTe The TacT ThaT The modern schoolboy cannoT reciTe PaTrick Henry's oraTion. He can'T - buT why should he? Does The painTul memorizing oT a long speech bring a Tiner and deeper love oT his counTry inTo his hearT? Does iT mean ThaT American paTrioTism needs resusciTaTing when The young are no longer innocenTIy TaughT as TruThs Tairy-Tales To kindle Their emoTions? Does The TacT ThaT George WashingTon and Lincoln are no longer ThoughT TaulTless specimens oT The human race Tend To make us less aware oT The superioriTy oT our counTry? The answer is obviously, no. Then why The Tuss? The TacT ThaT counTries ThaT are unable TruThTuIly To exTol Their advanTages have To TabricaTe childish Tales oT Their marTyrs, sainTs and heroes, does noT mean ThaT in a counTry where Tree speech is everyman's righT we have To emulaTe such examples. IT is cerTainIy poinTless To combaT The dicTaTorships by Their own misleading meThods. IT democracy is To survive, isn'T iT logical To suppose ThaT in The long run a TruThTul, realisTic hisTory will prevail over Tallacious, gilded, legends? This Then, I believe is The answer To Mr. Jones' quesTion: paTrioTism in The American people can be kepT alive by The repeaTed sTress on The TruTh-concealing policies oT The dicTaTorships, and by Teaching True accounTs oT The gloriously Thrilling hisTory oT America. For American hisTory is exciTing as iT is TaughT in The schools oT Today, honesTly and ThoughTTulIy. By schools, I mean The privaTe preparaTory and high schools, where The sTudenT's mind is in The besT condiTion Tor absorbing The ideals and Theories he will probably carry The resT oT his liTe. I believe ThaT The repeTiTion oT hisTory courses in The high school grades proves ThaT IiT+Ie oT deep or lasTing value is learned in grammar school. Only The lighT Tramework, in The Torm oT skeTchy impressions oT The main evenTs and characTers in world hisTory, remained wiTh me when I graduaTed Trom The eighTh grade and yeT ThaT was all ThaT was expecTed OT me. I had amassed suTTicienT knowledge To geT me comTorTably over The beTTer-Than-ignoranT line, buT I 95