Warren Easton High School - Eagle Yearbook (New Orleans, LA)

Page 13 text:

TO OUR TEACHERS SIX FULL HOURS Aome people map sap a teacfer is mac e out of steef; bfeir mind can if inf, but tfeir bo dp can 7 feel. 7non and steel and ficforu tea, roams and aripes from 9 to 3. Tjou teac i six fuff1.Lours, and w iat do pou pet? 71 notfier dap older and deeper in debt. T)ou pap pour dues in tfis and tfat. fen for 29 daps pour bifffofd is ffat. 7 was born one morninp wfien it was cfoudp amf coof; 7 pic fed up mp repister and feaded for scfioof 77 wrote 44 names on tfie forne room roff find tfie principaf said, “ T)eff bfess mp souf. 7 pot 44 fids and32 seats; Oatentp eipft taffinp a fife tfie o fers sfeep. 77 can fiardfp pet 'em out tfroupf tfie door; Olnd if 77 don Y watcf out tfep ff send me some more. 7fie fast beff rinps and 7 start for tfe door; 70p fead's arinpinp and mp feet are sore; 77'oe taupft 'em fuff fours, mp dap is made, Jlut 7 stiff faoe a fundredpapers to prade. Ifou teacf six fuff fours and wfat do pou pet? 7lnotfer dap offer and deeper in debt. 77'ff po to At. feter, but 7 fust can '( stap - 7 potta come bacf for tfe J. 77. 7l. Aubmitted bp; Jjattie 70c( lord

Page 12 text:

HE HAD HIS DREAM SJfe Aad Ais dream, and af ArouyA fife, EAorAed up o it tArouyA toil ancf strife. Sflffoat forever Before Ais eyes, ft coforedfor Aim aff Ais sAies: SJAe storm-cfoud darA SBBoue Ais barA, SJAe cafm and fistfess uauft of BAte looA on Ais Aopefuf Aue, Eft tinctured euery passiny beam — EJfe Aad Ais dream. IN MEMORY OF ffe faBored Aard and faifed at fast, y is sails too we a A to bear (Ae Bfast, OAe rayiny tempests tore away AAnd sent Ais beatiny BarA astray. SBut wAat cared Ae Sdor wind or sea! Tfe said, “JAe tempest wiff Be sAort, JKy BarA wiff come to port. ” Jfe saw tArouyA euery cfoud a yfeam — ffe Aad Ais dream. HAROLD HOSS MEMTSAS

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When we consider the universality of mankind; when we consider man’s efforts to bridge the gap of com- munication through his conquest of space and distance, then we realize the great necessity for individuals to understand one another. If we, as learners and as educators, can convince but a few of our fellowmen to cast aside the veil of ignorance, shortsightedness, and bias in thinking, which so cloud one’s reasoning and im- pede one’s intellectual progress, then we can truthfully assume that we have worked to further the cause of real education. Like the venturous one who believes in man’s infinite perfectibility, in his innate impulse to grow in knowledge, in grace, in wisdom, in consideration for others, and in gentle pity, we, too, might conclude the following: I trod o’er endless lands and streams, Pondered countless shelves of books, Set out to fathom humanity’s deep sea; . . . and I discovered Man! 4 - 10