Warren Western Reserve High School - Aurora Yearbook (Warren, OH)

Page 13 text:

'F 1 , llilllllH1?Eif5QilllllIl?l g? Warren High Schwl E C EE 0 E S Nifwfwn Twehfu-five llllllllliiifiiillllllhe wants his own individuality. lt matters not what specific, things a man may do for a boy or what opportunities he may provide. It all comes to nothing if understanding and comradeship are lacking. But with understanding and sympathy once established, men can rest assured that the world will go forward by means of its boys. Father, a memoryg son, a hopeg my place it is to see that memory is changed into hope through the influence I may have upon some boy. That is man's excuse forbeing and the reason for his existence. , I Page Elfwnl

Page 12 text:

-i4,g1lll3g1:35j3gQi5nllpggg Q- Wm-.m High School E C IMI 0 E S Nineteen Twenii,-aw Fathers and Sons CBy Supt. H. B. Turnerj A man thinks of his father in terms of memory. He thinks of his son in terms of hope. Father represents the Past. Son represents the Future. Since the future is determined by the past, the boy has a right to expect from the man an adequate and helpful interpretation of the past. The boy is entitled to his herit- age from the experience of men and have a vantage point from which to carry life forward to its newer and higher goals. The boy must look to a man for his heritage of pride in achievement developed by the race, for his mental heritage, his institutional heritage, his moral, religious and esthetic heritage. If men fail to transfer this heritage of the past to the boys of the present, the future is thwarted, blighted and even rendered im- possible. A true man dares not fail here, for to fail at this point is to deny life. I know of no thought that will steady a man more than the thought involved in this principle. To be the living voice of the past, to be the custodian of such a priceless heritage, to know that if he fails no other way of life has been provided for some boy,-is enough to compel a thinking man to live a life worthy of such an obligation and privilege. Since the past is incomplete Without the future, the man has a right to expect the boy to give assurance that his heritage will be properly used and worth of past living made greater when boys are men. The years are too few for men to do all they would. The life so short, the craft so long to learn, and early English poet cried: So much to do, so little donef' a later poet answered. Men look to boys to carry forward the standard of achievement. I know of no thought that will steady the impuluses of a boy and change him to a man more effectually than this one. To know that father's work and hope will perish utterly unless some boy complete it, to know that a man's work is never fully judged until his boy's life has been lived, to know that his heritage that has cost untold effort will be lost to the world unless he properly understands it and values it as a sacred honor, ought to make the boy's heart glow with a determination to so live that his life will be a constant assurance that the new day will be worthy of the one that has gone. If boys can come to realize that the hopes of men die when boys prove unworthy there would be fewer instances of heedless, selfish, unrelated years of youthful drifting. Men seek eagerly for boys who feel the force of the obligation and privilege involved in this principle. Such boys become the great, good men, useful and trusted. This transfer of the achievement of the past into the possibility of the future can take place only in an atmosphere of sympathy and understanding. This is something father is unable to buy and present to son. Father must earn it by comradeship, by a generous sharing of time, interest and effort. Father and son must work and play to- gether in order to establish the attitude where it is possible for him to give or the son to receive. A boy asks only to be understood. He does not care to be dominated, just under- stood. He does not care to be patronized or tolerated, he wants someone to care enough to understand him. He does not want to be an imitation of father or any other man, he I Page Trnl

Page 14 text:

aauu 1 1:f iz s i :111ulaea+ Q W.iI.I.I'Ingh School' E C H 0 E S Nifwfeen Twenfu-me Wigs - ? 3 s5 H Il II ! ?? ? - I Page Twelve I