Waterloo Public School - Panther Yearbook (Waterloo, NE)

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0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 5 0 0 0 0 0 i i 0 0 Javelin of temperance, or at least, that is our hope. But why the parallelism of war? Have not all wars ended? Too many of us already know the answer. For on March 10 at Moscow the Big Four Council met to discuss the question of reparations to be made by Germany and Austria, and to date the result of that meeting is conspicuous, first, by the silence concerning it, second by the ever widening rift between the East and West. It seems, the iron curtain, whose ropes are in Soviet hands is slowly being lowered over central Europe and the odds are that Germany will be about evenly divided. It is assumed that we have won the recent war and some unthinking people boast about it, but have we won It entirely, i.e. both victoriously and economically? The pages of history reveal that wars are won by decisive victories brought about by better military equipment, but never in the history of the world has a war been won economically. The ordinary student of today, with perhaps only a smathering of history in his cultural background wonders how nations bankrupted by a defeating war can pay reparations? Is there blood in the turnips of today? It isn't sheer guessing that perhaps another year will roll around, and perhaps, another graduate will be occupying this rostrum delivering his speech before complete peace can be declared with Germany. However, in this case, I would much rather be wrong than be prophetic. Then too, with conmunism, totalitarianism, fear of the atomic bomb's being used unjustly, nations' starvation or collapse, scourge of aggressive peoples, etc. being ever present, cannot these impending dangers bring about another war? Can war be averted? Can we ever outlaw it? These are questions we hear about us every day, and we graduates will try to answer, through force of habit, each question but to us, and our answer is: Yes, but only through the education of the masses' . And at this time I am pleased to quote from the National Education Association. The founders of our country knew that the surest basis of liberty is education of all the people. George Washington was so earnest in this belief that he built a school-house himself. The building still stands as a part of the public schools of Alexandria, Virginia. The Continental Congress set aside millions of acres for the support of education. The schools which were built with the money from these lands are an important part of the Ar. erlcan institutions of learning. Since 1802 the Congress of the United States has passed more than 150 laws granting aid to public education--the strongest defense of American liberty. But more aid is needed and the need is urgent if we wish to equalize educational opportunities. American children are entitled to a fair start in life. They are not getting it. Some children go to school in safe comfortable buildings—others in ugly dangerous shacks. Some children have the chance to go to high school—for others no school is provided beyond the eighth grade. Some children go to school ten months--othera only six. Some children have college trained teachers--others are taught by teachers who have not finished elementary school. Some communities spend 60 times as much for education of their children as others do 1 Since I have mentioned that at the beginning of our democracy George Washington erected a scnoolhouse by hJ.mself, I need must repeat a story I heard over the radio concerning Henry Ford, now recently deceased. A teacher had established a school in Georgia with her own money. At firpt she had just a few pupils. But after a period of a few years the school began to grow and she was badly in need of money. At this same time Henry Ford had established his automobile industry and a friend told her that if she would go to him he would surely give her money so that the school wouldn't have to be closed. She took the last few dollars she had and made a trip to Dearborn, Mich, to see Mr. Ford. When she finally got a chance to tell him of her needs he smiled and good humoredly gave her a dime and told her to buy a bag of peanuts. Not to be outdone, she too, had a sense of humor. When she arrived home she did buy a packet of fertile peanuts and planted them. The returns from those peanuts in a few years was enough to keep the school going. Later the teacher Invited Henry Ford to visit her school. He was pleased to do this and gave sufficient money to take away its financial burdens. The school is still functioning today. This is Just one of many examples of how great men like Henry Ford have come to the realization of the desperate needs of the education of the masses. This young teacher by her firm determination and ambition serves as an excellent example for most of us to emulate. Since I have chosen teaching as my profession, I would like to choose as my model and guide He, who was the greatest of teachers, Jesus of Nazareth 0 4 0 4 4 0 0 0 0 4 ? ; ; 0 4 0 0 0 0 4 r 0 0 0

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 0 0 4 F r 0 0 0 0 s S' A w 0 0 0 0 0 0 0 0 0 0 f 0 0 0 0 0 0 0 0 0 0- who, on one occasion, said nI am the truth, the Way and the Life and on another 'I am Alpha and Omega, the beginning and the end. I will give unto him that Is a thirst of the fountain of the water of life freely. He that overcometh shall Inherit all things and I will be his God and he shall be my son . As for my classmates, I recently found a poem that, I think. Is significant and appropriate for the graduating class of ’47 and I feel that I am voicing the sentiments of each of Its members In the following lines: If I live a life that la clean and square. And aid my fellow man. By lending a hand to help him bear His burdens the best he can, I need not fear what Its close may be. Nor how critics my life may assail, Nor what the future holds out for me When I reach the end of the trail. If I speak a word of good cheer to one Whose sorrows have broken him down. And thus give him hope to struggle on With a smile Instead of a frown, I shall not fear when the shadows fall And my earthly strength shall fall; I’ll trust In Him, who redemed us all. When I reach the end of the trail. If a part of my little I freely give To help those who faint by the way. Or even pure water, so thirsty one live Not thinking what shall be my pay. Whether I live In a house by the side of the road, By a mountain, by river, or vale, I’m willing to reap the seed that I’ve sown, When I reach the end of the trail. So my classmates, to the school that first Instilled In us a love and desire for all that Is idealistic and Utopian, it Is only fitting that we express our gratitude. As we stand upon the threshold of a graduation which will, for many of us, sever old connections and be the birth of new ones, we are moved to say a fervent Thank you to everyone who has had a part in making our high school career happy and successful. To you, Mr. Larsen, and to the Board of Education, who have tried to make Waterloo High a better place for us, to our parents, to whom this event means a crowning of long years of sacrifice and tireless effort, to our principal. Miss Neville, and to our faculty, we wish to say that we are extremely grateful for the interest sfcown in us and for your whole-hearted attempt to teach us a beautiful philosophy of life. My fellow classmates, this Is perhaps the last time that we shall be assembled in a group, and even though our commencement day should be one of the happiest of our lives, we cannot help but feel a little sorrow at parting. For four years we have worked side by side, sharing each other's successes and failures, each other's Joys and disappointments. In one of the happiest associations we shall ever know. Today, as we take leave of each other and start out on widely-separated paths, let us keep In mind that although all of us cannot accomplish great deeds In this world, we can all of us live fully and completely in the most worthwhile of llves--a life of service. Alumni and School History The first school in Waterloo was taught In the summer of 1865, by Miss H.H. Thomas, who had an audience of six scholars, and kept school in the sod house of a homesteader. In 1871, the present schoolhouse was erected at a cost of $2,000....In the summer of 1881, a new schoolhouse, for the use of the primary department, was begun, and is now (April, 1882) nearly completed. The report of 1881 shows an enrollment of fifty-one males and flfty-slx females, a total of 107. There are two departments under the charge of Mr. G.G. Burton and Mrs. E.J. Burton. A third will be established in 1882. (History of the State of Nebraska, The Western Historical Co. A. T. Andreas, proprietor, 1882) (continued) 0 0 0 0 0 0 0 f 0 0 0 0 f t 0 f 0 0 0 0 ; : 0