Yeshiva University High School For Boys - Elchanite Yearbook (New York, NY)

Page 17 text:

I fix my eye upon the Sun And climb from my cradle I walk and watch the Earth Pass beneath me, Myriad portals drifting Calmly past the edge of Sight and myriad portals More take form In the distance. I touch a stone And feel within its helpless D The surging beating pulse Of this my World And this my place Within my world. I fix my eye upon the Stars eath And wander through the vastest Held And breathe the lusty wonder Deep rich evening air And mountain pine And seashore surf And the Warm lush heady Of the pasture. eyes quiet truth Worth a heart and heart In chastest frenzy. And then beyond The highest peak of life I Hx my eye on Heaven's And through the swirling Crystal blue and shining Light and Distant shimmer Trumpet sound I see my God. my Love floor Barry Sheinkopf

Page 16 text:

5 4, 'V' E 'if Q

Page 18 text:

The art of living is indivisible. It is not the aggregate of leisure, labor, thought, education, and recreation. When life is divided into categories, it can never be an aft, but at best a patchwork, at worst, a mess. It becomes an art when the elements of life are governed by a single vision of excellence and a continuous passion for achieving it. A master in the art of living draws no sharp distinction between his work and his play, his education and his recreation. Indeed, he probably could not even though he wished. He simply pursues his vision of excellence through whatever he is doing and leaves others to determine whether he is working or playing. His self perception is that of doing both. Enough for him that he does it well. The synthesis of education and recreation, a perfectly obvious phenomenon to any intelligent person who reflects upon the matter, is obscured in the minds of the thoughtless by the absurd associations that have gathered around the two words. Mention the word 'keducationi' and nine out of ten people will immediately recall their school days. They will remember the grind and the medley suifused of images-textbooks, classrooms, blackboards, courses of lecture, examinations- with overtones of boredom, and confinement between walls. V. The term recreation, however, will conjure up symbols of joyous escape from all that education means to these same people. It will suddenly remind them of the happy moment when the bell interrupted their education, and they raced out to kick up their heels in the playground during recess, or of the happier moment when the term came to an end and the vacation gave them the opportunity of suppressing their education. These unfortunate misconceptions are not confined to the multitude. There are pedagogues who seem impervious to the notion that anything can possibly be education when it is not written in a book, accepted in a sitting position, and tested by an examination, or that the function of recreation can be anything else than that of helping the student to stretch his limbs, digest his lunch, and so be more able to sustain the rigors of the classroom. But recreation is not an escape from the toil of education into meaningless vacation, but rather a vitalizing element in the process of education itself. The problem of leisure time exists only so long as we think of leisure as a vacuum separated from the rest of life and needing to be filled with activities specially designed for it. So greatly ingrained is our habit of putting recreation into one compart- ment and education into another, that difficulties are inherent in the presenta- tion of these two ideas as an indissoluble unity. Perhaps the situation would be eased if people made a practice of saying We-c1'eati011', instead of f'rec1'ezzti0n .