Massachusetts College of Liberal Arts - Mohawk Yearbook (North Adams, MA)

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mores. Then together we became practice teachers oscillating between heights of success and depths of despair. Now together on this day we are preparing to make farewells to the school, but not farewell to our cohesiveness. Years will Contribute to the growth of our plant, but they will never remove from our mem- ory thoughts of college days together. What of the Class as individuals? Implanted in our memory will be the out- standing personal characteristics of each which have been unselfishly shared between us. Without the laughter and gaiety of some, without the seriousness and foresight of some, without the turbulence and restlessness of others we would not so successfully be waiting on graduation day for the climax of four years of enlightenment, pleasure-and disillusionment. We are now prepared to enter independently into the world, to face with strength problems of life. Never, as a result of our education and of our oppor- tunities of cohesive toil, will life present to us unsurmountable problems. Our education has been for living, our living has been an education and now our life will be education, not merely class room but universal, as we accept the positions oEered wherever we may go or in what ever field we may enter. Lucille Brown Light 27

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faq 04416041 YMBOLIZING commencement of its planters into the hardened world the ivy plant of verdant green has each year in june been placed into the dark soil amidst prayers by the graduating class that it would grow into a strong, hardy vine. Through the following summer and the next the life of the ivy is determin- ed. If nature provides abundant rain and sunshine iticlimbs upwardg if not the plant remains static, its leaves tumbling lifelessly to the earth. Perhaps a sym- bolical line may be drawn paralleling the growth or failure of the ivy to the growth or failure of our class. However, how can a plant adequately provide symbolization for eleven individuals, each of whom possesses different talents, capacities and aspirations? Let us instead consider the planting of the ivy as that last encursion we shall make as undergraduates into active school participa- tion. Together we shall place the plant into the earth and then leave the infant perhaps to grow, perhaps to die. Four years passing have left us with varied memories of combined efforts toward labor and play. Always we have united to succeed in our ventures. Per- haps we can breathe life into our ivy if it faces storm and cold,-breathe life into the ivy as we have aided each other during the time of fear and disappointment. Through Freshman year we strove together to proudly attain the title of Sopho- 26

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Elan NCE upon a time there were thirteen little princesses who came from all over Berkshire County. They came from near and far-mostly near-to a palace on the edge of a sleepy little town of that County. The duty of these princesses was to obtain knowledge so that they might be worthy of the most noble calling in life which they would reach by passing through four gradual stages. During this period many strange and fantastic adventures were to befall the innocent young princesses. From the moment they entered the palace gates the spell was cast on them by the sixteen fates who were to rule their lives through the next four years. The first thing that came to pass was that the princesses who had passed through the first stage disguised themselves for a week so they no longer were beautiful princesses but became like witches. The next test bestowed by the head fate, who emphasized that this test would be given every year, was the climbing of a steep precipice known as the Mount of Greylock. With great hardship this trial was surmounted with valiant courage. It was a tradition in the palace that on the eve of October 31st. the novices could try to force their superiors to submit to their will. The success of this adventure gave the princesses courage to go on to greater trials-but not all trials, for the spell of the fates was lifted for one exciting evening when they were allowed to join in the gaiety of Christmastide. Back under the spell of the fates once more, the princesses came through a most enervating experience-that of examinations. After that great victorydthey were allowed to dress in the most royal finery and be escorted to a dance by young princes in the uniform of their country. The first stage was brought to a conclusion by a second period of examina- tions. The most courageous were to start a second stage in the following fall. On the eve of All Souls' Day, our heroines were tortured and racked by the new arrivals, who were revenging the strategy used by the maidens when they initiated the pea-greens. The thirteen princesses continued their second year by courageously climbing the Mount of Greylock, as they merrily observed the innocent freshmen wrestling with the unknown mountain. Being a year older and a year wiser, the young maidens decided to demonstrate their initiative by conducting a fabulous Ball. Invitations were sent to the most elegible princes in a neighboring village called Billville, but the giant ruling the princes locked them 28