Natick High School - Sassamon Yearbook (Natick, MA)

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THE SASSAMON 23 This fight for democracy must be economic as well as political. We know very well how both Communism and Fascism thrive on insecurity. With this in mind and with current developments behind the Iron Curtain, who can argue againstthe Marshall Plan as the best available means to gain economic security? We have watched its success so far, and we have seen the power of the American dollar in winning friends for the West. It appears that exten- sion of the Marshall Plan is essential. The next step in achieving this dream world of ours is to eliminate for all time every phase of intolerance. Democracy is the very antithesis of intoler- ance, in fact, under no circumstances can the two exist together. However, we should like to point out that tolerance in itself is not the sign of true democracy, since it suggests only the allowance of the right to exist. Democ- racy is incomplete without the equality of opportunity to succeed. This equal- ity must not just be on paper, but in the minds of men and in their daily activities. To insure this, a limited amount of government intervention is necessary. We desperately need to change the old adage, Live and Let Live, to Live and Help Others to Live. Matters like unemployment, lack of housing, and virtual starvation leave scars upon men's minds and souls and cause them to lose confidence in their fellow man. If we are to survive this crucial period of world reconstruction, then this confidence must be restored. We must supply ample food, suitable clothing, decent housing-rights deserved by everyone. If the general rise in the standard of living is not forthcoming, if, instead, we are confronted by a depression, then this would be the ideal opportunity for Red seizure in the subsequent internal turmoil. If a union of nations is to be strong, there must be an international army to back up each decision. There must be international control of the atomic bomb so that there will be no reason for distrust on that account. Mutual understanding must control national selfishness. We may be justly proud of one accomplishment which is indicative of better times. This was climaxed in the recent signing of the Atlantic Pact, which shows what can be achieved with a generous sprinkling of co-operation. During the years that we graduates have spent in Natick High School, we have been given a well-rounded education, both in our studies and in our extra-curricular activities we have been trained in self-reliance and have been given ample preparation to meet whatever lies in the future. We are walking on the brink of maturity now, and, as the saying goes, we must put away child- ish things and learn to accept responsibilities. After all the opportunities that we have been given, it will be to our disgrace if we fail to do our part to con- tribute in some small way to this world we hope for. If we do not succeed in perfecting the world we want, the fault is ours, a world entangled in unpleasant realities is not destined to be. If we may quote Shakespeare: The fault, dear Brutus, is not in our stars but in our- selves that we are underlingsf' BARBARA JEAN HEARD

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U THF SASSAMON Welcome---Graduation As we, the Class of 1949, assemble tonight for the last time before we choose the various paths along the road to success, we must realize that we are all face to face with the many problems of a troubled world. The men and women who have gone before us have fought and died to uphold the sacred principles of our Bill of Rights. It is now up to us to put our shoulders to the wheel and make our individual contributions that those who come after us will truly know Peace on Earth, Good Will toward Men. ' 'CThe World We Want Youth has no spectacular, no unique ideas for the world we want. We still hold dear the same goals which have been cherished since the beginning of history. However, youth of today seems to understand more clearly the appropriate means which must be used to attain any degree of success. We find that these goals are phrased differently, but the totals are iden- tical. A united and concrete peace throughout the world, a peace free of any totalitarian governments, economic security for one and all, regardless of class and wealth, the elimination of intolerance and the replacing of it by true equality not hinged upon race, religion, or color, and finally, a general, world- wide rise in the standard of living, relative to employment, proper housing, and sufficient food-these are the basic hopes of all peoples. However, men hnd it hard to agree on the means to achieve these ends. For instance, the Communists claim that world Communism is the only anti- dote to the ravages of capitalism. They place their faith in strong-arm tactics and upon revolutions. We may cite the proof offered in the recent case of a Massachusetts citizen after his years as counterspy among American Commun- ists themselves. He has given strong evidence of Red methods of infiltration into vital industries and into education. Witli these tactics Communists hope to spread their loathsome doctrine, which would relegate the individual to obscurity and raise the state to supremacy. On the other hand, reactionaries insist on dictatorial powers as the sole answer to world problems. Taking the middle road and opposing the principles and the methods of both groups, the true democrat must rely on lawful tactics rather than on revolution. Although nothing is achieved by wars, yet they continue to wreak havoc and destruction because nothing effective has been done to preserve peace. Education is the pre-eminent method of doing exactly that. Exchanges of students, teachers, and ideas must become more general. In this way people are acquainted with the value of democracy in practice. At the present time the United Nations is our chief instrument of peace. liven though every attempt has been made by Russia and her satellites to thwart its success, yet it is still the sole council where the nations of the world are joined in any semblance of harmony. Perhaps through the understanding engendered by education, it can become the organization it was designed to be.

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Q1 THE SASSAMUN Farewell Address To the friends gathered here, to the teachers who have been our guides, and to our fellow students and classmates, it is my privilege to give a last greeting. The occasion is both sad and glad. During our three years at Natick High School our objective, our aim, our goal has been to obtain for ourselves an education. While the usual extra- curricular activities have had their place in our school program, we have always been aware of the fact that especially in these times the need of an education is paramount. Education is concerned with making changes. The art and hope of human life is to change the world for the better-to make all things, animals, plants, other men and oneself more serviceable for life's ends. Rivers flow without regard to man's intent, but he may change their courses and deepen their chan- nels to make them more serviceable. Insects grow regardless of man's welfare, but he may exterminate the mosquito which infects him with disease and culti- vate the bee which provides him with food. Each man tries by promoting certain changes and resisting others to make the world of things and men better for himselfg a group of men living together, so far as they possess wis- dom, try to make things and men better for the group as a whole. All of the sciences, arts, and industries are concerned directly or indirectly with the production of changes in the world. Science is concerned with the accumulation of knowledge which may enable men to understand and thereby to control changes that are deemed desirable. Arts and industries are con- cerned with putting the desired changes into effect. Education, which includes both a science and an art, is likewise concerned with understanding, control- ling, and effecting changes which promote the general welfare. More and better education is needed to reduce the still appalling amount of error, injustice, misery and ignorance which blocks progress toward better living throughout the world. Every generation sees in its own youth the promise of a better day, the fulfillment of long-cherished hopes, and for this reason, in modern times, each succeeding generation has developed and placed at the disposal of their chil- dren more and better educational facilities. Witliin a span of only forty years this country has been involved in two major world wars, a period of false prosperity, and a depression of approxi- mately ten years' duration. However, in all of these periods of economic and social disruption, education continued to function and to improve. Education, or the desire for a change for the better, has been the dominant factor in the tremendous strides made in the development and application of electricity, atomic energy, medicine, aeronautics and communications. This huge surge forward in the conquests of science and of mechanical power has brought to us new visions and a new vista of further advance in the general welfare among our people.