Natick High School - Sassamon Yearbook (Natick, MA)

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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.

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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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THE SASSAMON 5 Education must be alert to all changes in the world, however caused, whether deliberately with or without its approval, or by war, calamity or inven- tion, since it is charged with assisting people to adjust themselves properly to new conditions. No science requires a broader range of informationg no science is in a position to contribute more to human welfare than education. For complete freedom man must live in a world made bright by the twin- glow of the Light of Knowledge and the Torch of Liberty. To many of us the education we have obtained here will be our only capital in beginning life, and, whatever of wealth and honor we may here- after win in the world, we shall be largely indebted to our school for the means of success. And as we, the Class of 1949, are about to be graduated and go forward in the present world, the value of an education is ever apparent. Howfxnn F1sHiiR LIEAVIT1' Class Poem Wl1at doth the Lord require of thee, O Man? This old refrain might well express the thought Witlm which we face the future caravan, Tracing life with joy and care together wrought. Our days have carefree been, we gave no heed, We gave no thought, to what the years might ask. Yet now it seems we have a deeper needg In Childhood's shelter we no longer bask. To those to whom my question has occurred, To those who found their knowledge not enough. Have you discerned some answer I've not heard? Know you the rule to smooth the journey rough? Wluat does the Lord require of me in life? How may I best become the skillful tool Witlu which He works, subduing hate and strife And making all mad human passions cool? As my existence more mature is framed I seek the answer. With each falt'ring tread I pray my God will not by me be shamed, That I may feel I've graced the life I've led. FLORENCE FISHER