Weymouth High School - Campus / Reflector Yearbook (Weymouth, MA)

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killed to obtain it. One day he discovered hre, and with it the key to unlock the door to civilization. The next chapter in man's story takes us to the banks of the Nile. Man had settled in Egypt because the land was fertile and food could be obtained without wandering. Here, amid scenes of peace and contentment, the F.gyptian laid the foundation of future civilization. Three thousand years befortt the French engineer, DeLesseps, had completed the present Suez Canal, the Egyptians con- structed tl1e hrst Suez Canal. The Pyramids, the Sphinx, and the Hall of Karnak bear testimoney to his great architectural achievements. Writings, art, medicine, science, engineering, government, all these he developed and left to us. But Egyptian civilization declined. First, it was the harsh treatment of the slaves and the degradation of the poorer class that caused unrest. Next, it was the invasion of the Shepherd Kings, to defeat whom the Egyptians developed men that were trained in the art of war. XVith these men at her disposal, Egypt became a conquering nation because the ruling class would not apply scientihc intelligence to a moral code that would guide the destinies of the government in peace and contentment. In the sixth century B.C. Egypt fell into the hands of the Persians, and her progress stopped. The next chapter of man's life is taken from the history of Rome. Rome's rise to power was largely the result of intelligence used in handling its citizens. She gave them a system of laws whereby they were treated justly. She recognized the need of a healthy people, so aqueducts were built to carry a pure water supply to Rome, games were instituted to develop the beaches, and public baths were introduced to insure cleanliness. To all the advantages received from such an administration, man countered with greater works, splendid roads which are in evidence to-day, remarkable buildings, and unrivalled works of sculpture. With all this it seems thai man should have been contented. However, greed seized the leaders of the country: and the army, which had been used to put down revolts, was used to expand Rome' power. While such expansion brought with it an enriched civilization it had many evil results. lndividuals grew more wealthy, class distinctions became prominent: wealth became the standard by which lil'e's success was measured: the just admin- istration of laws disappeared. These injustices were reflected in Roman life. Heavy taxation, needed to support the growing army, drove out the middle class, and the added wealth weakened the character of the Romans in power. What was the lesult? Barbaria- tendencies made their appearance. Gladiatorial contests were staged for their benefit. Christians were fed to the beasts, or forced to kill each other to satisfy their whims and fancies. Thus we see that man's moral and emotional develop- ment had not kept pace with his scientihc progress, and, not withstanding its outward splendor, Rome was perishing from within. She fell before a barbarian invador A.D. 476. Man and his world did not recover from the shock of the fall of Rome for centuries. During the Renaissance he began to patch together fragrants of his former greatness. Guilds began to flourish, and with them came social legislation. At the same time, however, Europe was torn by a series of wars. Under sane 15

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ti, 'rt-nc Class or 1939, cordially welcome all who are present here on this our Graduation Day. Mothers and fathers, it is witl1 a deep sense of gratitude and affection that we greet you. YVe realize that it is your understanding guidance and your many sacrifices that make this happy day possible. Mr. Pearson and metnbers of the School Committee, we are proud of the Weymouth system of education, which has given us such excellent advantages and opportunities. May we extend to you ot1r heart-felt appreciation. Mr. NVhittle and members of the faculty, we shall never forget the interest you have shown in our work during our four years at Weymouth High School. The story of man's life is the story of his exceptional achievement. Step by step we have been able to unearth his life's narrative by the discovery of what he has done in the past. From the savage stage to the barbaric, from the barbaric stage to the dawn of civilization, from the dawn of civilization to the present time, we are able to unfold a story that far exceeds the greatest fairy tale ever written. ln the beginning, man's exploits were simple, just as his life was simple. 'l'o-day his feats are startling: but, startling as they have been, those which he will accomplish will be more so. This seems as certain as time itself, for history has repeatedly shown us that man's progress is never complete. It is like a winding river that moves toward the sea, sotnetitnes placidly through the shady glens of peace and understanding, sometimes turbulently over the cascades of war and ignorance, but always progressing. That man has advanced we surely must agree. Scientifieally his progress has been phenomenal. As a result, his intellect has become keener and more alert to changes about him. But has his emotional development kept pace with his scien- tific development? 'l'he problem presented by this question must be acknow- ledged. lts answer is fottnd in the story of his life. l.et us begin our story with Cro-Magnon man, who lived about the year 25.ooo lS.C. 'l'his man lived a life of comparative freedom. Wfithout a government, he roamed the countryside, seeking his food supply. To obtain shelter from the wild beasts and the elements he used a cave. Here he raised his family: here he taught his children strict obedienceg here he taught them the law of self-preaer- ration. the law by which the Cro-Magnons lived. ln the succeeding years, as his fruit supply began to decrease and the number of people who were calling upon this natural supply continued to increase, he was faced with one of his first great problems-that ol replenishing his food supply. He solved it by cutting a stone weapon to fit his han'l. XVit1t this he killed small animals. VVhat a field of opportunity he had opened to ltimselfl Before long he attached a handle to the stone so that he could strike harder and kill larger anitnals. Man, guided by his intellect, had started to progress. Cro-Magnon man's successor remained in this barbaric stage for thousands of years. He changed his place of abode from the cave to a shelter made of skins. and later to a wooden hut. He developed a simple govrnment in which the father of the fatnily conducted the religious Worship and tnade the laws for the house- hold. One thing he kept with him, his lust to kill, but this lust did not confine itself to animals. Often, when he saw another man with something he desired, he 14

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conditions cultural development and destruction would not have gone hand in hand. The twentieth century has wrought a tremendous change in the world. Governments have changed, educational opportunities have been enlargedg medi- cine and surgery have gone ahead by leaps and bounds, and science has revolu- tionized man's life. Yet all around us, in this age of advanced civilization, wars are being waged. It is the old story of ancient times-the survival of the fittest. Will man continue to destroy man and to undo his great wroksP That is the problem which faces us to-day. The seriousness of the problem was stressed by Herbert Hoover in a recent speech when he said, The tools of industry as well as warfare will destroy this civilization unless they be guided by men of high character. What should be our answer to this twentieth century challenge? Let us answer it in the words of the same statesman: Out of this technology and power over nature we must build stability and security for the common man, or fail. We must stiffen those elements of character and wisdom that will make these forces beneficial and not destructive. It is in education, morals, and character of men where our hopes must rest. This is the task which lies ahead of usg this is our life. SG if '55 SCX 'ized' 55' K 16