Brockton High School - Brocktonia Yearbook (Brockton, MA)

Page 27 text:

Qian Dafa and Jlffuiic LISA GOLDSTEIN CLYDE SAVAGE The turbulent stream of hfe runs by We set sall unafrald The Jagged chffs and reefs defy For God our sktff has made The future hes before us now We face 1t strong 1D heart A better world that IS our vow A world from hate apart W0f?06' L A534 GOL 067'L7!V Lo' yonder hes the perfect World The land of peace subhrne We cast our anchor flag unfurled To greater glorles cl1mb M0676 C L YDE JAV4 GE ri Il lu! -O' mi i llll' gn 5 3 iffifffgl

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Qfdii .GDOEHZ jowar A jomorrowb olzghf By IAMES SMITH Through the dark of today to the lrght of tomorrow Through the chaos and strrfe ot the world we shall borrow The three freedoms ot man Truth Courage and Love Wh1ch are g1ven to us from the land up above Truth IS the vlrtue Whlch takes our hand And walks Wlth us to a beauteous land Courage guldes through dark to lrght And leads us rrud the deepest nrght Love warts beyond the sunset tra l To corntort us when sp1r1ts tarl These burlders of our own careers May we poxnt out through cornlng years To those who follow 1n our trarn To help thern too to love and garn So towards the br1ghten1ng edge of mght Go we and they through dark to lrght 22 ! F Q 1 ' 1 f 1 1 1 . . 'I - r 1 1 1 1 ' , .

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Cfam tgzczfion by THEODORE TEPLOW On one occasion, Aristotle was asked how much educated men were superior to those uneducated. As much, said he, as the living to the dead. Those of us who graduate so happily this week are determined to be among the group of the living. Thus we must analyze the word educated, which is really a blanket term covering many meanings and interpretations. First, perhaps, we have to realize that life itself is a process of education, which ought to be a continual upward struggle, with the climber forever dissatisfied with his progress. As Thomas Huxley said, The rung of the ladder was never meant to rest upon, but only to hold a man's foot long enough to enable him to put the other somewhat higher. So with the person who seeks to be educated, there are no fertile oases along the road where he may linger, content with past advances. The mind is constantly improving or deteriorating: it is never static. Therefore, since degeneration results if we are mentally lazy, why not try to direct our education to the ideal? After all, youth is idealistic, since it has not yet suffered the slings and arrows of outrageous fortune, nor borne the whips and scorns of time. And what a blessing it is that we are idealists! Thus we shall try all the more gallantly-to reach the peak of the ladder: to broaden our mental horizon so that we may possess the qualities of the truly educated person. According to Mr. Albert Wiggam, An educated man keeps his mind open on every question until all the evidence is ing secondly, he always listens atten- tively to the man who knows: thirdly, he never laughs at new ideas. Conse- quently, with open minds we young folks may consider the problem of what constitutes a truly educated individual. Incidentally, this is a question which has interested the greatest intellects of all ages. So it is only with extreme humility that we, young and inexperienced in life, dare add our ideas to the record. To begin with, possibly, we should first set dovsm a few errors which many people make when they think of education. The first is the opinion that mere possession of a vast fund of information constitutes an educated person. The truth of the matter is that an educated person does not need to load his mind with a clutter of unrelated facts which he is not using daily, and which he can quickly find answered in any reference book. The mere possession of facts is not wisdom. I may be a wizard at assembling or designing monstrous mechanisms, or be an authority on the culinary art. But that alone does not render me worthy to be called educated. In fact, if that is the entire scope of my knowledge and interest, I am relatively a dunce, con- sidering how vast a reservoir of knowledge there is in the world-ea reservoir, of which l am entirely ignorant. Or perhaps I am one of those hateful bigots who vigorously gather facts simply to re-enforce the strong prejudices which I am unwilling to surrender, no matter how brightly the light of truth shines to show my error. In that case, regardless of my knowledge, I am still narrow-minded. As Henry Adams says, There is nothing so astonishing in education as the amount of ignorance it accumulates in the form of inert facts. He who simply amasses information as a miser hoards gold is a liability to society. lust as the magnificent plumage of the bird of paradise adds nothing to his power of flight, so the possession of knowledge 24