Claremont High School - Hickory Log Yearbook (Hickory, NC)

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, ,,., W 2 i ggi, BENEATH THE EXTERIOR lie emotions that high school can initiate-the desire for recognition or satisfaction with mediocrity. Finding Themselves And o'l'l1eI S,

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CLATTER, CLAMOR, Getting Trays and Chairs-These Sounds Intensified as Underclassmen Faced a Closed Lunch Period Through these doors we enter a world that is uniquely our own-an abstract world of success, failure, happiness, sadness, living and being. Success is not confined, but rather encompasses all the facets of our life-student, son, daughter, leader or friend-and is related to all parts of our personality-body, mind, heart and soul. Success is the result of loving our work and focusing our- selves on the desire to achieve. But, as we meet success, we meet failure. lf we avoid all failure, we are only living in a cosmos of the imagination. We must meet failure and realize that if vve fail, vve fail while trying to suc- ceed. From success and failure we encounter happi- ness and sadness. Happiness comes from liking what we do, not doing what we like, and from the satisfaction of accomplishing a difficult task. Happi- ness cannot be pursued-it must be found unwar- ingly through others. Sadness often lurks with hap- piness, but like failure, must be accepted. Only sadness can strengthen happiness. With these come the abstractions of living and being-striving to find the things you love and rea!- izing that work is the key to happiness. lt is being today, instead of t'becoming in a tomorrovv that never comes, and realizing that No man is an island unto himself. It is our example, our vvords, our ideas and ideals projected into our future and into the future of others. ORIENTATION CAN BE most perplexing, but after the con fusion await three unforgettable years at Hickory High. They Succeed, Fail-Bul Try.

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Do you know yourself? Do I know myself? To know one's self sounds fairly easy. A careful ob- servation will prove that we know less about our- selves than any other person in the world. Plato asked three questions of every person he met. Who are you? What are you doing here? Where are you going? If these questions were posed to people today, it is highly probable that the ques- tioned would be just as uncertain as the Greeks were. Who am I? I am only a pebble, one minute particle of a never-ending strand. I am one unit, just a digit in a million-digit number. I am one atom in a billion-moleculed world and one letter inthe alphabet of the universe. Yes, I am one small thing, but I am a person-an individual essential to the strand, the number, the world, and the alpha- bet. I am one person striving for recognition and a place to belong and be useful. I am one, but I am one. What am I doing here? I am failing, succeeding, existing, coming, going, but I am trying. I am searching for a reason, a person, and a place. Sometimes I find them, sometimes I don't, but I am searching. I am accepting, rejecting, being accepted and rejected. I am belonging, loving, hat- ing, Iaughing, crying-and living. Where am I going? I am going up, down, out, backward, forward-I am going. I am coming, leav- ing, returning-I am going. I am moving swiftly, slowly, courageously and fearfully-I am going. I may never reach my destination, but I will strive. I may always be ahead of my life or in its past, but I will still be searching. Who am I? IVIe. What am I doing here? Living. Where am I going? Where am I going? T0 A STUDENT, daydreaming offers a time to escape the ac- tivity of a class and look out into the world that is waiting for him-unknown, untried, uncertain. TEENAGERS FIND THEMSELVES in various ways, but often the most important way is through others. WITH THE HELP of Miss Carpenter of the Employment Agency, David Mull attempts to find himself and his place in life through aptitude and manual dexterity tests. Looking For A Place To Belong