Framingham North High School - Archon Yearbook (Framingham, MA)

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Page Sixteen The Philomath industries, there still remains great room for improvement. Man has never been satisfied with his own accomplishments, and will continue to improve that which he has already invented. Even life is comparable to industry in this respect. The first third of a person ' s life is spent in acquiring general knowl- edge of his environment, the problems he is expected to face, and the activities toward which he intends to direct his efforts. The remainder of a person ' s life is spent in specializing in some particular phase of activity which he has selected as his vocation. Always a person finds that even though he may devote his entire life- time to a certain phase of any activity, he can never learn all there is to know in his line of work. To be sure, it may seem that the peak of success and accomplish- ment has been reached, yet there still re- main limitless regions to be conquered. Tonight we, the class of 1931, stand on the dividing line between generalization and specialization. For twelve long years we have tediously toiled to acquire a gen- eral knowledge of ourselves and our en- vironment. Like Columbus we have sailed a great sea, but unlike the sea of dark- ness which Columbus traversed, ours has been a sea of enlightenment, namely, that of education. Like Columbus, however, we also have suffered and made many sacrifices in order to achieve our goal. Many times during our voyage we too have been on the verge of surrendering and returning, but some new clue has in- dicated that our goal was within reach, and we have revived our faith in our un- dertaking. Finally, three years ago this June, we, like Columbus, were rewarded for our efforts when we received our diplomas from the Junior High Schools and felt that our long journey had been worth while. Then, like Balboa, we realized that there was something greater to be achieved before we could rest comfort- ably. The High School course offered greater possibilities for advancement, and so we, like Balboa, decided to investigate and see just what was to be offered by the new territory. As our venture became more difficult, our numbers diminished likewise, and the number entering High School was considerably less than that which had completed the Junior High School course. During the past three years some of us have made heavy sacri- fices and expended unlimited energy that we might progress through the high school course and attain the lofty levels of culture which it afforded. To be sure, not all of us have been able to maintain the pace, and a few have been eliminated, much the same as the followers of Balboa dropped by the trail as the ascent grew steeper and more difficult. Yet those of us who have succeeded in this mission feel that the long and difficult trip has been worth the trouble. And now we, like Balboa and his fol- lowers who stood on the highest peak of the Andes chain, are standing on the peak separating generalization from specializa- tion. Behind us lies the wide expanse of the sea of generalization which we have already traversed; before us lies the boundless and unexplored sea of special- ization. We know not the dangers and the rewards which lie within and beyond this wide expanse; yet all of us will ven- ture forth to navigate this great body. Like the unfortunate of Magellan ' s crew, many of us will never realize our fondest ambitions, but will perish by the wayside; but like the more fortunate of Magellan ' s crew, some of us will succeed in traversing this great expanse and will sail into the port of achievement. Today we stand between these great bodies; tomorrow we shall begin the long and hazardous voyage across the great (Continued on page 28

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The Philomath Page Fifteen ging. The men were on the verge of col- lapse when land was finally sighted. Even greater obstacles, however, were yet to be overcome. The natives inhabiting the islands opposed the adventurers, and in the resulting battle many were killed and four ships seized. The fifth, the Victoria, evaded the natives, and after several months ' hazardous sailing, returned to Spain with a crew of eighteen ghostlike men. The globe had been circumnavigated, the extent of the great sea was known, and the identity of the bordering coun- tries was ascertained; surely now man was satisfied. Yet, the hunger was not appeased. Now more complete and de- tailed information was desired about each respective locality, and consequently exploration went on with even greater energy than heretofore. From that time on, the new territory was developed faster than it had ever been thought possible. Thousands of homeseekers with their families invaded the regions and settled along the coastline. As more immigrants were attracted to American shores, man penetrated more deeply into the heart of the continent, ever discovering new and important facts which increased the scope of human knowledge. Each succeeding generation penetrated farther into the unexplored territory, until today nearly the entire continent has been explored and brought under the influence of humanity. The great development of the United States today is directly dependent upon these thousands, yes, millions of men and women who have contributed to the early foundation of this nation. Without the explorers, the adventurers, the pioneers, and other early settlers, North America would still remain an unknown and un- explored expanse of land inhabited by roaming bands of barbarous Indians. Each of these classes has contributed its share to American development: first, in acquiring general knowledge of the con- tinent as a whole; and then in obtaining specific knowledge of each particular locality. So it has been with all branches of activity. Every industry has had its founders or explorers, and its supporters who have built it up from a weakling in- fant to a strong and prosperous industry. In each instance the pioneers have first sought general knowledge of the field of activities presented the industry and then have begun the long and tedious task of acquiring specific knowledge of each phase of that industry. Always general knowledge has preceded specific knowl- edge, and generalization has been the parent of specialization. For example, let us consider the rapidly developing aviation industry. Twenty- five years ago an airplane was a box- kite-like contraption which flew. Man knew not the phenomenal development this crude affair would undergo in a quarter century, nor the important part the improved machine was destined to play in the modern world ' s activities. The aircraft designers, however, began to experiment and find to what limits the use of such machines was restricted. Then came the period of specialization in this industry. Planes of all types, sizes, shapes, and designs are now being devel- oped to fulfill the requirements of the machine in its various phases of activity. Even today this period of specialization is still in its infancy. In the future air- craft will be developed more than at present until the improved planes of to- day will appear even more crude beside the airplane of the future than Wright ' s biplane appears beside the Ford tri- motored plane of today. So it is with all industries. Although now it seems that the limits of perfection have been reached in many of our leading

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The ' Philomath Page Seventeen ]■ CLASS NIGHT ■a Class History I Now we are launched on a glorious sea To peruse again our class history; To review our humorous ups and downs And discover the numerous smiles and frowns Which guided us on our way. II We entered. Ah! the lure of it, The anticipation and fear to wit. There were two hundred twenty-three To traverse this rollicking sophomore sea. (But now we weep, for some are gone; However the sails are up — sail on!) We hustled about the corridors, Fearing the Seniors ' mocking roars At little Sophs, and perplexing doors. We ' d rather die than show our fears To upper classmen of ancient years. For the first time on October fifth An assembly was held our minds to uplift. And then — came exams! Away — care- free plans; Here comes life with a little more strife. November ' s marks showed where we stood Scholastically, some not so good. In February we had a campaign To see who ' d get positions of fame. As president we chose Bud Hill, Who holds that great position still. Then Gret, Bob, and Virginia Made up the rest of our guiding star. Oh! We mustn ' t forget that great event The Carnival — its fun and joy — Busy planning for days and days And then success — expense allays. We gave our money to divers good causes — Movie Machine — Philomath — Annex flaws. On April 5th — a social affair, The Sophomore dance with its joyous flare. The year wore on to a fitting close, We were no more Sophs — but on Junior toes. Ill The summer days of twenty-nine Wrought changes in the little Sophs; As Juniors we were well in line To cope with problems doped by profs! We now were ready to assume The grave responsibilities Of keeping order — lifting gloom, And showed our capabilities. The Seniors seemed much closer now; The social proved this very fact. We could be equal — need not bow — By us they saw they could be backed. The first five months passed without note. Our class perceived the nearing goal. We pondered deep on what we wrote And studied hard for honor roll. But joy was mixed with all our work — A carnival of clubs was held To aid the future of our school, To clear the past — old debts were filled. In March the name of Senior first Was vaguely wed to thirty-one. Elective blanks dispelled the worst, We dared to think the fight was won. In sports we showed our much loved school That we were versatile. In all the major games we ruled That hardy brawn was fighting still. Our Junior Prom, the joy of joys, On Friday the thirteenth was held, When Junior-Senior girls and boys