Hale High School - Pompositticut Yearbook (Stow, MA)

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we have accomplxshed has been done not only by our own effort but by the patlence, encour agement, and kmd mterest of those same teachers under whose guidance we have come this far For all the1r help, we are very grateful We want to thank our parents for standmg behmd us m our trlals and for glvmg us the mcentlve to go forward We appreczate the mterest the townspeople have shown 1n our school and 1ts affalrs And now my classmates, here we are at the end of our high school course We have studred together, worked together, danced together, and, on the whole, we ve loved xt We shall be sorry not to return for further hlgh school days, but we are proud to graduate from Hale Hxgh School These four years have been happy ones and through It all we ve been rowlng toward cer tam goals not dnftzng almlessly but rowmg' So, as we say Farewell let us row wxth our hearts From comprormse and thmgs half done, Keep me wlth stern and stubborn prlde And when, at last, the fxght as won, God keep me stxll unsatxsfled Wllle na Peck OFFICERS OF TI-IE CLASS OF 1949 Presldent Ralph Smxth Vlce Presldent I-Iexdx Peck Secretary Marjorze Gray Treasurer Eleanor McColl Student Counc1l Representatwe Bruce Maclver Advxsor Mrs Kathleen Platt CLASS MOTTO Rowmg not Drxftmg CLASS FLOWER Yellow Carnation CLASS COLORS Blue and Gold CLASS MARSHALL Wxlllam Hzbbard 14 . ' . - . U . . . , . . ,, ,,, . earnest purpose toward those ever-receding shores and keep the intense words of the poet in

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Durmg the next eleven years, Mann traveled through many towns to glve teachers ad vxce on proper teachmg methods He persuaded the state to ra1se money to help support them Many of the schoolmasters wanted nexther h1s help nor h1s advlce They beheved they we re doxng well enough as It was Mann part1cularly stressed that the relxglous belzefs of any sect should not be forced on the pupils wh1le 1n school Through Mann s efforts normal schools for teachers were set up, and when funds ran short Mann and hzs frxends gave money to help the cause Other states soon followed m he steps of Massachusetts They, too, set up normal schools and the state helped to fmance the1r pubhc schools In 1843 Mann marrled agam and went to Europe There he studled school systems and dlscussed the problems w1th forelgn teachers The report whlch he wrote up on h1s return caused bxtter argument w1th those who opposed hlm Mann beheved that each person rxch or poor should have the same chance to recewe a good free educat1on, and thzs was has mam goal He was a flghter and he fought for these behefs He stated that teachers should try to understand the1r pupxls and should not fnghten them contmually In spxte of all h1s program succeeded Hxgh schools were bullt and the state fund for ed ucat1on more than doubled For the fxrst txme xt was posslble for the average youth to recewe a free educatxon whlch would prepare ham for hxgher learnmg The attendance of schools whxch had been so small suddenly rose, and continued to soar durmg the followxng years Mann s Interest ln educat1on was not hxs only concern He was very much agamst slavery, worked to Improve cond1t1ons 1n state hospltals and Jails Mann was nommated for governor of Massachusetts, but at the same txme, he was offered the pos1t1on of presxdent of Antxoch College He chose to become preszdent of the college, once aga1n, because h1s xnterest ln educatlon was greater than that m pohtlcs Antxoch was then a new college Its bulldmgs were not flmshed and there was no water supply Mann was exhausted and m bad health when he went to Antxoch, and ln trymg to put the college on fxrm foundatlon, h1s health gave out and he d1ed on August Z 1859 The hfe of Horace Mann was spent for one thmg to attam free education for all He and the many other persons l1ke h1m who worked so hard for the1r cause are the ones who made xt posszble for us to have our educatmon The story of Horace Mann as typxcal of many others who have been able to brmg reforms mto the American llfe Because of these people and the1r new zdeas Amerxca has gamed 1ts place of mfluence and power among the natlons of the world Classmates The past twelve years and especzally the last four years of hzgh school whzch have meant so much to us, have now come to an end We have gamed new knowledge from a varxed number of fxelds knowledge that has opened our eyes to strange and wonderful things knowledge that msplres us wxth enthusmasm for greater learmng knowledge that has help ed us to grasp thlngs as they are and as they mxght be If we have acquxred good habxts of study and work, we owe lt to our teachers If we have learned how to become better c1t1zens of our country, agam we owe xt to our teachers What 13 5 I . ' ' . t , . . . . O , . . . . . I 0 ' , . , . . . . . and when he became a congressman, he clashed with Daniel Webster on this question. He also . . . . . . I . . . . . , . r - . . . . . . . . D O I

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SALUTATOR' Teachers Parents Friends and Schoolmates Iwonder if it is really necessary for me to try to tell you in wcu 1 now uly glad we are to have you with us tonight We are very young and inexperienced mt ways of the big world with which you are so familiar and yet we have already learned how .xseless ords rea are when they try to express the deepest feelings of the heart We could not poss Jly put our thoughts into words and in any degree make you fee as we do Sf why shoul we try? And yet men and women who know what it means to be wanc' rers ov r f face of th earth tell us that there is no sweeter word in the English language tl' n the :Orr Welcome And w really do want to say it to you and to say it in the rxght way Words are elastic Of themselves they may be very rr ll and apparently woi hless but stretched out to the full extent of their capabilities they rr y be made to cover far more than we ourselves realize It really depends so much upon the motions that call thenf forth Some times our words may sound exaggerated and seem to try to say mo than our I arts may really prompt Again we may find words far too weak to convey to our friends he emotions that are flooding the innermost recesses of our being This is the position in which we find ourselves tonight To you this may we a pleasant occasion To our parents and relatives, it is an hour of pride and ffectxon t s our teachers, an hour of mingled Joy in our success and regret we trust over the necessary parting To us this is a great occasion, a red letter day one of the b lghtest spots in our l ves and it is bound to live in our memories forever And so dear friends I am not going to try to say Welcome at all Instead we are just going to put forth every effort to prove to you how m ich we thank you for coming to repay you as much as possible for the pleasure and pride yo ir presence brings to us by saying or doing something that will make you feel that you hav not ome altogether for nothing Of course I do not dare to promise you that w will do well We cannot tell that yet No one can ever be sure how things are going to turn c ut But I do promise you, on behalf of every one of the class, that we will do our best to make you glad you came Vith this one aim ever in our minds I thank you once more for coming, and 1 xtend to you in the name of the class our most grateful and sincere welcome THE PROMISE OF AMERICA The people who came to America originally came from all the other countries of the world They had one characteristic in which they differed from those who remained That was to tear themselves loose by the roots from their homes, their low ed ones, and their native lands to come to an unknown continent come because they loved freedom more than they loved security They longed for freedom accompanied by thrift and ha dship and toil, rather than a mean security with submission to overlords Our ancestors brought with them, not only the desire to find here a place where they could worship as they saw fit, but also, ideas about the kind of governxnent under which they wished to live. Even before they landed at Ply-mouth, the Pilgrims wrote and signed the Mayflower Compact, their plan for self government. Since that very beginning of that democratic society 15 ' . 1 1 - ' ' ' ' -f Q.: ' Pw- . . . . . ,Q . . , :uf , . 2 . . , x . , . A , . , . 'L B 7.22 8 . . . ., ,, IL . V .. 13 . . . . g . . 3 P '. 'L I . . . . N . . 'L 0 C - . ' . E 2 . . , . I . O I . . . . . . . . . . . . . b o 1 . . . . . . ., . . o I 9 . . . . 1 - 1 o 1 . . . -. I . I . . 1 I ' 1 . . . . - - ,, ,, sa n - 9 1 - - o . l . 1 . . . . . 1 . . . AI 1' ., - 1 . L . I R o o . . Y . V J , - . ., . . . . O 'I . . V . J 1 . 0 J . . . . . . . . . . D U . . v . . D - . . . . . . . A . . . . C