Hamilton High School - Hamiltonian Yearbook (South Hamilton, MA)

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GRADUATION ISSUE THE HAMILTONIAN Published by the Students Hamilton High School SOUTH HAMILTON, MASS. THE HAMILTONIAN STAFF Literary Editors GRACE POWERS GRACE CULLITY Literary A ssistants ALFRED McRAE CARMELA DeLUCA DOROTHY KIRBY WILLIAM MOORE CATHERINE CRACKNELL IRENE TREE Business Manager CATHERINE CRACKNELL Commercial Assistants MARGARET SARGEANT IRENE TREE THELMA MANN ESTHER KOLL WALTER FOWLER VIRGINIA GOULD MYRTLE ALLEN ELEANOR THOMPSON THOMAS MILLERICK FRED JOHNSON LURA BAILEY

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The Hamiltonian 3 Valedictory A GRADUATE LOOKS AT LIFE I T has been said, “Time is Monej ' .” While this is true, time is more than money; it is the raw material from which our lives are carved. Our days are divided into three parts — work — leisure — sleep. Leisure is the most important. This is our own time, and we should make the best possible use of it. If we do not care for the type of work in which we are now engaged, our leisure offers us the opportunity to prepare our- selves for some line that is of interest to us. I ' he majority of people do not use time with a purpose. Instead of making life, they permit it to happen. Live today and use your time now. esterday is a dream and has gone forever, tomorrow is only a vision and may never come ; but today well-lived makes every yetsterday a dream of happiness and every tomorrow a vision of hope. We are like sculptors . Day by day we are carving the statue of our lives. Daily we hammer at the marble which is time. Vhen our life is done, the statue is a like- ness of our life. If we have lived beauti- fully, it is beautiful. If we have tried and lived usefully, the figure has a semblance of character and solid achievement. If we have lived badly, aimlessly, carelessly, our handiwork reflects the misuse of our most important material — Time. There is a very important distinction between education and learning. A man is educated who is trained in all his faculties and powers to do his best. While learning furnishes us the tools, experience is the final teacher. During our school years, our teachers strive to teach, help, and guide us to the best of their ability so that when we have been graduated we shall have some idea of how to face problems and situations that will arise. I ife is a continuous process of sohing problems, and faith that every problem can be solved is an essential factor in success. Recall a situation after it has passed and think of different ways you might have handled it so that you will be better able to handle others when they arrive. We must, however, avoid playing a lone hand because there are others who know more than we do, from whose experience we may profit, if we will but listen to them. In our homes we receive our first teach- ings where our parents strive to show us the difference between right and wrong. It is the home environment, to a large extent, that determines the actions of children while in school, therefore, parents should influence their children to study and make the best of their schooling. Encouragement to think for themselves must begin with the home. Recause school has a more defi- nite and lasting influence over a person’s life, its purpose should be to give us a foundation on which to build each new experience. A foundation so substantial that it will prepare us to meet any eventu- ality which we may be called upon to en- counter. We must also take into consideration the newer idea education has for the in- dividual. Formerly, a high school training was thought to be a preparation solely for higher education. Today a high school education aims to prepare individuals to meet as many new experiences as possible, of the type and nature which they will be getting when they leave school. It gives them the ability to solve problems as they present themselves, to think through to conclusions, to weigh results and to make up their own minds as to what is the logi- cal solution to a problem. When the stu- dents do leave the school building and the guidance of school teachings, they will have been trained to think problems through as they arise and get the answers better than though definite problems with definite answers had been taught in the class room. Think independently, come to your own conclusions, and, once convinced, act on them even though it compels you to dis- regard advice honestly given by others. The past few years have vividly shown us how unknown the future is, and ready made answers no longer meet present day conditions. First we should plan something definite