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Page 5 text:
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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
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Page 6 text:
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4 The Hamiltonian that we would like to do. However, common sense tells us that today it may he necessary to accept a position that is not in accord with our personal preference. Pre sent day conditions have forced many to go into lines of work for which they had little taste or interest. This shoidd not he a cause for discouragement. It is not the conditions of life that surround us, but our ability to mold these conditions to our use that will finally determine success or failure in our li es. Edison, doing tlie drudgery of a common telegrapher, little realized the influence that this earlier train- ing would have on his later life and accom- plishments. His rule of life was the most hnportant factor in his success. It was — ' ‘1 never allow m self to become dis- couraged under any circumstances. . . . I ' lie ..three great essentials to achieve anything worth wliile are, first, hard work; secoml, stick-to-itiveness, third, common sense.” Our teachers are most influential in our lives because of our daily association with them. ' I ' hey teach us the subjects in tlie line of work we take up. However, we have to thank for our education and train- ing, not only our teachers, principal, super- intendent, and school hoard, but the tax- payers whose sacrifice makes possible the high standard of teaching, school facilities, and equipment in our modern schools today. My hope for the class then is to rever- ence justice and abhor dishonor, thus giv- ing us a shield against every unworthy ambition and misuse of our talents. If we have trained ourselves to the highest things, if we have made tlie most of ourselves, and if we are ready to give what we have gained to help mankind — then we have found true education with which to face life. — Margaret Sargeant, ’35. Salutatory THE HOSTON PUHEIC LATIN SCHOOL I N behalf of the class of 1935, 1 welcome your attendance at these graduation exercises, which are, to us, the grand cli- max of our high school careers. We hope that you will derive pleasure and benefit from this program to such a degree as to make it as pleasant a memory to you as it will certainjy he to those who participate in it. I ' oday the elementary and higher schools of our state do much for their graduates toward preparing them to find happiness and success in later life, but there was once a time when children in this state received no more education than they could gather from their own parents or from attendance at what were known as “dame schools” — inefficient elementary schools taught by women for small children. It was not long, however, before our forefathers realized the need of more efficient educational facili- ties, and they immediately took steps to obtain them. At that time, education of the younger generation was looked upon as the business of the church or of the indi- vidual and not as the responsibility of the state. About the year 1635, public schools began to he established in the Massachusetts Hay Colony, and in April of that year the Hoston Public Latin School was founded, the first public high school on the Ameri- can continent. Perhaps a description of that school would not be out of place here since this year is the 300th anniversary of its found- ing. It was established for the purpose of sufficiently versing students in Latin and Greek to enable them to enter college, especially Harvard College which was es- tablished somewhat more than a year after the Latin School. In this aim it has been successful, since it yearly gives Harvard University more students than any other preparatory school, public or private. Credit for the establishment of the school is generally given to the Reverend John Cotton who came to the Massachu- setts Hay Colony in 1633 from Hoston in Lincolnshire, England. He seems to have received the inspiration for this idea from the Free Grammar School of Boston in old England. In determining the date of founding, historians rely upon the “Records of the Town of Hoston 1634 to 1660,” which are now preserved at the City Hall, Hoston.
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