Holden High School - Clarion Yearbook (Holden, MA)

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Lv 1 5- PRO MERITO SENIORS First row Joan Hubbard Nancy Majewskx Kay Manchester Dorothy Sergent Elaxne Pant Second row Audrey Wolfe John Josephson Earl Wlllev Robert Whlte Janel McKay and Joan Fancey COMMENCEMENT SPEAKERS Flrsl row Earl Wllley, Rnchard Lmdgren, Dorothy Sergent Sevond row john Josephson 52 X l l wav- I ,fa 1 17 If 7-5' C 1 3 1 '- fx A '-- ' A A . A 1 I ,V ' 1 ' L2 1:7 ' Xe 3 , 1' 1 1 - e A r ' Q Q s l : 1 l .1 1 1 . - rf 1 1 . , 1 I 1 1 -

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4 NEFF WHYE AGAINN

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cqcfcfzsas of Kffysfconza Members of the School Comnuttee Mr Buker, Mr Bubar Teachers and Friends I wish to welcome you here this evening to the graduation of our class Tonight brmgs to an end probably the best four years of our lives These years have brought us joy and happiness We have learned what rewards can be had from hard work and dill gent study We have been taught the value of co- operation We have learned one cannot live alone even in high school for if one does most of the pleasure is gone out of school l1fe We cannot forget the virtues of team play the mmute we take off our football helmets or put our basketball uniforms in our lockers or throw down our baseball gloves We must remember that wherever we go ln everythmg we do and everythmg we say we come in contact with some other person We must accept this knowledge quietly and humbly realizing other people have to live with us too Mindful of these facts we have chosen for our theme this evening Human Relations a Fron tier and a Challenge The three speakers you wxll hear will consider the three topics Some Techniques in Human Relations Human Relations in Industry and Human Relations ln the School In the world of tomorrow, we must know Xiuch more of other lands their worth their ways Nlust learn of strangers if we are to grow In understanding through those vxtal days In tomorrows world we will be more akin To other people than we were before- XVe must be nexghborly must enter rn To many a strange and hitherto unopened door He who brmgs An open mmd with his clear vision turned To meet tomorrow will learn many things The World of Tomorrow by Grace Noll Crowell RICHARD LINDGREN omg .sa m ues L12 umcm cgzfafaona As you looked at your programs this evening I am sure the question arose in your mmds What does the term human relatzom' really mean? Human re lations is the study which first leads a person to realize and understand his own emotions Only when he really understands himself is the individual ln a position to understand to sympathize with and to help others Human relations is then that study which reveals the barriers which make communication be tween people and peoples so difficult Actually xt is this problem that is the very essence of world discord and the trigger of the real and very pertment problem of racial prejudice Now arises the question What if anythmg has been done to procure a knowledge and to concetve a better understandxng of the problems which are blockmg us from a better relationship with our fellow men? To answer this question even in part would take many volumes It IS an extremely complex field so new that as yet no history of it has been written I will therefore attempt only to give you some exa.mples of the methods used by the social sclentists and some of the results helpful to society that have been resolved from such experiments as the Glueck Study of Delinquency The Bethel Maine Expen ment 1n Group Leadershlp Trammg and the classic study of prejudice carried out In Callforma The problems of crime have long been among the most difficult of soclety We have provided law courts and prisons and other methods of penology but neither our legislature nor our courts have had much in the way of solid facts concerning underlying causes or sources of criminal conduct In 1939 Professor Sheldon Glueck and his wife Dr Eleanor Glueck commenced what was to become the most extensive and sclentlhc investigation mto the age old problem of delinquency in all history This Field was not new to the Gluecks for durmg the preceding fifteen years they had conducted many experiments in and had written several books on prison correctional treatment They entered mto this newer field with bold originality and painstaking thoroughness applying methods of careful precision in an area which had heretofore been filled with speculation and conjecture As a result of thelr findings the following were eliminated as causes of delinquency place of resl language spoken economic status etc and such fac tors as age of school entrance and attltude toward school Not so outstandmg yet still slgmncant, were the factors of health intelligence basic character traits and emotional stress Of these ill health cul ture conflict and large families have at one time or another been stressed by leading crlmmologlsts as being basic causes in the or1g1n of delinquency While the investigation was too incomplete for conclusions to be stated exactly certain facts regard mg delmquents have emerged On the whole they were more extroverted vrvacxous lmpulslve and less self controlled than the non delmquents They were more hostile resentful defiant suspicious and destruc tive and less fearful of failure or defeat than the non delmquents They were less concerned about meet in conventional expectation and were far less sub ITIISSIVC to authority They were as a group more socially assertive and to a greater extent than the control group they expressed the feeling of not being recognized or apprecrated Socro culturally they were dlSIlI1glllShCd by having been reared to a far greater extent in homes of little understanding Thus we see in the Glueck investigation for the first time a scientifically sound attempt to get at the causal factors in the breakdown of human relations that result In juvenile delmquencv The next project in human relations I am going to consider is the Bethel Maine Experiment m Group Leadershlp To procure pioneers for any field is always dxffi cult therefore in order to encourage basic research in this particular held the National Educational . V. . . - ,, . . , . . ' , ' ' YY ll ' ' YY ' I J ' l P An ' ' ll s . I A ! . Y . ' . . 2 ' . I , Y Q Q. 1 , Q , A - . . 1 7 . --......nq.-..---1-.a-a- nqpun-v I ' , . . . . . . . . -Q . l U. Y . . . . xl. I ' A . . ,, . - - - H - Y 2 l r r I i . . . H ' - . . ' . . . . Y . ,, - . . . A . , . 4 I , .: Q Q - . ' ' , , dence, background of parents-that is, size of family, . Q 1- , , .W - - - , ' , . Q , - 4 - . I . - Y , n - - 1 1 ' Y I ' Q I . . . 1 ,, - Q n - ' . . . - - ' , . 1. o u Y ' . l -l Y I Y I , ' ' . ' - . - . . ' ' ' . . . . ' ' . ' ' - . -I ' I - ' . . I 3 . A .' l ' ' , 1 . - 1 A I u- - Q 1 I , Q Y u Q I Y s n - , I. ' , I . I Q . . I I Q Y 1 , V . . U . . ' . Y 1 . 1 1 . n - 4 s 1 4 s V 1 Y . Z y , 53