Holden High School - Clarion Yearbook (Holden, MA)

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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

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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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Assocratron helped to sponsor the New England Trarmng Laboratory on Group Development I s first classes were held rn the summer of 1947 at Gould Academy rn Bethel Marne To further the actrvrtres of the laboratory the trustees of the Carnegie Cor poration of New York gave a grant of 3100000 cover mg a three year period, whrch gave the National Lducatron Assocratron a much needed source of lncome wrth which to contmue thrs xmportant research The outstandrng purposes of the laboratory are CID to develop a sensrtrvrty to the many forces oper atrng rn group srtuatrons such as tensrons and anxre tres KZJ to develop a skrll rn unrtrng the thoughts and actrons of a group for the greatest eiiicrency and productrvrty C35 to explore and develop a more surtable means of teachrng human relatrons skrlls and understandrng This laboratory combrmng research and trarnrng rn the crucral area of group process rs developmg methods of education and prrncrples of learnrng which mav ultrmately affect every classroom rn the natron It also IS of monumental rmportance to busmess polrtrcs and even every day lrvrng The most momentous studres rn the field of preju drce ever attempted were conducted at the Unrversrty of Calrfornra rn its Publrc Oprnron Study sponsored by the American Jewrsh Commrttee In digging down to the roots of prejudrce socral screntrsts have long been drssatlsfied wrth the con ccptlon of the mdrvrdual as a bundle of separate lrkes and drslrkes More crucral for the study of prejudrce than rts srmple presence or absence they feel rs the way rt rs bound up wrth a total personahty Thrs study proved decrsrvely what had long been suspected Antr Jewish antr Negro and other antr mmorrty prejudrces generally run together All are found predommantly m persons who are conservatrve or reactronary on domestrc and rnternatronal rssues, whrle persons who have tolerance as a trart also have a lrberal attitude Smce this rs an entrrely new field, much more research of course needs to be done Meanwhile, the following would seem useful workmg hypotheses CID In our American culture there rs an establrshed pattern of prejudrce agamst certam groups C21 Thrs pattern of prejudice presents a strrkmg contradrctron to the democratrc pattern C31 Whrch pattern wrll become domrnant vull depend largely upon how the mdrvrdual has been condrtroned by hrs own personahty tendencres C45 These personahty tendencres are de rrved from certam lrfe experrences whrch may mclude relatronshrps rn hrs own famrly school clrque, or even in hrs adult assocratrons CSD Once prejudrce rs estab lished rt rs often rernforced by rts usefulness ln grvrng the mdrvrdual a sense of superrorrty over the sub ordrnate ethnrc group If these hypotheses are valrd what are therr rmplr catrons for the future of intergroup relatronshrps for the future of democracy itself? In the long run the problem wrll be to modify our mstrtutrons partrcularly our chrld rearmg mstrtutrons the home and school, rn such a manner that secure and lovmg rather than insecure and hate rrdden personalrtres are produced How these thmgs can be done-rf study and research show they can be done-wrll be strictly up to you More and more educators psychratrrsts and others are emphasrzmg the importance of educatmg young people not only rn the conventional school subjects but also rn an understandrng of therr fellowmen. They should be led to understand their responsrbrlrtres as crtrzens of the world for today s young people may hope for world peace untrl people are wrllrng to look at other people wrthout prejudice and accept therr customs, therr mode of lrvrng and their relrgrous beliefs Yes ladres and gentlemen wrthout an under standing sympathetrc people nerther the Unlted States nor the world can hope long to exrst JOHN MORRISSEY umcm welczftoni L12 ffia Scgoof Perhaps the greatest crrtrcrsm of the Amerrcan schools rs that they have taught the chrldren every thxng except how to lrve In the past the emphasis has been on developmg the chrldren mtellectually and physically Now the personalrtres will also be taken mto consrderatron so that the chrldren may go through lrfe happy and well adjusted How important IS thrs? Statrstrcs gathered durrng World War II showed that eleven percent of the men were rejected rn the draft for emotional mental and nervous reasons Three hundred and srxty thou sand were later grven psychratrrc medrcal drscharges from the Army and Navy Over two hundred thou sand were released because they could not adjust themselves to mrlrtary lrfe The mam reason for thrs high percentage was the lack of emotronal maturrty of many of the present day youth A revrsed school curriculum rs needed to teach young people skills rn human relatronshrp and to burld better human understandrng for a changrng world Many changes can be made rn a small way wrthout altering exrstrng schedules and courses A an example rs the so called Bullrs Project ' In the spring of 1941 Edmund Bullrs wrth the assrs tance of Emrly E OMally began a serres of ten weekly human relatrons classes for seventh and erghth grade chrldren rn the schools of Delaware These classes were experrmental and were sponsored by the Delaware State Socrety for Mental Hygrene and by local supermtendents and prrncrpals of the co oper atrng schools Mrss O'Mally was an expert m the use of drscussron techmque, and her personality enabled her to garn the confidence of the chrldren wrth whom she worked The human relatrons classes taught by Mrss O Mally under the gurdance of Mr Bullrs attracted the atten tron of phychratrrsts and educators Interest rn the classes grew rapidly Mr Bullrs made arrangements for the trarnmg of teachers rn conducting human rela tions courses and the program was expanded to mclude grades srx to ten How does a human relatrons class work? The class starts wrth the reading by the teacher of a prepared lesson whrch rllustrates the days theme- rnferrorrty feelmgs problems at home and the lrke After the story the teacher encourages the students to drscuss freely the emotional problems brought out rn the story and to tell from therr own experrence of srtuatlons lrke those drscussed Durrng thrs retell rng of experrences the students often brmg out prob lems which they have never drscussed before and as a result are often enabled to garn a better understand mg of therr own actions Through these lessons the student gets a sense of relref when he drscovers others have felt and thought the way he does One of the techmques used rn the Bullrs lessons was the socrogram A set of questrons was grven to boys and grrls rn all classes from krndergarten to the erghth grade The questrons requrred the students to choose from therr classmates those whom each would want to have stay rn the same classroom and srt near hrm The results showed among other thmgs, the num ber of pupils unchosen or Isolated, the number choos mg each other, forming mutual parrs, and the number formmg trrangles or chams Some captured the drs trnctron of bemg chosen by nearly everyone a . . t . ' 1 . . ' . Y A ' , . ' . . . . . . , Y - . . . . 7 . . I - . Q o - S ' : . ' 3 . . . ' . A . ' . I ' - I 1 4 n 1 I n . . . . , D I ' . . . . ' ' . . . Q S ' l Q i . . . . 3 . . . . ' I . . ' . .' : u . ' U n . . . . ' . . . y D . 1 . . . . ' ' . Y Y Q ' . 1 A n I ' n Q 1 , 1 , . . . - - - ' - ' be the builders of a world democracy. Never can we . . l s 'T ' , '- , '- . . . ' . . . . . ' . h' v . . r l ' . . . . . , r 1 . . . . . . , l . . . . y , . ' ' . ' . . . . - . ' . , , , . . . . . . . , S . - U - D , , . . . s ' 1 ' ' - .' . ' l s 1 u 1 . I . - - y , 54