Ipswich High School - Tiger Yearbook (Ipswich, MA)

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who has yielded to them. Freedom, there- fore, freedom from all overpowering habits is the first essential of true culture. Education is likewise essential to the cultivated man. He cannot deal effect- ively with the present, nor can he plan successfully for the future unless he knows the past. From his study of history he learns the most successful manner of deal- ing with perplexing problems. His study of literature reveals to him the human soul, its ambitions, its sufferings, and its ideals. Indeed, education is the very foundation of culture. It is largely by the light of one’s educa- tion that he regulates his conduct. From isolated facts and experiences he arranges a system of values, a philosophy by which to direct his life. The cultivated man must appreciate the relative importance of everything in life. Then can he choose his friends because of their true worth. Then will he be able to place himself in the posi- tion of those w ' ho are to be affected by his acts. If he has a true sense of proportion, trifles will not vex him. He will see the value of honor, he will be considerate of the old and weak, and he will be courteous, sympathetic, and reverent. Reverence is, indeed, essential to culture. Every cultivated man should know the “Bible,” use its valuable teachings, and feel the influence of an unseen power in his life. Our minds are now like fertile soil. In them have been planted the seeds of true culture: The desire for greater freedom from enslaving habits, the ambition to at- tain a broader education, and the ideal of developing a true sense of proportion. May the soil yield an abundant harvest! Gardner Brown — 1921. NON EST YIVERE SED YALERE VITA Not merely to exist but to amount to something is life ! Every one agrees with us, Classmates, yet how few realize the full significance of our motto ! Like us, others are striving to rise above themselves, to amount to something in the truest sense. Yet what do we all mean by amount, to something ? Who sets the standard of true worth? Shall we strive to emulate the man who has reached a high social position in life, or the man who is a financial suc- cess? Is the man truly worth while, the genius who, through sudden inspiration, has rendered a great service to the world, or is he the earnest, . steady worker who does humble duties well ? Friends and Classmates, let us acknowledge our in- competence to judge one another. True worth can be estimated only by a personal test. We can not know how much time and effort a man’s seeming success has cost him. Of two men who have be- come presidents of equally important banks, one may have inherited his position, while the other was struggling through pov- erty and lack of education to attain his. Therefore, arbitrary standards of material accomplishments can not weigh true worth. Nor can we judge ourselves fairly, un- less we have developed lofty standards of judgment and are honest with ourselves. We must be as severe in condemning our own faults as we would be in condemning similar faults in others. If we do not deliberately close our eyes to the truth con- cerning ourselves, we can see it. Others may be deceived by appearances, but the truth concerning ourselves is ever at our command. In order to make our lives amount to something, we must depend upon ourselves and make the most of every opportunity, “For whatever success is, it won’t come your way Unless you keep coaxing it on, If you just leave off trying, you’ll wake up. one day To find that your chances have gone.” We must do our best on every occasion, whether we are cleaning streets or guiding a nation. We all know the story of Abraham Lin- coln. An ambitious clerk in a country store, he spent his few spare moments in study and finally became one of the most honored and beloved Presidents of the United States. Through his strength of character he gave the death blow to slavery, which threatened the cherished democrac y of our land. Florence Nightingale, founder of the Red Cross, is another who loved humanity. She dedicated her life to something worth while, to the glorious work of saving the lives of her fellow-men. Her memory is honored by all who know her noble work.

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not live without English in this country. By this I do not mean that we should Americanize by force. I advocate patience and sympathy in dealing with these people. Teach them English, and they themselves will begin to read American newspapers. We cannot take away from their minds by - force their ideas of radical government. Force has never been successful in over- coming an idea. Ideas must be fought with ideas. I advocate Americanization that will win over the foreign-born by instruc- tion rather than by force. If we should resort to force, our method would not be American, for America is the country of toleration and fair play. In order that we may succeed, we must have co-operation, societies, chambers of commerce, churches, clubs, factories, mills, and communities must unite in this work. Many mills have been teaching their em- ployees Americanism. They have large classes maintained in the company’s time. These mills and factories have realized that a foreman can better communicate with those under him if they speak the same language that he does, and that the laborer can do his work better if he knows the Eng- lish language, because he ' can understand directions and warnings. Many societies and clubs have endeavored to do their part. Money is being contri- buted by them tow T ard the welfare of the foreign-born. Many communities are work- ing for Americanization. Night schools are maintained in which every-day English is taught. The foreign-born are taught the way to keep their homes. Recreation is provided for their children. Many com- munities are engaged in this kind of work. I commend the town of Ipswich and those in Ipswich who are working to promote the welfare of the foreign-born. The whole country, however, must be united in the task. We must also eliminate racial hatred. At present was exclude the foreign-born from society, we scorn them, and we refuse to live near them. Americanization can never succeed thus. Give the immigrant a chance, teach him, treat him sympathetically and patiently, and he will become a good American. Many of the prominent men in the country came from foreign lands. They have succeeded. Others will succeed, and some day we shall be proud of them. Let us all unite in forming a country in which everyone shall be a true American, and do his best for his country and his flag. Let us hope that the United States will always be a country to which all its in- habitants can proudly say: “Fear not each sudden sound and shock; ’Tis of the wave and not the rock; ’Tis but the flapping of the sail, And not the rent made by the gale ! In spite of rock and tempests’ roar, In spite of false lights on the shore, Sail on, nor fear to breast the sea! Our hearts, our hopes are all with thee, Our hearts, our hopes, our prayers, our tears, Our faith triumphant o’er our fears, Are all with thee, — are all with thee!” Let us hope that our country will always stand among the nations of the world as a country whose ideals are liberty and jus- tice. Nathan Sushelsky — 1921. THE CULTIVATED MAN Before studying the characteristics of a cultivated man, let us consider the defini- tion of the word culture. The “Encyclo- paedia Britt anica” says that culture is the art of tilling and preparing the earth for crops. We are all familiar with the condition of the soil in the spring. , The ground is then sterile, poor, and unfruitful, a soil from which satisfactory crops cannot be raised. Such is the uptrained mind. Dur- ing his high school career, the pupil works upon, his mind as the farmer does upon his land. He systematically trains his mind that he should reap a satisfactory harvest. At graduation the pupil’s mind is like the cultivated soil, rich and fertile, a land from which great things are expected, and from which he shall reap all that he has sowed, nothing more. At the graduation season there should be planted and slowly growing in the stu- dent ’s mind, the seeds of true culture. The first of these is freedom, freedom from all habits which may enslave him. Habit is like a cord to which we add a fibre each day, till at last it becomes so strong that we. cannot break it. The thundering cata- ract is formed from the union of many small streams of water, so from an act often repeated an overpowering habit re- sults. Laziness, negligence, and self-in dulgence are often chains binding the man

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PRESENTATION OF GIFTS TO BOYS I was sitting, sadly thinking That the time was drawing near, When our school years would be ended, And my classmates, loved and dear, Would be scattered hither, thither, In office, school, and college, And the whole world would be profiting By our stored-up fund of knowledge. A happy thought came to me then, That before the time to part, The girls through me could give the boys Some gifts, straight from the heart. Then I thought, “What could we give them? What would each one prize? Must it be small and tiny? Or of tremendous size?” To give Richard Ralph a doughnut, And Gardner Brown a tart, And Lawrence King a biscuit, Would break Howard Doughty’s heart. How could we plan this matter? I thought of this and that, And then I had a big idea, I’d ask my yellow cat. “Now Toolie dear,” I said to him, “What shall these tokens be?” He answered, wise as Solomon, “Well, now, let me see. There’s Gardner Brown, he’s handsome, strong, And gifted beyond telling; He only needs a little hoop To keep his head from swelling. And Billy would a-wooing go, He is an ardent swain; To get to Wenham quickly then, Give him a choo-choo train. Lawrence is a tiny tot, But his mark he’s got to make; So to start him on his road to fame Raise him up on a yeast cake. You reach a man’s heart through his stomach, Is a saying the wise men make; So that’s why it would be a pleasure For you to give Howard a cake. Maynard Whittier, fond of drawing, Would like crayons, that’s plain to see; But a little book for engagements, Of more use to Maynard will be. A jitney to Ralph should be given For himself and the girl he likes best, And so from that hugging and spooning, The Rowley passengers then can rest. Now this gift should be given to Nathan, For he is Class Baby you see, And what without his bottle Yould life to a baby be? Witham likes to play hockey and ball And would like to join the Red Sox, But we ’ll give him this little token, To show tacks should be kept in a box. Now you could give Richard a rattle Or you could give him a rose Or you could give him a hanky To wipe his dear little nose. But all these are rather trivial And might make Richard feel mean, So just give him a little w r ash cloth To keep his ears and neck clean.” Then Toolie stopped perplexed and said, “This Houghton I don’t know T , And so I’ll leave to you, my dear, The last gift to bestow.” So I give to you, Houghton, Knowing well you will hold it dear, The honor of 1921, To guard for us year after year. Catherine Caldwell — 1921. SOCIAL NEWS Memorial Day exercises were held in the Hall on Friday, May 27. The pupils es- corted the Grand Army and members of the American Legion from the Town Hall to the Manning Hall in a very creditable manner. The program opened with the singing of ‘ ‘ Columbia the Gem of the Ocean” by the school chorus. This was followed by a recitation by Alcie Harris, 1 ‘ The Bivouac of the Dead. ’ ’ The 1 - Gettys- burg Address” was delivered by Nathan Sushelsky. Interesting addresses were giv- en by the commander of the Grand Army, Mr. Charles W. Bamford, and by Mr. Lu- ther Waite. The exercises closed with the singing of the ‘ ‘ Star Spangled Banner. ’ ’ In “The Pioneers,” a short pageant giv- en Class Day, the part of the Pioneer Man was taken by Fred Witham, the Pioneer Woman by Ruby Earley; Powers of the Forest, Esther Bisson, Emma Haley; Pow- ers of the River, Ardace Savory, Hilda Scales ; Spirit of the Wilderness, Mary Martel; Mist Maidens, Katherine Reddy, Irene Atkinson ; Fever, Anna Narkun ; Fa- mine, Gertrude Chapman ; Death, Maynard Whittier.