Ipswich High School - Tiger Yearbook (Ipswich, MA)

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L ning Hig-h School for the help and edu- cation they have given us. Classmates: for the last four years we have worked and played together to gain an education. Tonight our pathways separate. Some will go on to higher in- stitutions of learning, while others will find a path of usefulness more directly. Let us not forget, however, that all these paths lead to the stars. May we benefit by the lessons we have learned, and in ap- preciation for what those interested in our welfare have done for us, demon- strate to them and to the world our pow- er to reach the stars through difficulties “Adastra per aspera. EDNA PEABODY. CITIZENS ' MILITARY TRAINING CAMP The Citizens ' Military Training Camps are the direct outgrowth of the Plattsburg camp started in the years before the World War. These camps were attended, (by several thousand citizens in these years. On June 4, 1920, Congress took the essen- tial features of the Plattsburg camp and incorporated them into legislation provid- ing for the coordination of military and civilian agencies in a comprehensive sys- tem of national defense. Under the pro- visions of this act the War Department is authorized to conduct each summer training camps for American citizens be- tween the ages of seventeen and thirty- five years. The purpose of the camp is to bring together young men of all types, both native and foreign born; to develop clo- ser national and social unity; to teach the privileges, duties, and responsibilities of citizens ' hip; to show the public that it will develop their sons physically, men- tally, and morally. The training camp brings together men of all races who are or ii tend to be citizens of the United States. This tends to make one under- stand the man next to him and to help make better foreign born citizens. The men are brought together socially. This is accomplished by having entertainment for all the men, such as moving pictures, dances, and other similar amusements. Discipline in camp is enforced — never harsh, but strict. Order, neatness, and sanitation are required from all. Each man cleans his own outfit and every week inspections are held at the camp which compel the man to rely upon himself, to have himself and his outfit, as the saying goes, “spick and span. Every man in the camp is required to take physical ex- ercise for a prescribed amount of time each day. Besides this, athletic contests are held in running, jumping, hurdling, and all other sports. All these things tend to make the man alert and self-reliant. One of the main purposes of the camp is to train men to be fit to become sol- diers if necessary. As Andrew Jackson said, “Our principal dependence for pro- tection should be upon the citizens of the Republic. This shows what one of the greatest presidents of the United States thought about the necessity of training the citizens to be soldiers. This means that every man physically fit should be ready at any minute to take up arms for his country. As General John J. Persihing once said, “Upon every able-bodied Am- erican citizen there rests an obligation to keep himself fit, and in time of peace pre- pare to defend his country in time of need. The training camps have been established with this idea in view. The camp al.so developes a greater and more intense love for the country among the men. They are able to see more clearly the benefits which are derived from the goveirnment. This patriotism must be developed, for, as our late pre- sident Warren G. Harding says, “We need a new birth of patriotism in our Country, and it is developed in the training camp. The men are also taught to have a regard for the rights of others, thereby tending to decrease the amount of crime in the country. There are three courses of instruction at the camps. The first of these courses is the Red Course which tries to equip men for the service as privates in the 19

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VALEDICTORY “Ad astra per aepera:” To the stars through difficulties In these days of wonder workings and seemingly miraculous performances, a literal interpretation of this motto would perhaps not seem far fetched. We are not, however, contemplating a visit to Mars or any other planet, possible though it may be in the not too distant future. But by the stars we mean to symbolize lofty ideals and the highest things in life. Nor must we neglect to emphasize that part of our motto which recognizes that only by meeting and overcoming diffi- culties can those ideals ever be attained. Young men, and young women, too, of today, are not willing to sacrifice a lit- tle pleasure, nor are they willing to serve an apprenticeship until the best things in life have been earned. When they grad- uate from high school or college, they want a so-called “white collar job.” They want to step into a manager’s position or nothing. They are riot willing to start at the bottom and work up as our fore- father:; did. They are not willing to take the rugged path to the stars but want the easy way. Life is a mixture of good and evil, happi- ness and unhappiness, defeats and victo- ries. It is the resistance of evil, the re- fining influence of unhappiness, and the courageous endurance of defeats which are character building and which make men and wom en great. If a thing is hard and you don’t like to do it, do it. That is the way to gain physical and moral vigor. By doing the hard and disagreeable things in life you show to the world that you are not a quitter. Dr. F. Crane says, “There are two pleasures in the world; the pleasure of yielding, and the pleasure of overcom- ing. If we give ourselves up to the pleas- ure of yielding, we finally become bored, and destroy our ability to enjoy. If we persist in overcoming and do things we don’t want to do, we learn to like to do them, we grow strong and vigorous, and our capacity to enjoy increases. Sav- ages and primitive people do not think much of a medicine unless it has a disa- greeable taste. This is a foolish idea, but the motive behind it is right.” We shall find that there will be difficulties and disagreeable conditions to put up with no matter what we do or where we go, but if we remember with Barrie that, “The secret of happiness is not in doing what one likes to do but in liking what one has to do,” we shall find that the diffi- culties, though present, will seem of les.®? importance.” I was interested not long ago in read- ing an account in “The American Maga- zine” of a man named Stephen Mizwa. Eleven years ago he came to America from Poland in the steerage. He didn’t know one word of English and was poor. He is now Professor of Economics at Drake University, Des Moines. His first work was in a basket factory where he earned $5.60 a week. He studied nights because what he wanted most was an ed- ucation, while his room mates drank and sang. He beat rugs, tended heaters, and peeled potatoes while working his way through college. He won a junior class honor at Amherst and was one of two pupils who won honorary degrees. He received a scholarship at the post grad- uate school at Harvard and he was wash- ing dishes when he was offered his posi- tion at Drake University. He reached his star of ambition through difficulties but was happy in doing it. All of our great men have had disap- pointments. Do you suppose that Thomas Edison perfected every one of his inventions without defeat of his expectations? No, he worked until he had completed them to his satisfaction. He was patient and a worker. Like these men “Let us then be up and doing With a heart for any fate Still achieving, still pursuing Learn to labor and to wait.” We, the class of 1924, wish to thank our parents, our teachers, our superin- tendent, and school committee, and all those concerned with our welfare in Man- 18

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f reserves; to develop these men physically, mentally, and morally. The most time is put upon the infantry drill in this couise. The second course is the White Course which tries to qualify privates as. ' non-com- missioned officers; to provide preliminary training: for commissions in the Reserve Corps, and to provide further military training for civilians. Any man over nine- teen and under thirty-five years of age is eligible. The Blue Course is the third course and the most advanced in camp. Its object is to provide more advanced training for non-commissioned officers of the Regular Army, National Guard, Enlisted Reserve Corps, and civilians, with a view to their appointment as officers in the Officer’s Re- serve Corps. Anybody who is over twen- ty-one years of age and under thirty-five is eligible if he has completed the Red and White Courses or their equivalent. In brief, all the courses have the de- finite object of carrying out the exhorta- tion of Robert E. Lee when he said, “Make your sons Americans.” If we suc- ceed in our doing this, — in converting the army of the youth of this country into real Americans, imbued with the ideas of justice, morality, and right, we shall be accomplishing a great work indeed. GEORGE BEAN THE JAPAN-AMERICAN QUESTION Kipling once wrote: “Oh East is East and West is West And never the twain shall meet Till Earth and Sky stand presently At God’s great Judgment Seat” It seems to me that these lines, in con- nection with the Japanese question, are quite appropriate although I don’t sup- pose that Kipling had any thought of the Japanese and Americans in mind when he wrote them. Ever since 1880 there has been a steady increase in the number of Japanese coming to this country, the ma- jority of which remained in California. At first all Japanese were allowed to en- ter this country but in 1908 a “Gentle- men’s Treaty,” as it was called, was formed at the suggestion of President Roosevelt between Japan and the United States. In accordance with this, Japan has issued passports to only the better class of Japanese. Now an immigration bill has been passed, a clau e of which excludes practically all Japanese after Ju- ly first. In fact the only Japanese who will be admitted are professors of col- leges, ministers, and students. Now let us consider some of the pre- vailing views against this act. Some think that the “Gentlemen’s Treaty” was suffi- cient, and they oppose further restriction; others think that this treaty leaves to the Japanese that which we ought to do our- selves, namely the choosing of who shall and who shall not enter this country. Nevertheless this treaty has been of some aid, for the statistics show that during the year 1909-10-11 and 12, the excess of Japanese emigrants over immigrants was about 6,000. Then too, this exclusion policy, espe- cially the recent passing of the immigra- tion bill containing the Japanese exclusion clause, partly because of its aim, partly because of the spirit in which it has been carried out, is keenly resented by the Jap- anese nation as shown by the paragraphs from seven Japanese newspapers, printed in a recent issue of “The Literary Di- gest,” All of them represent the Japan- ese people, as a whole, as highly indig- nant and insulted, and only one is at all conciliatory. This resentment may or may not lead; to international complications between Japan and the United States, and although there is little doubt as to the outcjome, if it did, it would at least be an added burden to the United States. It is this consideration doubtless which has influenced President Coolidge’s at- titude toward the Japanese clause of which he disapproved and asked that it be deferred until 1925. Now let us consider some of the ar- guments set forth by those who feel that the United States is justified in adopting a rigid policy of exclusion. In the first place, the Japanese, being accustomed to 20