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Page 6 text:
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Editorial Graduation is a time of mingled feelings. In the four years we have spent together strong ties and asso- ciations have been formed, which we are loath to break. Tempering this, there is a sense of satisfaction in a task brought to a successful conclusion. At graduation time we are forced to think of the future. Heretofore, the world beyond the horizon of graduation has seemed distant and vague. Now, with diplomas in our hands, we realize with a start that we have passed through an impor- that period and the next step will affect the whole course of our lives. Some of us are daunted at the prospect of the unknown. Some are restive and eager. But for all there is a vision of a high ideal, a worthy ambition. When commencement week is past, when we begin to realize the work and the drudgery we must go through to achieve that ideal, the fires of enthusiasm are apt to flick- er and die. Without the constant good of an unfaltering purpose, we relax, and during the years of youth, pleasure and excitement may be a fairly satisfactory substitute for our dreams. We know that this is but a temporary happiness. The faces of old men are convincing proof. Those who have succeeded retain something of the optimism of youth. Those who have failed bear either a mask of passive hopeless- ness, or the eyes and mouth reflect the bitterest regret for neglected gifts and opportunities. We are forced to admit that no price is too great for the realization of high as- pirations. Nor should we forget that an un- balanced success is a partial failure. As time passes, money is nothing if not honorably earned. Fame is empty without intimate friends. And without pecuniary indepen- dence we cannot enjoy friendships. Let us remember the lesson of those who have gone before — that a purposeless youth leads to a bit- ter old age, while an unrelenting struggle toward an ever receding, ever expanding horizon leads to a happy maturity and a more perfect contentment of spirit. With such a philosophy of life, though our bodies may grow feeble, we shall, in a sense, have found the fountain of youth, for the unflagging quest for something just beyond means a continued growth of mind and char- acter. Thus shall life be happy and we shall approach the end. “Like one who wraps the drapery of his couch About him and lies down to pleas- ant dreams.” CUB STAFF 1929. Editor, Dorothy Dunn, ' 29. Man- aging Editor, Norman Baxter, ' 29. Literary Editor, Gladys Durham, ' 31. Social Editor, Barbara Damon, ' 29. Reporters: Frances Ross, ' 29; Leslie Emerson, ' 30; Harriet Goodhue, ' 31. Alumni Editor, Mildred Mansfield, ' 29. Athletic Editor, William Marr, ' 29. Exchange Editor, Mary Henderson, ' 30. Joke Editor, Joseph Gaffney, ' 29. In the fall, an Art Editor, a Fresh- man Reporter, and one or more Liter- ary Editors will be chosen. 4
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Page 5 text:
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THE TIGER VOL. IX. IPSWICH, MASSACHUSETTS JUNE 29, 1928 Published by the Senior Class oj MaiDiiny SIiy;h School STAFF EDITOR RICHARD DURHAM FACULTY ADVISOR MISS E. MARGARET ALLEN MANAGING EDITOR PETER GONIS ADVERTISING MANAGER ROBERT ELWELL ASSISTANT ADVERTISING MANAGER. .. .FRN Cl CONNOR ASSOCIATE EDITORS A THLETIC EDITOR . . . f THELMA BAILEY I ELIZABETH GOVE j ALTHEA HOWE 1 MARY PATCH ROBERT COLE TYPISTS .. SENIOR TYPEWRITING CLASS Contents Mr. Whipple Frontispiece Editorial Page 4 Cub Staff 1929 - 4 Essays “Doctrina Omnia VinciU “ 5 Aviation ‘‘ 6 Journalism in Relation to Civilization “ 9 Ten Years Later 13 Class Parts History ‘‘ 16 Gifts to Girls ‘‘ 19 Gifts to Boys ‘‘ 20 Prophecy ‘‘ 21 Will ‘‘ 23 Graduation Program 27 Class Day Exercises “ 27 Honor Awards “ 27 Class Pictures 28 Senior Play “ 52 Sport Review 53 Alumni ‘‘ 55 Class Celebrities ‘‘ 56 As the Poets See Us “ 56 Songs Inspired by Prominent Members of the Class “ 59 Dramalics and Cinematics “ 60 Our Advertisers “ 61
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Page 7 text:
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Graduation Essays ‘‘DOCTRINA OMNIA VINCIT” “Doctrina Omnia Vincit,” Learn- ing overcomes all things, is the mot- to which we, the class of 1928, have chosen. In ancient times the peo- ples recognized learning and cul- ture as indespensable to the pro- gress of civilization, for Greece de- veloped her own educational system and her art, literature, and philoso- phy surpass all others in their great charm and beauty. Rome, that great world empire, has endowed us with the present day alphabet. Her great contribution to civiliza- tion of architectural and engineer- ing remains is the outcome of a dili- gent and persevering pursuit of mathematics. During the Middle Ages the monks, realizing the im- portance of a written language, put into script all the literary master- pieces up to that time. The fif- teenth century brought about the Renaissance, which, in turn, was the result of a heroic struggle against barbaric hordes for the preservation of learning and cul- ture. As necessity increased, in such a proportion did the mind of man become ingenious; paper was manufactured and the printing press was invented, a marvellous asset to the progress of literature. When the Puritans settled in Amer- ica their pious and learned nature recognized education as a major necessity to their advancement; the Boston Latin School was founded in 1635, Harvard University in 1639, and, a fact interesting to note, the Ipswich Grammar School in 1636. Since then, up to the pres- ent time, education has flourished and prospered, nurtured by the swift progress of civilization. At the present time, in our heightened stage of advancement, the benefits of education are incal- cuable. In the first place, learning occupies the mind with worthwhile things, a fact easily comprehended. High and noble ideals are acquired 5 from the works of famous writers, as from those of Milton, pure and lofty as the life of the man him- self. A path to the knowledge of ancient peoples is opened to one in the study of history, and the spark of zeal in pursuit of such questions, once it is kindled, never goes out. Accuracy, system, alertness, and concentration, necessary qualities for success in any line of work, de- velop from a thorough study of mathematics, Latin, although a dead language, is ever a source of entertainment with its myths and its legends, and its assets to fluency and vocabulary are ex- tremely beneficial. What greater preventive against crime, then, can be found than a good education? For it is a base and degenerate mind, not one fruitful with pure and beneficial culture, which stim- ulates crime. Learning is likewise beneficial socially. For nowhere else can one find as readily as firm friendships as those formed during one’s school life. And are not close friendships formed in youth, treas- ured as sweet memories in later fleeting years? We work and play together, participate in the same joys, and grieve in the same sor- rows. Such experiences do, naturally, react on one’s own personality. Each person’s true character is dis- closed to his associates and, thrown, as one naturally is, in the company of characters nobler or less noble than his own, he remodels his own character, scorning the baser, imi- tating the lofty and pure. For the physical development and gymnasiums in our school sys- tem, we have the Greeks to thank. For. just as they devoted fully one half of their education to the devel- opment of body and superior physi- cal prowess, so do we, today, look upon physical training as indes- pensable to modern school train- ing. Through such constant gym-
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