Ipswich High School - Tiger Yearbook (Ipswich, MA)

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nasium practice can the younger geiieration develop a physical foundation to carry on its life work ; and it is a well-known fact how large a part of the enthu- siasm of school life the interschol- astic games and contests comprise. At such a time, if at no other, one is shown up in his true colors as to good sportsmanship and team work. How many of the younger gener- ation, deprived of the chance of culture, are ignorant of their true ability to make good in the world ! School training, above everything else, has power to bring to light one’s latent, natural po vers. The courses are many and varied, suit- able to all characters, and offering opportunities to each individual for bringing out the best in him and developing himself along lines best suited to his nature. As Cicero says, “Natural ability is superior to education, but natural ability com- bined with education produces in- comparable results.” So much for the benefits derived during our formal school training, which form a firm foundation of principles for later life. The know- ledge derived after graduation de- pends entirely upon the individual himself, for the event of high school graduation does not terminate edu- cation; on the other hand, it is a commencement in a field of contin- ued learning and culture. It should be the ambition, aspiration and de- termination of every young person to travel more v.ndely in the field of culture, to advance and progress toward his cherished goal, to desist from all wavering and hesitation to the end that he may enjoy success and fame. The first road to ad- vanced culture is the one naturally thought of in connection with con- tinued study, that of the formal col- lege education. Such an education, to a person of ability and industry, is of great benefit. But, on the other hand culture may be just as thoroughly and perfectly acquired by those of the ambitious type through self-education, in no otner way can one comprehend as fully the exact meaning of education, for, as everyone knows, experience is the best teacher, ana either travel in foreign lands or travel in good books provides cultural experience. The classic example of a self-edu- cated man is, of course, Abraham Lincoln who, in his youth, v as sur- rounded by dire poverty and hard- ships, but who, in spite of this, rose to feme and renov n through his steadfast pursuit of knowledge and his winning personality. Every youth, striving for father education, should follow in his footsteps. It clearly follows from this that, whether it be acquired by formal schooling or by self-imposed meth- ods of education, knov.d.edge com- mands respect and admiration. In other words, the less one knows the less one is knov n. With education one is a leader, not a follower of his fellov men, and it is in striving to secure such fame and distinction that the class motto should vheld its influence : ‘Doctrina Omnia Vin- cit,” Learning ovei’ comes all things. — Elizabeth Gove. AVIATION Today when the recent achieve- ments in aviation are so often call- ed to our attention, there is the pos- sibility of our forgetting the untir- ing work of those v ho have made these feats possible. It v as only by ceaseless experimenting and end- less sacriflees that the great modern aircraft -has been produced. Throughout the ages man has de- sired to soar into the air and fly av av like a bird, and with this end in view he has worked for thou- sands of years. There is even a mythological story about Icarus v ho wore wings fastened v ith wax. However, he flew too near the sun, the v ax melted, and his flight end- ed disastrously. There is a more

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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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authentic account of an attempt made by Arcytos, a Greek mathe- matician, who built a wooden dove. All during the Middle Ages var- ious attempts were made — some by wealthy men or experimenters, others by monks in the monasteries. Most of them were impractical and only served to show how great a task it would be to conquer the air. Leonardo da Vinci, the great artist, devised several machines by which men could navigate the air. These ere not successful because there was no motive power with v hich he could equip the craft. The ques- tion of motive power was the great- est obstacle for the pioneers in avi- ation. Machines were built but there was no engine with which they might be driven through the air. At the beginning of the nineteen- th century the names of scientists and inventors whose work added greatly to the progress in aviation follow in rapid succession ; Sir George Cayley, an Englishman, who studied the correct principal of fly- ing and compiled invaluable data regarding the air; Henson, another Englishman, who experimented upon Cayley’s theories; Springfield of England who built the first ma- chine that had actually flown ; Francis Wenham, the inventor of the biplane as we know it today; Clement Aders v ho built a man- carrying, engine-driven monoplane and who was aided by the French War Department in building “the Avion’’ ; and Professor Langley, an American, v ho made careful re- searches of the wind and air and built monoplanes which were so successful that the U. S. War De- partment became interested and of- fered to help him. One of the first really important men was Otto Lili- enthal who believed that bird flight is the basis of aviation and that sta- bility is an important factor in fly- ing. He devised a system in which the force of gravity was his motor and by his experiment in gliding flight, he taught the world a great deal in regard to conquering the air. At this time Wilbur and Orville Wright came into prominence. They made their planes successful by giving them three rudders to control the ship instead of two which had been previously used. Under their direction a power driv- en machine made its first flight in December 1903. The French Nation was very much interested in aviation and many ingenious planes v ere de- vised. Some of the inventors, who became famous, were Voisin, San- tos-Dumont, who is remembered as the inventor of the first airship, Henri Farnum, Delagrange, and Louis Bleriot who was the first to fly across the English Channel. Aviation was rapidly progressing, rival airmen and rival aircraft were appearing everywhere, in America, in England, in France, and in Ger- many. After the first obstacles had been overccme the training of air- men progressed rapidly. This lack of trained airmen was one reason why aviation had not developed more rapidly. In the early periods of aeronautics some good planes had been built which might have knov n greater success if the pilots had had greater sldll in controlling and operating their planes. At this time, however, it became apparent that skilled airmen were needed if aviption v as to advance. Accord- ingly flving schools were organized and the training of young men be- gan. The World War demonstrated the feasibility of aircraft in time of war. Heavy fighting machines were de- veloped v hich carried a ton or more of bombs as well as machine guns. Airplanes were equipped with pho- tographic instruments and wireless telegraph which v ere lof the great- est value in “finding ranges, locat- ing enemy concentration, and bomb- 7