Ishpeming High School - Hematite Yearbook (Ishpeming, MI)

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SALUTATCRY LIVING AS AN ART We, the class of 1944, bid you welcome to our commencement program. We deeply appreciate your interest in us and your contributions which enabled us to live joyously during our school years. Today we are living in a world which is Challenging as well as menacing our democratic forms of government, our social structures, and even the ideals on which nations are founded. From 'all parts of the globe come stories of un- told suffering and tragic loss. Cities ape being bombedi b0th young and old are deprived of food and shelter, millions are being robbed of their freedoms. Also from every corner of the United States emanate tales of horror perpetrated against society. In the face of this conflict and unparallel crisis we ask, Is it possible to live J0y0usly in such a turbulent world? Can one lead a full, worthwhile life? To answer these questions in the affirmative dePem?S.Wh0uY upon us as individuals, for it 'is OUI' privilege and responsibilityto chart our own courses of life. Often we will be threatened by Imminent dangers and dire disasters, but being guided by our ideals and the proper attitudes in- stilled within us since childhood we can keep our ship' onuits course and steer straight toward our destination, a happy, joyous life. We must be like Pilgrims, striving for our goal, as Lowell states: New occasions teach new duties, yTime makes ancient good uncouthg They must upward still and onward, who would keep abreast of Truth. Lo, before us gleam her campfires! We ourselves must Pilgrims be, Launch our Mayflower, and steer boldly through the desperate winter sea, Nor attempt the Future's portal with the Past's blood-rusted key, Happiness, we are told, is the state of pleas- urable content of mind which results from suc- cess or the attainment of what is considered good . This makes clear that happiness is a by- product of other actions. It cannot be obtained by seeking it directly. J. Petit-Senn states, Happiness is where we find it, but very rarely where we seek it . 'Maeterlinck realized this in his story, 'tThe Bluebird , in which happiness is personified as a bluebird, forever luring the chil- dren onward. After returning from their wan- dering in far distant ,lands in search of the elusive bird, they are surprised and delighted to find joy and contentment within their own home. Poets also believe that the search for beauty and truth is one of the aims of living, as Buchanan states so aptly: 'tBeauty and Truth, though never found, are worthy to be sought. The Constitution of the United States declares, Every citizen has the right to life, liberty, and the pursuit of happiness . Here happiness is inter- preted as a quest, a goal set up as an end, unable to be reached through fleeting sensory experi- ences, considered the true source of happiness by the majority of people today. Instead, we must strive for this end by enriching our lives with permanent and pure values. This is a serious adventure, for grave is all beauty and solemn is joy. Philosophers and poets claim that we are made for pleasure and that the world is over- flowing with beauty to be enjoyed. Since there is blessedness surrounding us, should we not look for this happiness? Should not this be the pur- pose and the goal of living? Unfortunately ob- stacles will impede our quest, for insincerity, bigotry, and fraud cause us to sacrifice no small portion of pleasure. After discovering the true source of happiness we must build enduring foundations of thought and skill, so cogently ex- pressed by Walton: How happy is he, born and taught, Who serveth not another's willy Whose armor is his honest thought And simple truth his utmost skill, Now, let us consider a few of the stepping- stones which will aid us in searching for happi- ness. The craving for beauty in art, which be- gan with the desire to create and reproduce, is most natural to human beings. In art we have found the loveliness of a sunset, the peacefulness of a summer evening, and the beauty of facial expression. By visiting picture galleries and sculptural exhibitions our ,lives have been beau- tified and inspired. An acquaintance with art, or preferably the love of it, stimulates us to per- severe in seeking and coveting happiness. Music, which helps us to find pleasure, has been called one of the essential elements of life . Through the soothing quietness of Brahms' Lullaby or Gounod's Ave Maria our fears and griefs are forgotten, hymns, such as Faith of Our Fathers, give us new strength to meet our daily tasks, our spirits are aroused when we hear a stirring march of John Philip Sousa. Since music appeals to all of us, it belongs equally to everyone and can be thoroughly enjoyed. Reading, which is one of life's greatest bless- ings, is an activity readily adapted to all ages. Our association with books is not exposed to the misunderstandings which weaken or dissolve other friendships. Instead, booksg such as, Good-bye, Mr. Chips , and The Robe , make new friends for usg the biographies of Madam Curie and George Washington Carver inspire us to attain higher achievements, our ability to understand human nature is greatly augmented by reading of Julius Caesar and Pride and Prejudice. Literature is also a powerful means of obtaining knowledge. Through an in- telligent use of our public libraries we are able to make all great men our servants. All that they have lost or gained, done or left undone, is preserved for posterity. Today we ask, How will the deliberate destruction of books in Eur- ope affect tomorrow's civilization? Traveling, a very important avocational ec- tivity, is a road toward happiness. We who visited far distant points were thrilled with the maiesty of the Grand Canyon, or found time for quiet meditation in the Lincoln Memorial. Mount Vernon and the Statute of Liberty quickened our patriotic zeal and helped us to realize the true meaning of our democratic way of life. In the Upper Peninsula we are indeed fortunate, for here the beauty of the trees, lakes, and hills can- not be surpassed. No matter how long or short the journey, a change of scene and occupation is a great aid to health and happiness. Having a purpose in life is essential to hap- py living, but the cynic asks, How can one have a purpose when all about us is turmoil? As cynics are misanthropes who view life pessimis- tically and selfishly, they lack the fundamental Page Twenty-Nine

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Harold Moilanen, traveling salesman, might need this line fclotheslineb to assure him of a dandelion. To debutante Marjorie Morris-a bathing cap when she makes her endive into society. William Nault, office manager, dates to give to his secretary. Kenneth Nowell, forester, a can of paint t0 keep his forest evergreen. Merle Oie, beauty operator, a bow Cviolinl to spruce up her patron's hair. To Joyce Olds, debutante, we give a bow Cribbonl so that she'll never be a wallflower. Dorothy Olson, laundress, whitewash to keep her clothes snow-white. Jack Pascoe, civil engineer, a hose to irri- gate the Sahara. To John Pawn, factory worker, we give his first plant fflower plantl. Bernice Pelto, bookkeeper, a scale to balance the books. Lillian Peppin, heart lspecialist, a key to the cause of a bleeding heart. George Peterson, electrical engineer, a cup to carry his currents. To Margaret Peterson, telephone operator, these tulips in case her own get tired. To baseball manager Henry Poutanen-a pitch- er plant to take one worry off his mind. ' Charlotte Quaal, head nurse, a snapper to protect herself when the student nurses call her the old snapdragon. Ned Reinhardt, professional soldier, a bottle of glue to make his bachelor buttons stick. Leonard Rivard, justice of the peace, a license to tie that pear. LaVerne Rock, owner of a chicken farm, will need these eggplant seeds fchina eggslf Rose Roti, hat designer, might use this fflow- er pot? for one of her creations. Josephine Russi, nurse, will find this burlap a handy bandage in a pinch. Helen Ryan, hairdresser, olive oil lOlive Oylb to tame that bush. Virginia Santti, actress, a four-leafed clover to help her reach her lucky star. John Scanlon, acrobat, a spring so that he can be a Johnny-jump-up. Ellsworth Schroderus, executive, a pipe to smoke when he rests his feet on his desk of oak. To Edward Seaquist, sexton, we give a spade to that he can dig up some business. To Charlotte Simons, school teacher, a four- o'clock so that she'l1 know when it's time to close up for the day. ' Margaret Solem, actress, a screen CWi1'1d0W screen? for her first screen test. Barbara Stakel, governess, adhesive tape to subdue her little charge when he won't be 8- sweet William. - Paul Sundberg, future Sherlock Holmes, a rattlef baby's rattle? to entice that snake in the grass. As a beautician Dorothy Swanson might use this cream Cbottle of creamb to give her clients a. peaches and cream complexion. Helen Swanson, soda jerk, might fill th-is cone Cpinel with a double dip. Donald Symons, pilot, casters to keep him on the beam. To Carl Tamrninen, minister, an extra ser- mon when he's the jack-in-the-pulpit. Elma Tamppari, housewife, a sprinkler to keep the dust down. To Evelyn Tasson, choir director, a bullfrog for her male chorus. To Lee Tatrault, farmer, this dog thot dog? to round up his phlox. Shirley Tatrault, librarian, cattails for the story book shelf. Mary Jane Thibodeau, dairymaid, carnations for her contented cows. To Cecil Tonkin, pilot, we give a ladder to climb. To start jeweler Robert Trondson in his pro- fession we give him a two-carrot ring. Orchids to Antoinette Vicario, Ishpeming's contribution to Broadway. Frances Voelker, bacteriologist, may experi- ment with this mold fcookie moldl. To coach Stanley Wiinikainien We present these headlines which announce the morning glory of his victorious team. To Marshall Williams, orchestra leader, an angel's trumpet to assure him of heavenly music. Patricia Zryd, children's librarian, might add this book Ccomic bookb to her garden of knowl- edge. CONCLUSION Seniors, Seniors, most prepared, Now go from this garden fair. Accept these tokens of our praise, And in your future use with care. JOY 'CHAMPION MARY JANE COAD SHIRLEY COOLE DOROTHY FRANTTI JEAN GAUTHIER KATHERINE MAKI 1. CLASS MEMORIAL Flags have been the representation of man's ideals throughout the ages. The American flag is the symbol of our country. It embodies the hardships suffered at Plymouth, the battles of the Revolution, the writing of our Constitution, the efforts of our soldiers and statesmen-in truth, all factors which have made America great. Everything that man has put into our country to make it what it is today-the ideal of democracy -is part of our flag. It is with these thoughts in mind that the Class of 1944 presents two American flags to the school for the use of our band. Since its organization, the band has had the use of the Ishpeming Industrial Associationis Page Twenty-Eight flags. Through this courtesy the band has al- ways appeared with the colors. 'This gift will make it possible for the band to have its Own flags in concert and on parade. VVhen you see these flags passing b '11 not think of the Class of 1944. You xilslvou W1 b- uably think of the flagis beauty and of whatpnijen and women of the past have done to uphold its honor .and glory. We of the Class of 1944 will see this too but we shall al ' , so see our attempt to thank the school fornuglliiieitflgiz done for us and to show our appreciation for all the advantages We have had during these four important years. -CHARLES ALLEN

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purpose of living, service above self. By guid- ing us during these perilous times a powerful purpose will greatly further our success and satisfaction. A love for humanity makes our lives richer and more genuine. Having an interest in the people around us and cultivating friendships help us to become more sympathetic and kindly toward all. By giving to altruistic agencies: such as, the Red Cross and the Community Chest, we give strength and hope to innumerable peo- ple. For us there are unlimited opportunities for social welfare and relief work throughout the universe. In such uncertain times as these, religion should have its deepest meaning, for Christianity shines brightest help is greatest when the day is darkest- Its when we are in the midSt of severe hardships and heavy sorrow-s. Since OUP own strength is not sufficient, We must depend upon God and draw closer to Him. Our faith and 'trust in Him will sustain and lead us through 'the darkest future. True religion holds us steadfast and deepens the meaning of life ev0n in the face of great disasters. Let us, therefore, strive to provide enduring foundation for happiness through the fine arts, through hobbies, and through love for humanity. Armed with a definite purpose for lii:'ing and a true religious attitude toward life, let us live joyously and fruitfully. -CAROLYN GIESER EDUCATION PCR LASTING PEACE Twenty-five million! Yes, twenty-five mil- lion have sacrificed their lives in this War. Vvhole cities have been bombed and leveled to the grcund. The work of centuries has been de- stroyed in a brief period of devastation and de- struction. Wars have retarded the advancement of culture and civilization, In the midst of this chaos there still burns in men's hearts the desire for lasting peace. The spark of desire is there, but the light of hope has grown dim. In the darkness of this plight man has constantly groped and searched for the solution of this problem. With hope and faith he has attempted again and again to secure a peace that would insure him and his posterity against the recurrence of war and all its attend- ant evils. Yes, there have been many unsuccess- ful attempts at peace, but these failures should not hinder us in attempting a solution once more. All that humanity has ever accomplished has been through repeated failures and the underlying perseverance and patience of individuals and na- tions. Rather than view these attempts with disappointment and a feeling of futility, we should view them as symbols of man's desire for peace and as steppingstones toward success. Regardless of what type of organization its set up to preserve peace, the educational factor can- not be omitted or overlooked. We must educate the world for peace. If we do not plan for this educational program, lasting peace cannot and will not be attained. Education has always been the most important factor in molding indi- viduals' thoughts, public attitudes, national phil- osophies. Education for peace must permeate every corner of the earth. Education can make or break any policy of cooperation in this world. In molding individual life, education begins with birth and ends with death. Little children can be trained to think and live in the ways of civilized man. Through constant repetition their minds are molded to fit into the pattern of family life and human society. When they grow older they absorb the influence of what they see and hear. As soon as war its foremost in all phases of life, children assume the role of soldiers and sailors and commandos. We may talk of lasting peace, but if we allow our youth to go on like this, we are defeating our own aims. Still another important factor in shaping the lives of individuals is religious training. Its moral code has a strengthening effect upon all the peoples of the world, This is not merely an empty phrase: it is an established fact. In a re- cent survey of criminal institutions it was found P31 ue Thirty that a great majority of criminals have had little or no religious training in their lives. Education can be used to promote the general gvelfare of humanity, but too often it is uised as a weapon to forge a military spirit among peo- ples and nations. ,When a country is at war, its natural tendency is to create in its citizens a pro- war feeling. With Nazism and Fascism came the most ruthless indoctrination with the spirit of aggression and conquest that the world has ever witnessed. The Nazi regime took over all the schools in -the Reich, destroyed the standard textbooks, replaced them with books containing only their ,selected philosophy, and' made sure that every instructor was a Nazi sympathizer. That was not all. Soon they controlled and censored every foot of film that was shown to the Nazi public. They determined what books could or could not be distributed through Nazi Ger- many, and they decided what the Germans should read in their newspaper-s and magazines. With this educational program the Nazis have created a race of war-minded youth who are filled with thoughts of hate and revenge. These youths must be re-educated and re-trained, or they will be a constant threat to humanity. That is how education has been used in the past. Could we not fully as well teach the hor- rors and folly of war? The horrors of war are easily visualized, and their lesson is easily under- stood. Millions of the world's best young men die bloody and gruesome deaths, leaving wives and children destitute and impoverished. Many others are maimed and crippledg still others are victims of shell shock . Many of them will spend their ruined lives in institutions. You may talk Of Winning a war, but in reality there is no winner. No nation benefits by war, but every nation sacrifices and suffers. Whether a war- ring country wins or loses, nothing can replace the loss'of life, money, property, and friendship of other nations. Could we not also teach the virtues of other peoples? Instead of teaching the Nazi philoso- phy of a superior race, we should teach the equality of man. People should all be taught the virtues of other races. We in America have already begun this with our South American neighbors. Daily we read articles on South America, hear South American music on our ra- dios, see movies on South American life and d b 1 ' ' We Sen am assaqols Of good will to these countries as representatives of our people. In turn the South Americans learn what we are like. 'Tr-ue their customs and ide - ' - - ' as are not entirely similar v