Lynn Classical High School - Classical Yearbook (Lynn, MA)

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fipreseidzxtinn nf 0112155 C531 Robert Watson, 1946 As a representative of the class of 1946 it is my pleasure to present to our school a gift which we hope will always be remembered as a token of our appreciation of our enjoyable days at Classical. No more will wc assemble in our hall as high school pupils. Yet, in years to come, wherever we may be, we will always remember those joyful gatherings which unite the school and add spice to the monotony of studies. Therefore, for thc benefit of the future pupils who will enjoy many such assembly programs, our class has decided to give to Classical a sorely needed podium for our school stage. We hope it can be equipped with loud-speaking system which will enable anyone's voice to be heard clearly throughout the hall. It gives me great happiness, then, to present this check to you, Anita, that in the ensuing years, when materials are less scarce, this money may be used to make this purchase. With this gift goes our best wishes for the future of Classical. Qsnreptanne nf flllzrss Cgift Anita Stoler, 1947 The Senior Class Gift which comes to our school each year is one of the traditions in Classical. Its significance lies in the fact that it is a gracious acknowledgment of affection for the school. Yet it has other aspects. The gifts which various classes have left as remembrances have lent color and atmosphere to our building, and in many cases have made life at Classical more enjoyable. In your selection, Robert, you have made a most happy choice, one which the whole school can enjoy. The podium you are giving the school will not only ornament the stage of our assembly hall, but it will give pleasure to every pupil, for it will make more effective the accoustics of our hall. As the school representative I wish to thank you for your kind thought. I assure you that we will treasure your gift. I wish also to give you the good wishes of the faculty and undergraduates. We shall miss you next year, but today we rejoice with you in the suc- cessful completion of your high school years and we give you our every good and sincere wish for happiness. SQMQQQQQKUQQQQQQQQKDQKQQ 8617671

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. Cgrzthualinn 7wiur2z-3 Welcoming Speech Stanley Britton, 1946 Our families, our teachers, our friends, we welcome you this afternoon to our graduation exercises that you may share with us an experience so long anticipated, an experience that we shall always cherish. Now that our dreams of graduating are about to materialize, our emotions are strangely conflicting, for the happiness and pride we feel today is some- what colored by more serious thoughts. We are happy because we have successfully completed three years of study and play at Classical High School, and we are now ready for that new and exciting adventure of mature life. We are sorry, for we realize that after today we can no longer walk through the halls of our school with that feeling of active participation which has characterized our past three years. Shortly, now, we will leave behind us a life which we can never forget, which we never wish to forget. Memories of friendships and of shared experiences which are the essential part of all high school activities surge into our minds and are somewhat tinged with sadness this moment. And yet we feel a great pride in ourselves, for we well realize the significance of these experiences. We know that our privilege of participation in them is one we have willingly and fairly earned. A high school diploma is a symbol of one period in our lives successfully completed, it is a badge of merit, and as such we prize it. We know, too, that today is in the nature of an end and a beginning. Today we step out from a sheltered and carefree life into one of duties and responsibilities. For three years, our school has been our personal miniature world under the protection of leaders and parents. We leave this protection with a slight pang of fear to face com- plexities of the modern world. For the future that lies ahead and our part in it, our training at high school has somewhat prepared us. For that training, and the privileges we have enjoyed in our school system, we are grateful, and that gratitude we wish to express to you. The class of 1946, then, is happy to welcome you, our parents, our teachers, our friends, to these our Commencement Exercises, knowing well that our joy today is your Joy. mSmDmDmDwDaDaDmDwSmEQmDmEQwa'2wDQwmi3?wDmS six

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Qllzxss ClBratiun The High School Graduate Looks At His World By Anne Nichols, 1946 The puzzlement in which the young person of today flounders as he attempts to face his world arises first of all from the multiplicity of problems which beset the society of which he feels himself so insignificant a part. The resulting mental confusion and emotional insecurity which harass him are characteristic not only of him and his contemporaries but of adults as well. Wherein, then, lies his hope of serenity? To assess his situation, to survey it, and merely to enumerate some of its facets would perhaps aid in the clarification of this muddle. To solve one's problems, one must first know what they are. Close to the youth and immediately overshadowing him are the difficulties presented by the government itself andthe relation of the citizen to it. To keep pace with the ever-changing aspects of so intricate a system of government as ours is indeed difficult even for students of history and politics. How, then, can the average youth be expected to understand the involved functions of our democracy which in the very nature of its being is necessarily a bit unwieldy. For the uninitiated, the numberless bureaus in our national government present a labyrinthine maze. The high school pupil wonders what his place is in this picture, to him it seems that the average citizen, instead of participating actively in the national or civic set-up, is inclined to view the scene objectively, or to criticize it academically with no real intention to reform. Such a concept of democracy differs so greatly from the ideal the youth has been taught at school that he feels troubled by the contradiction of theory and practice. Perhaps more confusing than the first is the second great enigma which confronts the American youth today. The prese1'vation of our free democracy requires not only a complete understanding of our country's domestic and foreign policies, but also a knowledge of the many daily momentous happenings throughout the universe. This information is at present garbled by the conflicting opinions of the various commenta- tors and news reporters. This divergence of accounts of both head-line and back-page news has created the necessity for extreme diligence in reading the newspapers and in gleaming items of importance from the radio reports. Where, then, the youth asks himself, can he turn to learn the true facts? On the domestic scene, some of the questions which plague adult and youth alike are the irritations of reconversion which beset the country in its return to peace. Until the strife between capitol and labor is amelioratedg until the difficulties of the returning Veterans are ad- justedg until a way is found to continue the education of both veterans and high school graduatesg until the problems of the housing shortage, social security, and socialized medicine are solved, this adjustment is incomplete. But despite the immediate problems such as the demobil- eight?