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

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. ,4 -I .vvlrf ,fat-A!,f19gx M K Auf- l'fXAv'+:Q-f +1.:-,iff -1-' If f 5 '71 X vxxgdifgt :S I. Q '49-4 'ce A2111 vlfncc 1 X if sig ! Y I jf , SAC Q -QL qv: X fzvg'-9,1 -4 ' .v.X ' fl , 7. A,-L15 ' IE. W ' CLASS GIFT For The past Three years, we, The members of The Class of '6l, have enjoyed many happy occasions aT Classical High. During These years, The school has creafed for us momenfous evenTs which each of us will long remember as behind us Today we leave regreffully Those who have devel- oped our pafierns of life. Now ThaT Classical is abouT To become our Alma lVlaTer, we wish To leave The school a giff which will be useful and aT The same Time will reflecT our affecTion for The school. We have chosen as our gifT To Classical a BulleTin Board so ThaT The members of The school and her guesfs may know The calendar of evenTs ThaT will Take place in The school. The bulleTin board has a glass face and removable leTTers which can be arranged To describe any occasion. This bulleTin board will be placed on a sTandard in The main foyer of The school. WiTh This gifT That l presenT To you, Kennefh, my class says a fond, yeT sad, farewell, To Classical. AT This Time l also wish To Thank The Teachers and The principal, Mr. Buckley, for Their kindness, Their paTience, and Their inTeresT during our Three years aT Classical. mran 54.5-gsmf Thank you, Karan. lT is a privilege for me To represenT The school This morn- ing in accepTing The gift of The Class of '6l. The Class GifT, TradiTionally associaTed wiTh commencemenT exercises, reflecTs The Tie ThaT binds The graduaTing class To iTs'Alma Nlafer, and is a Tangible evidence on The parT of The graduafes of Their conTinuing inTeresT in and affecTion for The school. ln your choice, Karan, you have been discerning, for Classical can use To advanfage The gifT you have described. IT will give emphasis To The signif- icanT evenTs in school life. Thank you again for your gifT, Karan. As you leave Today, The undergraduafes of The school congrafulafe you on your graduaTion, and wish you all a happy, successful fufure. CZCDHQM Sac-Ear Class of '62

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, ,, In 'AIQTIYMH P 'ml gr.-:LI -X I a X f ,xg I serif! 1731 J 95195 QSC? iff fi, ,xx f ,ygifzevb WWE Xfire. ' 4!2 s ,I E5-5.219324 fgafwsggfclv Qi QQ ls JK . X H54 fhx , xsq, , f V1 A ' J l Su I1 ix l 1 F-N4 n'l A V I '2 -Q1 I 542' 0 A ' I Q' 24.4223 ' -salma N IT G ? PRESlDENT'S ADDRESS C K5 , fgy sf' Tips This morning, I bring you The greeTings of all my classmaTes, For us, Today's exercises are a combinaTion of The happy and The nosTalgic: 4 happy because The Class of SixTy-one has achieved iTs obiecTive in being 1 , 'm ax graduaTed This morning, nosTalgic because our days aT Classical have is T now slipped inTo The pasT. YeT we do noT wish To sTop The hands of Time. f-'5 .. We anTicipaTe The TuTure. Today marks a sharp division in our lives, for iT A S'-4 closes The door on our secondary school da s and iT o ens The door To ,Q Y P work or To avenues of higher educaTion. Whichever be The loT of each of us, 7 , ' , - y each of us realizes ThaT he now sTands more or less alone wiThouT The wax V5 Qzzgir pf guidance of The school principal or The school TaculTy. IT is really Tor us ' me a commencemenT of a new life. fx lx .- In bringing you The greeTings of my classmaTes, I wish To express our Q. X appreciaTion To all Those people who have helped us during our Three ,Qc -r if -fs-35509 fjiwfii :N Tp I 1' 5 fl' I' Q ' 4433 GT'fZ5'5:,9 b? fi:?e ' ' x gl ' 4 MS, ' Nb fl qi' T? ff! llfh My TT years in high school. To our parenTs we give The Thanks which is due Them Today, for we know The sacrifices which They have made for us. To The TaculTy, To Mr. Buckley, our principal, To Mr. McGuinn, SuperinTendenT of Schools, and To Mr. Marks and Mr. McGuiness, DepuTy SuperinTendenTs of Schools, goes a sincere Thank You, from us. To everybody, Then, a warm welcome from all my classmaTes, WIC6dI Of PresidenT of Class of '61 X . ,.f ff 'Qi 11' , -' I s.l-'QV UAW' xFN4I'1'v' QQ I iifigif fp-efafilw gapfeiawf ag 1fcZgS'F-ev K: , flfaisfg ' Ixkgsisqx? 2 ' '

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. 0 Q . ivy 4,51 W F., a 4 X - W I F s ' 0' 0 6,1 ' Qs d I 'ii CLASS ORATICN I 22 ' f Z w M1 3 ' Q 4 Since Russian space achievements, educators and laymen alike have been preoccupied with proficiency of education on the secondary level. Yet long before Sputnik, education of excellent quality had characterized the American school. However, since the world is rapidly changing, every- one must realize that education, too, must lend itself to the needs of the time. Education must be flexible, it must strive constantly to improve, and to develop the abilities of the young to their full potential, it must strive constantly to challenge a pupil's intellect to the end that he may be a good citizen, whether he works in the field of direct vocational effort or studies in a higher institution of learning. ln today's fluid society, therefore, it behooves everyone to realize that the success of our democracy de- pends upon an informed citizenry, a citizenry the character of which has its beginnings on the very first day that a child enters school and pro- gresses ,steadily until' diplomas on various levels mark the achievement of an individual as being in accord with the standards and norms of a good school system. Emerson said that without educational ideals, with- out philosophical continuity, there could be no such thing as a free de- mocracy. Such an interdependence has characterized America from its early beginnings. In the opinion of Thomas Jefferson: By far the most important bill in our democratic code is the one that provides for the diffu sion of knowledge among all the people. No other sure foundation can be devised for the preservation of freedom and universal happiness Historically, education in America has always been experimental, al ways seeking new and more effica cious methods of training both the mind and the heart. Today more than ever this dual concept is the motivating force in all good school systems. lf democracy is to be dy namic and forward looking, as it must be to survive, it must constantly ex ert every effort to make certain that all its citizens are as informed as mor al and wise as they are capable of be ing. The school must emphasize not only intellectual growth, it must also point out the worthy aims of life. It must teach boys and girls to develop their abilities. ln this growth they will inevitably learn self-discipline, self- respect, and respect for others. ln the process of acquiring these char- acteristics, they will learn to evaluate, to make decisions. To the degree that a school awakens in its pupils perception and sensitivity to great moral and civic values, in the same measure will it produce good leaders in every branch of effort, leaders with their fingers on the pulse of human- 9 2 ' v h V Il .I