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

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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

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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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ity, alert to fluctuations of thought, critical of trends and sincere in iudge- ment. And who is responsible for these ob- iectives which I have set forth? Most authorities agree that the responsibili- ty of educating the hearts and minds of American youth lies with the home, with the school, and with the church. Since the child is for the greater part of his life under the influence of the home, it is in this en- vironment that he must learn to re- spect and value education. The par- ents are responsible for instilling into the mind of the child, the value of knowledge, thus giving him an incen- tive to learn. To achieve this objective, the parents should require high stand- ards of accomplishments which they will achieve by exacting from the child good habits of study. Every child should have a pattern for his homework, a pattern that follows him throughout his school days. In the relative rigidity of this plan, the child will learn good work habits and will feel that he must respond to the stimulation of his parents' require- ments. He unconsciously will estab- lish his own standards of accomplish- ments and will be less liable to en- gage in intellectual laziness and in- tellectual dishonesty than is the child whose parents are indifferent to his school progress. Moreover, in Amer- ica today there is close contact be- tween the home and the school if parents will but avail themselves of this advantage. Every school system welcomes an honest interest in its ef- fectiveness. Every school system rec- ognizes the fact that if parents are interested in the school, this concern will be reflected in the men and women they elect to the board of education. Dr. Conant, in his report on high schools, emphasizes the signi- ficance of this board, for from this group stems the educational philoso- phy basic to a good system. This group implements its philosophy through long-range plans for flexi- ble growth so that every child will have an opportunity to prepare him- self for the future, either on the voca- tional or college level. Thus it follows that citizens may be stimulated to fruitful civic activity to maintain a genuine and continuing desire to keep their schools of the highest or- der. And what of the church in its relation to education? Its part, all authorities agree, is to teach that the really good life is a happy combination of the in- tellectual andthe spiritual. The world today is highly competi- tive. Unless America keeps its intel- lectual and moral standards high our nation can easily become materialistic with the emphasis on the superficial, the meretricious values in life. His- torically, such emphasis has always spelled mediocrity and eventual na- tional distaste. We, as a nation, have a sense of history. This sense will teach us that the nation which is edu- cated on all levels, I repeat, on all levels, is the nation which remains free. yzrbfaefygeafrzbe