Milton Academy - Yearbook (Milton, MA)

Page 47 text:

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Page 46 text:

There is not a very large number of things one can say which would apply to the whole class. To capture the spirit and essence of it one would have to describe the intricate and subtle relations of fifty-four members with one an- other. A class can be serious or joyful, studious or lazy, intellectual or athletic. And yet, when a member of the class has to choose one adjective, he realizes that one alone is insufficient. It must be modified and tempered with all the rest. Predominantly, we are serious, but there is more than a touch of all the rest. We were green when we entered Milton. We had poor if any study habits, and our interests were often far from intellectual. We took great pleasure in disregarding and breaking rules, especially when we were caught. Most of us had no clear idea of how to live together in a dormitory. Even fewer were will- ing or ready to tolerate the beliefs of others in the classroom, or even to discuss opinions intelligently. Every class receives its identity from the manner and speed with which its individuals respond to the school's teaching. The whole of the experience of three, four, or more years at Milton, not just the classroom, is designed to teach us. To every class it must appear the same, still it would seem that we responded exceptionally well to this teaching. The aims of the school found an able recipient in our class. Speaking for the whole of the class, we responded sincerely to the implications of Dare to be True, and to Tim Taylor's initiative, so thoughtfully expounded in his Chapel talk. Honest action toward a higher than ourselves enabled the aims to be real- ized. Honest action satisfied a common and innermost desire of each person to be useful, depended upon, and respected for his accomplishments. In athletics, school publications, student council, and entertainment, our class managed itself and the school with a strong and creative hand. And most im- portant of all, by participating enthusiastically and consistently, we contributed to the ideals of the school. As hackneyed as the phrase is, we received a great deal from Milton by giving of our time and enthusiasm and inspiration. As our Valedictorian said in commencement address, we are by no means com- plete: we are only beginning. We cannot and should not have decided certainly on large matters such as religion and love and ourselves. But Milton has shown us more of ourselves and what is in others and in all men than we previously recognized. Without exception, each member of our class has benefited from his experience in learning to accept others more for what they are and less for what we think they should be. Within the variety of people composing our class, we achieved by the senior year a remarkable unity without giving up our personal identity. We both re- ceived and gave intellectually, our college entrance record is fair proof of our accomplishments. We learned the value of sacrifice in athletics, of tolerance in the classroom, of respectful living in the dormitories. One would doubt if there is a single member of our class who is not, at heart, proud to be a part of the wonderful and exceptional whole which he helps to create.

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