Newton High School - Newtonian Yearbook (Newton, MA)

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Anyone who writes a book must first ask himself three questions: What is the purpose of this book? Who will be read- ing it? What are my qualifications for writing it? He then disregards his last an- swer and proceeds to write his book. A yearbook is no exception. We sat down in September to decide the purpose of this book, and we didn't get up until March. By then it was too late to worry about our qualifications. What is the purpose of a yearbook? That was the big question destined to wrack our congenial staff with civil war. In past years, a yearbook was assumed to be designed as just a record of the year's activities. It was a souvenir from our three-year holiday to which we could refer later when we forgot the name of that dear gym teacher. It produced nostalgia and spread good-will throughout the com- munity. This was iine, but it seemed to us that six dollars was an exorbitant price for a sentimental scrapbook. Or perhaps it was that we thought we would forget a great deal more than the names of our friends when we got older. We were afraid that we would forget how it was to be a student at Newton High. We were afraid that we wouldn't remember that feeling clearly when these three years began to blur into remote and disconnected images. Somehow we guessed that we would want to have pre- served a total, or near-total, picture of the school that would be more accurate than our memories. This task entailed more than faces and homerooms. We included samples of the art that was in vogue in these years, psychedelic art. This in itself defines a part of our high school person- alities. We included a more analytical, more critical appraisal of our school or- ganizations and activities because we wanted to remember not just their names and functions, but also what we thought of them. We wanted to remember our- selves and how we felt in high school, not just how we looked. Our decisions about the purpose of a yearbook were complicated by the sense of responsibility each of us felt to the student body. We asked ourselves who was producing this book, and we realized that it was ideally, and in many sections actually, all the students. Each student in the school has a stake in this book, not just the editors. However, the editors were entrusted with the task of bringing the book through all the steps to completion. Therefore, we had to do this as repre- sentatives of all these students whose book we were making. In making decisions we could not afford to consider just our own expectations. We used our talents and our best judgment in doing what we thought all the students would want. Because we functioned as a representa- tive group, we adopted the voice of an imaginary, typical', student. Each aspect of the book is looked at through the eyes of this student involved in the various ac- tivities. It is not any part-icular student, not the editors. It is just the student as a ,fp -vt' 1 9 Q A7 ,V af ,QL J-' lqlxal -.vw