Northampton High School - Nesaki Yearbook (Northampton, MA)

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,J f if wr Y f f , ,ff-5Y,m: ,, , , , , x? ,W-,AMY Y W H f Qepasemetwin 1 65' c X.f ' ' T 'c 9 ings, which, in turn, would pave the way for a better understanding of the classics. It is not surprising that the student who plunges into Macbeth after deep contemplation over nothing more taxing than Little Orphm Annie is a trifle puzzled. Nearly everyone realizes the value and importance of a civics courseg for a real comprehension by young people of the problems of government should lead to better government in the future. The alert teacher develops his subject in the light of present- day events, bringing in the historical part as a necessary background, and stressing human reactions to the course of government, for after all, it is people we ought to be learning about, rather than dull facts alone. We should be shown the why,' instead of the what, particulars instead of generalities. The feeling that a subject is an assigned task should not be allowed to become general, for in this way lessons become drudgery-and drudgery does not lead to understanding. The actual growth of a student's mind comes when what he is learning concerns his own daily life, when something has a purpose real to him, and by that I do not mean the purpose of getting so many extra credits. If one is driving ahead under his own power, no work will ever be distasteful. In this instance the teacher's influence may be a tremen- dous factor in arousing interest or inspiring effort if the instructor is one whose per- sonality and whose interpretation of his subject make him worthy of the high tradi- tions of his calling. For the classroom trains the mind. One learns how to pursue an orderly train of thought, how to grasp new ideas quickly and how to apply them. Thus have we laid our foundation, and assignments have ceased. Now we have to begin work on our own initiative. This is where we are at a loss, The tendency nowadays to keep children young makes it necessary for us, upon graduation from high school, to have more training in higher institutions or to develop a little more wisdom with age before we are really ready to become men and women. Twenty-ilfree

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The Senior Looks at His Education THE present world-wide interest in youth problems is the result of a recognised need. That young people have special problems arising from conditions of the times is nothing new in itself. As yet we have en- countered only a few of them, but with the end of our high school days at hand, it is necessary that we look back to see what preparations we have made and look ahead to understand in what ways we are ready for the future. But we live in the present, so the most impor- tant thing is to look around and get our bearings before we become adult members of the family, integral parts of our state and our nation. This reflection has shaped the plan of our Commencement program. The question is, how well are we fitted to adjust ourselves to the LU-I-IAN NEWFIELD widening scope of our lives? Besides the enjoyment they have brought, our high school days have taught us many things. We have learned how to get along with a group of other young people, we have formed new acquaintances and have acquired a few real friends. We have discovered that one of the most important functions of our schools is the making of these human contacts. Some of us have also learned how to run our school paper or how to hold executive offices in our clubts. We have come to know the value of cooperation and goodwill. In our class elections we have found out the necessity of submitting to the will of the majority and of placing trustworthy and reliable people in charge of our group affairs. The fundamental Classical, however, has been our four classes daily, and what we have learned in them is excellent, so far as it goes, The subjects taught are the rock-bottom elements of what one needs to become a well-educated adult. Yet even a classical education should meet some of the demands of practical 1936g and as we leave high school after four years, we wonder whether what we have accom- plished justifies the time and effort spent. We wonder how far our study of the classics, for instance, has taught us genuine appreciation of them. And if this appre- ciation is lacking, might we not have started at even simpler beginnings than we do? There are high school students who limit their reading to the comic strips and sport pages in the newspapers, and the short stories in the Sfzizzwiazy Evening Pont- if we dare grant them a plane somewhat above pulp magazines, If that is the case, then let them be taught how to read newspapers correctly, to distinguish between those of high standard and those of low. Let them be encouraged to read the best in current fiction. Such study would establish a natural approach to good modern writ- Twenty-two

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The Senior Looks at His Job N reaching the end of our high school course, we have also completed an important phase of our life. As graduates, We have a right to entertain certain aims and to expect their fulfilment. Our greatest desire, as We step from the supervised routine of school life to the uncertain and ruthless ways of the outside World, is to find our place as a cog in the huge wheel of life. Unless we are to continue our education in college, we hope to obtain a job without the loss of our optimistic spirit, our ambitions, or our ideals. If we are fortunate enough to get any work, we are concerned to have it measure up to certain standards. The wages must not be so low that we shall become discouraged before we begin. Physical ' K surroundings must be generally satisfactory, or our EDNA O- JEFFERY health will be threatened. The hours must be such that we shall have time for pleasure and relaxation, Above all, the position should be one in which we can feel that we are developing and making some advancement, for only in this way can our chosen work hold our enthusiasm and give us true satisfaction. But the conditions in the world of work are not ideal for youth, and we must realize this. Although we are justified in our expectations, we must open our eyes to the existing situation. For instance, there are three million young people between the ages of sixteen and twenty-five on relief, and there are thousands of others who are roaming idly around the country. There is, also, a continuous outpour of graduates from the many schools all over our land. To make things all the more complicated, the labor world is over-crowded, and the various professions have too many appli- cants knocking at their doors. All this leads us to ask if there is anything that can be done to improve these conditions. Yes, there are ways in which such an unfavorable state of affairs may be bettered. In fact, outside agencies are already enlisted in our behalf. The problems of the youth of to-day are officially recognized by the Federal Government. By an execu- tive order, in June, 1935, President Roosevelt established the National Youth Administration and set aside fifty million dollars to carry out his plans. The objectives of the Act are the finding of employment in private industry for job- less youths, the training for industrial, technical, and professional employment, the providing of Work-relief upon many projects, and the giving of funds for continuing attendance at high school and college. This program is not adequate, but it is a step in the right direction. The success of the Act needs the support and coopera- Twenty-four