Somerville High School - Radiator Yearbook (Somerville, MA)

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RADIATOR YEAR BOOK First Row: William Vidito. Ruth Garrod. Frank Van Ummcrson. Second Ron : Dorothy Burnham. Marion Smith. Ernest Sackett. Grover W inn. Mary Gradone. Lolly Moller. Bertha Corfield. Third Row: Nathaniel Vidito. Albert Fisher. Curtice Townsend, Grethcll Simpson. Olive MacPhcrson, Jean Yacubian. Irvine Whitcomb. George Morel. THE RADIATOR During the year of 1927-1928 the Radiator has been most successful; some new plans which greatly increased its circulation, were instituted, and the business managers have been able to meet all obligations promptly. The price was lowered; it was made a mag- azine of uniform size; and with the co-operation of the drawing department, stories were illustrated and at least one page of cartoons was found in each issue. The Staff has endeavored to make the Radiator of general interest through the maintenance of several departments, the Editorial, Literary, Poetry, Library, Sporting, Alumni, Exchange, Humor and School News, and has worked hard for the success of our publication. 12

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RADIATOR YEAR BOOK YEAR BOOK STAFF Percy F. Crowell, Eduor-in-Chief Prescott W. Hall, Assistant Editor Herbert R. Fallcren, Business Manager Henry H. Levinson, Circulation Manager Helen M. Baker, Assistant Manager Agnes E. Fitzpatrick, Assistant Circulation Manager Dorothy L. Burnham, George F. Morel, ’29 Staff Artists Curtice N. Townsend, Albert L. Fisher, Humor Editors Olive B. MacPherson, Bertha M. Corfield, Lolly Moller, Ruth F. Garrod, Jean F. Yacubian, Margaret A. Lacey, Muriel L. Morse, Irvine E. Whitcomb, Ernest D. Sackett, Grover R. Winn, Senjor Committee Edward J. Breen, Advertising Manager Elizabeth B. Small, John F. McGann, Jr., Asst. Advertising Managers Earl F. Gibson, Estelle R. Keaney, Organization Committee John A. Rondina, Mary A. Gradone, John J. Hayes, Frank Van Ummersen, Junior Committee 11

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RADIATOR YEAR C LASS o R A T I O N BY A L B E R I A L L E N TO WHAT END In our day the insistent call is for education! All over our country there is evidence of this eager- ness or hunger for learning. More is being expended on education than ever before. The number, beauty of construction, and efficiency of our schools constitute the pride of rural districts, towns, and cities alike; every college campus is swarming with eager students; university extension courses offer to the work-a-day world higher education. An edifying state of affairs, indeed, in the midst of America’s material prosperity! Yet world educators of every land—Africa, Ceylon, South America, men of the stamp of President Jacks of Oxford.—affirm that still more widespread education is nec- essary for a vigorous civilization. What does it all mean? What should he the aim and result of this Renaissance in Learning? What must this education be if America is to attain our fondest hopes for her future? The proverbial little red schoolhouse and the three R’s are a colorful myth of the past. In its stead are imposing institutions of learning. Geography and the classics have given way to complex sciences and strict training for the commercial world that stretches its network of factories and transportation systems everywhere. No one can deny that education today tends strongly towards specialization in industry, that hooks and intensive training are manufacturing skilled men for the business world. True, we can find no glaring fault in such a condition; the little red schoolhouse has but adapted itself to the demands of the times. Admittedly, then, our hook learning and our technical skill are at flood tide today; marvellously adroit human machines with their heads crammed full of facts are at a pre- mium today. But is this the sole purpose of our schools—to grind out storehouses of information? Is this the fundamental object of our educational system? Shallow and dreary is such education, because it falls woefully short of the fundamental object of real education. Book learning is of value only when that information stored away in the mind is used to interpret Life; when it fashions an understanding of men and their ways; when it teaches appreciation of those social and moral laws that form the warp and woof of human relations: in short, when it has trained the individual in the great laws which govern the Art of Living, the most difficult and at the same time the least understood art in the world. Dr. Eliot of Harvard fame put it thus: The fundamental object of education is to lift the whole population to a higher plane of intelligence, conduct and happiness.” Witness the Bible, the Book of Books, one of whose sages said: Knowledge is the principal thing; therefore, get knowledge; and with all thy getting get understanding!” Huxley, wise English scientist, conceives of the truly educated man as one who has fashioned the affections and the will into an earnest and loving desire to move in harmony with the Laws of the Universe.” In other words, the truly educated man is he who does the right thing in the right way at the right time whether he wants to or not. The laws which govern the Game of Life, whose magnitude, complexity and interest true educa- tion helps us to appreciate, we shall discuss briefly under three aspects. The first of these are the Laws of Nature, those laws which govern the environment where we play this Game of Life, and with which we must he in harmony if we are to win out. Book learning may teach structure of the body and the harm of excess, but no man is truly educated until this knowledge becomes a guide to his daily life and he has come to hold sacred the human body, “a machine fearfully and wonderfully made”, the temple of the soul. Epicurus and Aristotle of Greece, Kant, and Buskin exhorted their fellows to find true happiness in self-restraint, in living the temperate life, in maintaining bodily and mental health and cleanliness. What sadder proof that nature does not countenance excess in anything can be found than fallen, crumbled nations of history’s time-worn pages which defied this great Law of Nature? No human being can violate it without finding to his sorrow that Nature punishes slowly, agonizingly, with bitter relentlessness. 13