Stoneham High School - Wildlife Yearbook (Stoneham, MA)

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GRADUATION NUMBER Heedin the call of his nation, he left the quiet life at Mount Vernon to as- sume command of the Continental for- ces and to tight for the independence of the United States, In this, as in no other case, Washington showed himself to be a competent leader of men. The army of which he took charge was un- organized and undisciplined. Therefore it might have seemed an impossible task to some to prepare it for fighting. But Washington was patient and tact ful, although sometimes irritated, and successfully organized and equipped the arm 3 Like Napoleon, Lee, and many other great commanders, Washington stands out for the devotion which he in- spired in his men. He returned this devotion and added to it a comprehen- sion of their d ifficulties and sorrows which they could not reciprocate. This is ilustrated in a portion of a letter which Washington wrote to the Penn- sylvania legislature. It was in reply to the demand that the army stay in the field and not go into winter quarters at Valley Forge, It reads as follows : “I can answer those gentlemen that it is a much easier and less distressing task to draw remonstrances in a comfort- able room, by a good fireside, than to occupy a cold, bleak hill, and sleep under frost and snow, without clothes or blankets. However, although they seem to have little feeling for the naked and distressed soldier, I feel super- abundantly for them, and from my soul I pity those miseries which it is neither in my power to relieve or prevent.” His soldiers knew that he felt for them and that he did for them all that was humanly possible, and for him they suffered as they would for no other leader. At the end of the war it was through his influence that Congress re- luctantly paid the claims of his soldiers. Washington to the very core por- trays patriotism! This characteristic is brought out when he is called from a peaceful retirement at Mount Vernon to become the first President of the United States. It required only a short moment of indecision for him to make up his mind and on April 6, 1789, he left Mount Vernon for New York. Washington, as he started out on this great venture, did not have as much con- fidence in himself as the people did. This is revealed from a notation in his diary: “I set out for New York, with the best disposition to render service to mj country, in obedience to its call, but with less hope of answering its ex pectations.” He was greatly moved, and profoundly saddened by his trip to New York. To his constant friend, his diary, he confided that the ovations filled his mind with “sensations as pain- ful (considering the reverse of this scene, which may be the case after all my labors to do good) as they are pleas- ing. And so, from his own writings, we find that Washington started out as President with an inferior opinion of his ability. We gain from his activities, once he had put his hand to the helm, that this state of mind was soon con- quered and the building of a foundation for the United States was carried on without a mishap. This was made pos- sible only through Washington’s cour- age and steadfastness in overcoming the handicaps which the French Revolution and European War caused. But for the confidence of the majority of the voters of the Unitde States in President Wash- ington as an npright, truthful, able, and courageous man, the Republic would never have weathered the storm. What wonder then that George Wash- ington occupies an unique place in the hearts of the American people? Their respect and admiration for him are un- bounded. Washington was recognized as a truly great man, not only in the newly organ- ized United States, but also in Europe. The Prussian Emperor Frederick the Great, admired his military ability im- mensely. Even his late opponent. King George III, paid him a compliment dear to Washington’s heart, when he wrote that he considered him the foremost ag- ricultural expert in America. No greater patriotic test ever came to any man than what many consider Washington’s greatest achievement; the formation of a permanent national gov- ernment from the chaos and wreckage of the Ante-Revolutionary Period. Rupert Hughes, the novelist and his- torian, started out to destroy the Wash- ington tradition. He considered Wash- ington had been over estimated and de- sired to destroy what he believed to be a fictitious character. At the end of the second volume he confessed that, be ginning his work in a spirit of irrev- erence, he had come, through association with him, to acquire a respect for the character of Washington which amount- ed to veneration. I shall not attempt to add further eulog 3 ' to Washington. That would be 5

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THE STONEHAM HIGH SCHOOL AUTHENTIC Cii ' abiTatton J bbrfss GEOBGE WASHINGTON ' S POWERFUL CHARACTER “Four score and seven years ago, our fathers brought forth upon this conti- nent a new nation” — . Such, we all know, is the beginning of Lincoln’s Ad- dress given on the battlefield of Gettys- burg, To what other man than George Washington could Lincoln have been referring, when we realize that no man exercised, or exercises now, more influ- ence than he on the people and govern- ment of the United States of America? What character stands out more vividly in the minds of Americans than Wash- ington ? A recent American historian has said that “General Washington is known to us, and President Washington; but George Washington is an unknown man.” Washington’s character has ex- erted so much power that he stands in our minds as a myth and not as a man who once had life ! Such an attitude toward Washington is, of course, a trib- ute. Still, we sliould not lose sight of the fact that, although he was great as a soldier, equally great as a statesman, and greater as a leader of men, he was greatest of all as a mere man. Thus we must regard him in his capacity as a man before we can understandingly dis- cuss his life and character. Washington’s power of character came to the fore even in his earliest boyhood. He was well liked by all his friends and soon was regarded by them as their leader. His famous rules of conduct were written at the age of thirteen. Then we foll ow him into early youth, and discover that he was given his first job of surveying a tract of land by an Englishman, Lord Fairfax. His char- acter was responsible for his gaining i this position, because Fairfax, an expe- rienced man of the world, saw in him not merely courage and ambition, but a great number of finer qualities. A short time later his military career had its beginning and, because of his courage and trustworthiness, he was ap- pointed lieutenant-colonel of Virginia’s militia to oppose the French, After suc- cessfully repelling the invaders, the at- tempt was made to put him on an equal level of importance with the other offi- cers of the Virginia militia. Washing- ton resented this because he was nat- urally proud, and also on the ground that he was the only officer who had seen any fighting. He therefore resigned his commission. From this point we pass over the re- maining years of his military career and we see him again as the master of Mount Vernon. When we think of Washington as guiding the destinies of a young nation, we cannot imagine him being concerned very much about so- cial life and agriculture. Yet, such was the ease, and a visitor to Mount Ver- non is known to have said that Wash- ington’s greatest pride was to be thought the first farmer in America. Washington himself once wrote: “Agri- culture has ever been the most favorite amusement in my life,” and it is a fact upon which historians agree that Wash- iigton was never happy away from Mt. Vernon. He divided the majority of his time between the entertainment of numerous guests in his house and the cultivation of new plants in his garden. Such is a glimpse into the very marked home life of a seemingly stern states- man. 4

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THE STONEHAM HIGH SCHOOL AUTHENTIC idle in this year of his Bicentennial Celebration. I shall conclude therefore with the simple statement that Wash- ington’s memory will always be a price- less heritage for every true American. Eichard Hunt of Mr. Watson, Classmates, Parents, Teach- ers and Friends: Life, it seems to me, is chiefly made up of first things and last things, the first being made for the last, and the last always leading to a new first thing. It was indeed a happy day when first we entered the High School upon a wave of enthusiasm, fully acknowledged as students in a new endeavor. Time has not been heavy on our hands when we realize that today we are welcoming you to this, the conclusion of what was once a thing far off — education. What the new thing will be, some of us know, and some do not. In any ease each one trusts it will be something worthy of endeavor and greater in achievement. Up to this point we have been facing and solving our own little problems and have helped our classmates in the solution of theirs, but today the bonds which have held us so closely together will be severed. Some will take the high road and some the low, and with each one will go the happy memories of the close association of teachers, par- ents, and students. How monotonous did some of our school days seem! And yet how unimportant and how easily forgotten these days when one considers : High School days as a whole ! To you, our parents, we wish to ex- press our innermost appreciation for the time, expense, and teachings that you have given so freely, that the burden of the long ascent we are about to make might be made less heavy. We do real- j ize that we have caused you worry, per- haps, and care; that when we brought ! our troubles to you, somehow they were j straightened out and our minds set free I once more. For this we thank you and trust that some day we may accomplish I an end worthy of your interest. I Teachers, we wonder at your patience, j Never did you fail when we came to ; you with problems and with minds that j could not see. Always did you give us i the desired information and advice we ' sought. In our diplomas will be your unseen writing. We deeply appreciate what you have done for us. I Thus Far and Farther, is our class motto. Thur far have we come to the last day of our High School career. And farther we go to a new first thing. I The program for this afternoon has I received much thought for your inter- j est. May you enjoy it and know that I this, the class of 1932, welcome you in I deep sincerity on this, its graduation 1 day. Class istorg Mary Bickum This year has brought us the bi-cen- tennial birthday celebration of one of the greatest men in history. Washing- ton has been looked up to by the stu- dent as an ideal example of mankind, and no wonder, for has not his bravery, his firm but gentle manner, his ability for leadership, and his love of square- ness and fair play placed him on a ped- estal -worthy of recognition? We, the class of ’32, have strived to develop in our personalities these characteristics which we all admire in our national hero. Looking back through our history. I see many incidents wherein these fine traits have been promoted. The class had its beginning in 1929, and although its members, at that time were rather hazy as to the meaning of high school life, they soon organized and elected as officers: Carleton Con- nor, President; James Doherty, Vice President; Pauline Miller, Secretary; and Nora Bagdikian, Treasurer. Through the efforts of Eobert Parks, Chairman of the Social Committee, in planning two enjoyable and successful socials, a feeling of comradeship was aroused, 6