Wakefield High School - Oracle Yearbook (Wakefield, MA)

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has been a trua gain. For it we are most lieartily grateful. To Mr. Howe and everyone who has taught members of the class we wish to ex- prfss what we consider the actual feeling ' of the seniors, a real sense of gratitude. In Life ' s great school, O you who read Where its diverse long ways may lead. Would you pursue true happiness? Then seek these virtues to possess; Steadfast endeavor, growing mind, A wider love for all mankind. Steadfast endeavor, which may bless Each evening- with the consciousness Of some new knowledge really gained, Of a real step in pow ' r attained. In pow ' r to reason, choose your way, And in rich deeds your choice portray. In every word and act do try To see as through the other ' s eye, O ' er all to feel as he must feel. And sense for him a friendship real. Then may you find in active love The truest goal for which you strove. These virtues hold in union firm. In larger measure with each term Of Life. To make your record true Consider only what you do. These lessons learned, you ' ve found some ways Which will enrich Life ' s longer days. During our high school course we con- stantly think of the desirability and possi- bility of continuing our study in higner schools. And commonly wishes for self-de- velopment and ambitions for the attain- ment of some position in life impel us. We look upon a college education as a prepara- tion in self-interest to a great extent. To- day the call of humanity unites with and should, in the best sense, dominate those thoughts. Because humanity ' s cause has and always will have need of many trained men, the continuation of our training is an obligation to that high purpose. It is not necessary to look far ahead to see a real need of trained men in furthering the ends of democracy. Granted that the war will continue for at least two years, there will arise a need of officers. Men are and will be available in great numbers. But with such a lengthening of the struggle, there will be a constant demand for m:n to assume positions of responsibility and com- mand. For such positions, college men are especially fitted, and will be much needed. If we ask ourselves, How can I serve most effectively? we must continue our studies as long as possible. Yet this reason pertains to fewer and in a smaller way than does a thought of later service. In order that we may return to normal conditions, trained men must recon- struct and renew. Not only must the dam- age in devastated districts be repaired, but the changes in industry, in life as a whole, must be gradually turned back into commor, pathways. Every such step must be taken with wisdom, retaining the best features of foimer methods and involving the new les- sons of efficiency. The positions of men who will never return must bo filled. The increased strain will necessitate more thor- oughly traineJ men than are ordinarily graduated in the same period of time. A (houorht of duty to humanity in times of rc- f o.islraction must convince one that ho should enter college or advanced school. Were college men of the immediate future to consider that duty ended with a return to and continuation of normal conditions, war would in some ways have been in vain. Leaders of tomorrow must sense the mean- in. ' ; of forward movements and further them. They must make sure that the les- rons of national unity and unity of nations ia a common ciuise will not be forgotten. They must continue the renewed interest in humanitarian causes and foster the develop- ment of a wider human sympathy. In a large way this can only be done by men who have glimpsed in their higher education the true meaning of such principles and re- solved to foster them. In order that we may he in a real sense tru2 to humanity and to self, it is the duty of every one of us as high school students, to continue our education if reasonably pos- sible. It is constantly becoming so to larger numbers of us. Each must give careful thought to the question. When there is a duty and a will to perform it, as in this case, many may find the way to do so. Some time ago, about forty of the seniors were asked to briefly summarize their- opin- ions on the questions which follow: If you were a lower classman, looking forward to one, two, or three more years of

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, 0 i; 5 Q 5 5 cj 6 2l£i ' 2l v ' 5 9 ° (P yA ' C° yA ? yA ? v P v i! ° yA ? vA ' s° vA ' C° vJh ? v ' ° vJ ' ° ° i ' ° S)oi o)o o)oi EDITORIALS ! LESTER C. LEWIS, Editor-in.Chief A polo it To the memory of men who held their own lives far less dear than the lives and v ell-being ' of other s, this number is dedi- cated. Eobert Gibbs we shall remember foi his bright, cheerful life. We shall recall Harry Nelson as a fine, sincere youth; Al- vin Gordon as a manly, sacrificial soldier, and William Cartland as a quiet, and kind young- man. John A. Woods and Henry Na- cella will be remembered as of fine types of American youth. All will be held in the highest esteem for they have layed down their all in noblest sacrifice. To home, to country, humanity, and God, they made the supreme gift of life. Remember that the aims of all, and es- pecially of educated men, must partake of the same spirit which causes men to strive and die for humanity. It is natural that, as tue time for gradu- ation approaches, a senior should review his school life and attempt to form an opinion of what he has gained, what school has meant to him. And happy is he who can understand in some large degree, although necessarily in an imperfect way, the mean- ing of education. Happier still is he who finds in himself some proofs of progress made. It is of the daily routine of study and recitation that he first thinks. These are the words in which a sentor recently ex- pressed his confidence: I firmly believe that during my high school course, I have not knowingly neglected my studies nor was idle. So, in a way, I feel I have ac- complished something. We feel that he has, for he pursued his studies with atten- tion, interest, and vim. Lower classman, such a course of action is wormy of imita- tion. If you would win some lasting satis- faction from your high school course, seek it in the best possible performance of your task. It is true that in doing so we attain other ends than those immediately in view. That senior who finds that he can be serious in his thoughts, can reason logically, and trans- late his decisions into action has indeed reached other goals. If he can add to these accomplishments, habits of study, order, obedience, and respect, he has travelled far a ' ong the pathway of true education. Pow- ers of this kind are greater in value than a knowledge of a definite subject. As a school is only preparatory to life, those things which are of the highest value in life are those which we should value most in school. If a senior has learned the value of a friend or the pleasure of service, has learned to see real good in all, if he has caught a real appreciation of nature, of lit- erature, of art, of the poetry of life, he may truly be glad in his attainments. He may look forward with happy confidence to the future. The members of the senior class are sin- cerely thankful to the teachers who have guided them through four years of study and for the interest, the sympathy, and the helpfulness which they have invariably shown. For those teachers who have seen ability and stimulated our efforts to our best in- terest, we feel the respect and thankfulness of those who can only partially realize. The gift for which we must at heart be most thankful is the strengthening of our characters. Its real value we cannot ap- preciate. It may have been the result of con- stant growth. It may have been produced by events whose meaning or justice we have not understood. Yet it is certain that there

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high school life, is there any change you would make in your course of study or con- duct? What, and why? Do you intend to continue your educa- tion in any hig-hcr school? (The reasons for tiie choice were to be stated.) The answers to the first question were (an would seem natural) largely affirmative. With a fuller realization of what education means and a deeper consciousness of mis- (nkos made many regretted laxriy in studies and conrlnct. Yet there was a general feel- ing of genuine accomplishment. That m.any seniors are planning to con- tinue their education was shown by the re- plies to the second question. Of the thirty- cne of the college and general departments ouostioned, twenty-eight are so planning. Two of the seven commercial students an- swering are planning to enter commercial schools. Among the institutions where those nf the college and general departments in- tend to study the most important were the r:;-hools of business administration, the nor- mal and technical schools. The number of l;oys and girls who see in higher education a . ' ■.crvice to democracy gives cause for en- couragement. To have the satisfaction of four years well spent, and a true education begun, to possess a determination to seek more knowl- edge in order that all may be turned into the ihannel of service, is truly patriotic and ad- mirable. The great need of our men and, indeed, of the allied nations wliich boys and girls may aid in meeting is that of food. The v ork of production and conservation in v hich we are asked to assums a part is a very real, though small, contribution to the task of winning the war. As a conviction of that truth grows upon us, we shall find many constantly joining the ranks of those who are already doing so well. Production must be increased in order to 1 chase a large and constant amount of food for the use of soldiers and suffering civilians. The cultivation of multitudes of .small gardens is most helpful, but the boy who seeks to do real service in this line has his opportunity in work on a farm. Out- side of service in the trenches and in mili- tary organizations there is no more active or true service than this. Great vision and determination are required to enter it, for it has almost none of the glorious pano- plies of war. To the boy who, either under the organization of the U. S. Boys ' Working Reserve, or acting upon his own initiative, works conscientiously at food production this summer, should be given credit and honcr for a real service rendered. In the other phase of the food problem, conservation, the girls have a large place. Their work in canning is an actual and nec- c .saiy . ' ■ervi.e. as is the farm work of the boys. Canning is far from being entirely a feminine duty, as is shown in an article elsewhere in this number. A hearty res- ponse on the part of both boys and girls to the pleas made for this service would be highly fitting and encouraging. All vvfho are engaged in farming or in canning this summer will be performing an important duty. Vv ' e wcie truly fortunate in seeing and hearing Mr. Howe ' s predecessor, Mr. Whit- comb, recently Not one seemed to bear the least ill-feeling toward him as he reminded us that he saved the old building several years ago. To judge by appearances, it might even be thought that we were grate- ful. Certain it is that we are most thank- ful for the facts, the thoughts, and the spir- it which he communicated to us. He brought us a message of thrift. But liis object was not such alone. He accomp- I ' shcd far more. Experienced in speaking to his ' -i school students, he was able to arouse our truer and nobler feelings. Be- ■ ' nr!. constantly in touch with large numbers of people, he was able to give us a broad- er idea of public opinion. Realizing much more fully than we the significance of war, he led us to feel it in larger measure than we had previously. Serving in the best in- terests of our country, he communicated to us a desire to serve. His statement had a truly great import, and will undoubtedly be fruitful, not alone in arousing us to cultivate thrift, but in leaving a much better idea of war ' s mean- ing and creating a much greater anxiety to serve. V e regret that Mr. Fulton is to leave Wakefield High School, for we believe that he has been exceptionally helpful to the commercial students, particularly, and the entire school. We are losing from among the teachers one who has taken a keen in- terest in all of us and one who has been very actively helpful in all school matters. Wo owe him much for his interest and aid