Wellesley High School - Wellesleyan Yearbook (Wellesley, MA)

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WELLESLEY HIGH SCHOOL ANNUAL DR. S. MONROE GRAVES AFTER “SCHOOL”, THEN WHAT? One of the most fascinating experiences of life is forecasting. Especially is this true when one is in one’s teens. Often a person, as he or she grows into years of discretion, likes to con¬ template the future. “What am I going to be when I grow up?” or “What type of worker am I to be when I actually go to work for com¬ pensation?” are questions which all people at some time in their lives have asked themselves. The significance of such questions is very important. The subjective judgment of the individual at such times may delve deeply into the inner nature to find out, if possible, the meanings of some of the “Whys” which the in¬ dividual self often asks regarding its own iden¬ tity, its own relationships, its own significance, and its own “whereforeness.” The answers to such questions which one may ask oneself at such times may be very reveal¬ ing and occasionally quite startling in the dis¬ closures. If, for example, the individual is by nature very timid in meeting people a problem at once presents itself in relation even to of¬ fering oneself as a candidate for a position or in meeting for the first time staff members of a school in which one has just enrolled as a pupil. That which may be even more disconcerting is boldness, or, as it sometimes is worded, having a superabundance of the “ego” which usually does manifest itself as “boldness.” The interviewer in each of the type of in¬ stances presented is unfairly impressed. He probably will believe that, in the case of the timid personality, there will not be sufficient “force to “put things across.” In the case of the over-developed ego, he may feel hesi¬ tancy in undertaking the task, which he may feel is necessary, of “making” the individual acquire a “proper” perspective of his own im¬ portance or unimportance in the world of affairs. When business men and business women are developing their own stores or other lines, what¬ ever they may be, they are very careful to take frequent inventories. Usually these in¬ ve ntories list just the amount of goods on hand, estimating the value of each commodity and not omitting the summary which may be writ¬ ten as the grand total of assets as far as the stock in trade is concerned. It so happens, of course, that even in or¬ dinary business affairs there are many related values aside from the actual commodities on the shelves. One might mention the “good will” of the buying public, which indeed is a very valuable asset and one which oftentimes influences in large measure the selling power of a shopkeeper or a firm of shopkeepers. Likewise in the case of the individual who is taking a true inventory of his own personality the “good will” of his instructors, the true understanding of the regular school officers, the reaction of the people in the town whom he occasionally meets, the “reflections” of his own personal friends,—all assuredly have intrin¬ sic value. As youth forecasts the possibilities of mature age, it oftentimes overlooks the truisms of the present. If one is over-selfish as a boy or girl of sixteen, will one be less over-selfish as a man or woman in college or in business? If one is over-sensitive or too much outspoken as a youth, will one be less so when “of age”? If one is balky or lazy at graduation from the Senior High School, will one be amenable to suggestions and hardworking when a college graduate or when one has been given a job? If one is careless of one’s daily habits and one’s moral responsibilities when young, will one be different when one is old? “What shall I be?” “What kind of worker shall I become?” are questions which, as far as the future is concerned, must be answered in terms of the present. Far up in the azure sky one beholds the swiftly moving tri-motored plane as it wings Page 6

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WELLESLEY HIGH SCHOOL ANNUAL IVe, the Senior Class of 1931 dedicate the first issue of The Welleslev Senior High School Annual to our principal Ralph W . Proctor whose unceasing ejforts have made this publication possible

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WELLESLEY HIGH SCHOOL ANNUAL its way toward the setting sun. It almost keeps pace with the rushing steeds of Dawn as the light of day wends westward too its daily flight. Settling on some chosen green in some far western state, the great mechanical thing seems, at the close of day, to represent life in its youthful flight through its periods of growth and its span of living deeds. What a far-flung horizon is ever before us, as young or old, we turn our gaze toward the rising sun to read the omens of the day! We seem to catch a glimpse of secrets scarcely vouchsafed to man. Wonderful events appear just beyond our ken and we strain the vision of our very souls to penetrate the distant scene with interest and understanding. How beauti¬ ful, how full of interest, how attractively compelling! Yet, withal how baffling, how confusing, how unsatisfactory not to know all! But still we do not lose our hope to under¬ stand both ourselves and the future into which we may attempt to project our longings,—a place where our dreams may come true, and best of all, perhaps a chance to realize our bet¬ ter selves. Hence the modern cry re-echoed from Words¬ worth: “The world is too much with us. Get¬ ting and spending we lay waste our powers. Little we see in Nature that is ours.’’ Here is a worthy challenge for Youth. Be practical, but do not forget to dream dreams. The great wide world hums about us. Perhaps it may be given us to “fly” the Atlantic, to make a trip on the “Southern Cross” to the Antipodes, to go with Jules Verne, 2nd, underneath the sea to the North Pole, to visit with Byrd the South Pole. On the other hand, all these things may not be given to us, certainly not to all of us. Everyone, however, will have oppor¬ tunities to be faithful to one’s own ideals, to be true to one’s own aspirations, loyal to one’s home, to one’s friends, to one’s country,—yea, loyal even to all humanity. The future then for us will have no fears, we will work honestly, faithfully, efficiently, and be “worthy of our hire.” “To him that hath it shall be given and to him that hath not, shall be taken away even that which he hath.” Paradoxical as this statement may seem to be in its inference, how true it is in life. If we increase our talents as to person¬ ality, reputation, actual performance of duty, we may acquire still other talents,—talents well worth while and practically indispensable for the boy or girl who would be successful in doing his or her share of the world’s work. “Not gold, but only men can make A people great and strong— Men who, for truth and honor’s sake, Stand fast and suffer long. “Brave men, who work while others sleep, Who dare while others fly— They build a nation’s pillars deep And lift them to the sky.” As we go onward from our Senior High School experiences, we will wish to make fewer our weak points and to strengthen our strong points. We will cultivate loyalty to our own best selves and to all that is best in life. That ancient advice given by the Bard may help us: “First to thine own self be true and it must follow as the night the day, thou canst not then be false to any man.” What pleasure in life we shall have if our question—“After School, Then What?”—can be answered sat¬ isfactorily for the community and for our selves. “Be true to the highest; Be strong in thy quest, Have faith in the purest, Hold fast to the best. “Then thy heart may fail thee ne’er, Then thy raptures may all be fair, Then thy goal thou indeed may see, Then thy life may richer be. “To our school we pledge anew, Ourselves each day to improve, In college, office, or in store, Fewer faults, perfections more. “There is a Power whose care Teaches thy way along that pathless coast— The desert and illimitable air Lone wandering, but not lost.” S. Monroe Graves, Superintendent of Schools.