Stoneham High School - Wildlife Yearbook (Stoneham, MA)
- Class of 1924
Page 1 of 40
Pages 6 - 7
Pages 10 - 11
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Text from Pages 1 - 40 of the 1924 volume:
THE STONEHAM HIGH SCHOOL AUTHENTIC F. A. McCarthy Ford Radiators Rebuilt and Recored Welding and Cutting a Specialty Tel. 458-W 8 Emerson St., Stoneham Guy Trombetta Real Estate Insurance Tel. 0261 or 0014M Wills Building Central Square COMPLIMENTS OF 1 E. W. Schaefer Newsdealer Stationer McKenna Bros. Groceries and Provisions Cor. Main St. and Montvale Ave. Phones 70 and 1 1 1-W Celia Crocetti 1 Fruit, Candy, Cigars and Tobacco 423 Main Street Stoneham COMPLIMENTS OF Dr. F. E. Harris COMPLIMENTS OF J. M. Little Son Tonsorial Artists Main Street Melrose COMPLIMENTS OF Chase Finnegan Stoneham and Reading Radio Sets and Parts M. W. Dow ns C. W. Houghton Steam, Hot Water and Furnace Heating Telephone 1 39 COMPLIMENTS OF E. J. C. McKeen First Class Tailoring M. E. Kelley Groceries and Provisions 31 Washington Street Kathryn Kandies 363 Main St. Tel. 356-M For that Party see Kelly Kelly’s Ice Cream COMPLIMENTS OF Reading Greenhouses and Nurseries Floral and Nursery Products THE STONEHAM HIGH SCHOOL AUTHENTIC TELEPHONE 0072 Bates Motor Sales Company, Inc. AGENCY FOR Fordson Lincoln Tires, Tubes and Accessories Open Evenings and Sundays Daniel Bourgeau, Manager COMPLIMENTS OF Hebert Shoe Company Franklin Street, Stoneham In All Sizes and Textures c KNIT UNDERWEAR Soft Cool Textures for Summer Wear HAND TAILORED- PERF ECT FITTING MENS AND BOYS AT CHASE FINNEGAN WOMENS AND MISSES AT DANIELS PRICE ySnship, Bait Co. WAKEFIELD, MASS. 2 THE STONEHAM HIGH SCHOOL AUTHENTIC COMPLIMENTS OF COMPLIMENTS OF T. A. Pettengill Dr. William S. Coy COMPLIMENTS OF COMPLIMENTS OF W. H. Longmore C. W. Messer COMPLIMENTS OF WAKEFIELD Mildred Barton DAILY ITEM Studio Dow Block WAKEFIELD, MASSACHUSETTS BARNSTEAD COMPLIMENTS OF PRINTER Dr. R. F. Bresnahan ON THE SQ. Stoneham Theatre Building 3 THE STONEHAM HIGH SCHOOL AUTHENTIC Autli ntir VOLUME XXXXII JUNE 1924 NUMBER 4 PUBLISHED BY THE JUNIOR CLASS OF THE STONEHAM HIGH SCHOOL STONEHAM. MASS. bttortal taff Editor-in-Chief, Winthrop McCarthy Assistant Editor-in-Chief, Robert Folant Business Manager, Lloyd Kinsley Advertising Man., Vernon Pettengill Asst. Business Man., Evangeline Lister Asst. Advertising Man., Earl Finnegan Athletic Editor, George Newhall Joke Editor, Elwood Elliott Literary Editor, Hazel Blanchard Exchange Editor, Mary Hylan Class bttors 1924, Fred Turner 1926, Donald Hunt 1925, John Barker 1927, Millard Taylor 1928, Janet Learned Contents Physical Training For Girls — First Honor 5 An Old Landmark — Second Honor 6 The Lion of Lucerne 7 Romance of Rubber 8 The Lost Mine 10 Woman’s Invasion of the Business World 11 Modern Advertising 12 Aunt Katherine’s Portrait 13 A Bit of Elocution 15 The Coach and The High School 16 Exchange Notes 20 Athletic Notes 21 Class Notes 24 Resolution — A Pla»y 26 4 THE STONEHAM HIGH SCHOOL AUTHENTIC pijgstcal ' Srmmng CStrls Physical training is not a new please of education as many people suppose. Civilized society has always felt the need of physical education for its members, except, perhaps, for a brief period in the Middle Ages when physi- cal weakness was considered a sign of spiritual excellence. The people of Persia, Egypt, India, and China had methods of physical training even be- fore the Greeks had recognized its need; the latter, however, ' are to be re- , garded as the first people to establish j and maintain a national system of , physical education, based upon high ideals and thorough training. The festivals held at Olympia, Corinth, Ne- mia, and Pythea witnessed the very acme of excellence in the development of the human body. Later, in Eome, | physical education, directed to military | ends, became an essential part in the i training of youth. i Today, in the effort to get away from formal discipline in the gymnasium, to ‘ escape the artificial, traditional, formal calisthenics and gymnastics, physical j educators are turning to the Greek idea in athletics and as the only solution to the problem. Between the Greek methods and modern methods of physical education is a great gulf, brought about probably by the various systems of gymnastics that have been developed to serve the particular needs of various nations and peoples. For centuries nations have paid at- tention to the physical education of men — now they are beginning to real- ize the need of similar training for wo- men. The past few years have shown a great development in the way of sports and competitive group games. Keen interest is aroused in these games, but it should be remembered that they are for recreation only, and to be played with this in view. A few years ago, competitive sports for girls were practically unknown, while now most high schools have some form of interscholastic or inter-class games — such as field hockey and basket ball. The main object of competitive sports should be to arouse interest and should be played to the best of a girl’s ability, but win or lose, it is only a game and not the most important thing in life. Thirty years ago gymnasiums had no place in the American system of educa- tion, but today they play an essential part in any well rounded high school course. The Y. W. C. A. has been a great help in this respect to millions of the young women in this country. Yet physical training is not by any means confined to competitive group games and in-door gymnasium work. Hiking, swimming, riding, tennis, and golf ' have won their place in girls’ physical training. These activities bring the girl into the open air and sunshine, which are two of the greatest factors of good health. But what are the aims of all these activities, jou ask? The aims as set forth at a recent conference for physi- cal training are as follows — firstly — skill, strength, and endurance as ends in training for citizenship — secondly — deliberation, reflection, determination, perseverance, and self-control as ends in character building — thirdly — the de- velopment of moralitj " through physi- cal education, accomplished by obedi- ence to authority — fourthly — the pur- pose of high school athletics is for de- velopment of the individual in phy- sique, skill, self-confidence and efficien- cy. This is what physical training aims to do for girls, and each year sees it more completely accomplishing its purpose. The value of gymnastics for girls is especially illustrated in the case of An- nette Kellerman, the wonder girl swim- 5 THE STONEHAM HIGH SCHOOL AUTHENTIC mer. As a child she was practically a cripple, but by steady perseverance and hard work with her exercises she has become a specimen of perfect health. Gymnastics served to give her perfect muscular control. Physical training teaches a girl not only how to gain good health, but what is far more important, how to keep it. The competitive group games and group athletics teach a girl that it is not the winning or losing of a game that counts, but whether it is won fair- ly. In short, it teaches her how to play effectively the greatest of all games — the game of life, for — “When the Great Scorer comes at last. To write beside your name. He writes not — whether you won or lost ; But how you played the game.” Marjorie Young, ’24. An (§lb “ anbrnark “Up and down the village streets Strange are the forms my fancy meets, For the thoughts and things of today are hid. And through the veil of a closed lid The ancient worthies I see again.” Around historic Boston, many an an- cient worthy with periwig and silver buckled shoes has played his part in the making of the history of our na- tion. Some of the olden habitations yet stand by the wayside, landmarks to us who “seek their secrets in the light of historic truth.” Bunker Hill is hal- lowed ground, where our sires were de- termined to fight and ready to die in their good cause. How many time worn and weather beaten landmarks we might find in Lexington and peaceful Concord, witnesses of those stirring deeds Avhen the fate of a nation was at stake ! The Old Powder House, a prec- ious legacy of the Pevolution, still stands on the stage road through Som- erA’ille, to remind the passerby of the Siege of Boston. On a rise of ground at Mystic side, not far from Medford Square, stands a maiision strongly built marked with the evidence of an old-time magnifi- cence. Once this Avas the most re- noAvned in Ncav England for its archi- tectural strength and beauty, and its imposing appearance must still impress us. At first it AA ' as a little settlor’s home built by Governor Winthrop for workers on the land Avhich had been granted him along the Avinding Mystic. Here in 1637, came a AA-ealthy West Indian mercliant, Isaac Eoyall, Avho es- tablislmd his seat in old CharlestoAvn Avith his gardens, his slaves, and his rich Avines. He enlarged and added to the little house, until it was the stately three storied dwelling which AA e see to- day. The house stood in the midst of grounds laid out AA’itli trees and shrub- bery, and separated from the highway by a low brick wall. In the rear was a large garden, where on terraced mound stood an ornamented summerhouse, surmounted by a dashing figure of Mercury. The old brick quarters which the slaves occupied still remain, the last A ' isible relics of slavery in New England. Isaac Eoyall did not live long to en- joy his princely estate, and the proper- ty AA as passed to Isaac Eoyall the sec- ond. Then Avhat scenes of joyous fes- tivity and merri ment did the old house jknoAv! Gilded coaches rolled up in I state to the broad entrance, and promi- ! nent guests alighted under the shade ' of the grand elms. The hospitality of I the Eoyall house Avas knoAvn far and I Avide, and continued over a period of I lAcarly forty years. j Isaac Eoyall AAms an important per- ; sonage in these times. For sixteen years he was the chairman of the se- lectmen of CharlestoAvn, and for twen- j ty-tAvo years he A ' as a member of the I Governor’s Council. He served on countless committees, ahvays further- ’ ing the AA ' elfare of his countrymen. The Harvard LaAv School was first made possible by his bounty, and a town in Worcester County Avas named Eoyal- ' ston in his honor. He AAms held in high esteem by his toAvnspeople, and Avas loA’ed and respected by all. Then came the EeAmlution. Isaac . Eoyall, torn betAveen tAA ' o opinions, chose the Avrong one and on the Sun- day before the battle of Lexington, he I left his beloA’ed home — to die an exile i in England. 1 Then the old house looked upon stirring times, for it was made the I headquarters of General John Stark. From a little window in the roof of the house, Molly Stark watched her hus- band’s advance to Boston, ready to ride into the country and spread the alarm if he should be attacked. It was John 6 THE STONEHAM HIGH SCHOOL AUTHENTIC Stark, you know, who once in the face of the enemy said to his men, ‘‘They are ours tonight or Molly Stark is a widow.” Washington and his staff were often seen in the old home and many a coun- cil of war was held in the secrecy of the summerhouse. General Lee then took up his head- quarters in the old mansion, whose ech- oing corridors suggested to his fancy the name of Hobgoblin. The Koyall mansion came in 1810 in- to the possession of Jacob Tidd, in whose family it remained for almost fifty years. A frequent visitor in the home of Mistress Tidd was her brother, William Dawes, who performed the same deed as Paul Kevere on that memorable April night. The old house now has been taken over by the Royall House Association, an organization which has made it pos- sible for us to see today the wonderful carving of balusters and columns, se- cret panels which open at the right touch, pictured tiles in the quaint fire- places, an old tea chest which figured in Boston’s famous tea-party and scores of precious relics of Colonial days. So the old house stands, surrounded by lofty trees, stored with precious memories, dreaming of the future and of days long done, ready to welcome you and me and all those who wish to recall the days and the deeds of our I forefathers. I Margaret Patch, ’24. of Picture, if you will, young Bertel Thorwaldsen as he listens eagerly to Old Jan, the best story-teller in all Co- penhagen. The old man takes the boy with him into the Indian jungle, made hideous at night by the cries of savage animals. He tells of a native guide sighting a magnificent creature, the king of all beasts. The lion, even as he lunges forward to protect his mate and cubs, to guard the safety of those he holds most dear, is pierced full in the breast by a javelin. Something far wdthin the soul of the young boy responds to this story, and over and over again Old Jan must re- peat his jungle tale. The 10th of August, 1792, all Paris is in a tumult. A frenzied mob moves upon the Tuileries. Poor, weak King Louis submits to the will of his turbu- lent subjects.“ Marchons,” he says, and royalty leaves the Tuileries forever. Behind are left only the Swiss Guards, paid mercenaries, “ye were but sold to him for some poor sixpence a day, yet would ye work for your wages, keep your plighted word. The work now was to die and ye did it.” Alone, the Swiss face the insatiated revolutionist. They stand firm. This is not their quarrel, Louis is no king of theirs and he has forsaken them like a king of “shred and patches.” Yet it is their duty to defend. Volley after vol- ley they fire; cannon are captured; the stricken mob is checked; the day is won. But no, orders come from the king to cease firing and the Swiss Guards obey. The issue is inevitable, granite Swiss on one side, all Franco on the other. Terror and fury rule the hour. Exposed to the entire fury of the populace, some of the Swiss find protection in flight, but most of the brave defenders are massacred, butch- ered without mercy. For what a bitter and fruitless cause the Swiss have spent unavailing devotion ! Nothing is more ghastly in history than the terri- ble and pitiless slaughter of the Swiss Guards during the French Revolution. While this fearful struggle is still vivid in memory, an officer of this loy- al guard, who has retired to his home in Lucerne (a district most noted for j its mercenaries) determines to erect a ! monument in his gardens to his unfor- i tunate comrades. All Switzerland fa- vors commemorating her children and the subscriptions are generous. Next to find a sculptor of such skill that the loftiness of the subject can be justly portrayed. Instantly comes the reply as a question, “Who but Thorwald- sen?” And so the greatest sculptor of the time, once the blue-eyed lad of the Copenhagen shipyards, is summoned to Lucerne from Rome. As Thorwaldsen meditates upon a theme worthy of such courage, he re- calls once more the story told by Old Jan of the lion, who though mortally wounded would still protect with his life his mate and cubs. Thorwaldsen has never seen a live lion and he goes to old masterpieces THE STONEHAM HIGH SCHOOL AUTHENTIC for inspiration. At last his work is completed. An immense niche, thirty- two feet, nine inches high, is hollowed out of solid rock — there the colossal lion, carved from native granite, over- looks the lake of the Four Cantons. An indefinable look of pain, mingled with defiance and patience in his eyes, with broken spear-shaft in his side, he lies upon the royal escutcheon of France, still maintaining a hold. The little lake at the foot of the cliff prevents too near approach, while the seams of strata give a realistic touch. The grand simplicity of the subject with that soul- ful human quality perpetuates forever the masterpiece of Thorwaldsen. Carlyle says: “Let the traveler as he passes through Lucerne, turn aside to look at the monumental lion, not for Thorwaldsen’s sake alone. Hewn out of living rock, the figure rests there by the still lake waters, in lullaby of tink- ling ranz des vaches, the granite moun- tain dumbly keeping watch all around, and though inanimate, speaks.” Anna Dewhurst, ’24. Frequently we are awakened by the telephone ringing. We arise, jump in- to slippers, and placing a receiver, made of rubber, to our ears, answer the ring. If it is dark, we press the elec- tric button, having hard rubber as a switch handle. While washing, we may use a rubber plug to keep the water in the wash bowl. If it is raining, we must have our rubbers and raincoat before going out. We jot a few notes on paper with our newest fountain pen made of hard, pure rubber. Going to the garage, we usually make sure that our tires are not soft. We enter and leisurely sit upon a soft cushion seat of imitation leather, which in reality is nothing more than a rubber composi- tion called “fabricoid.” In this short period of time rubber has played a very important part in our lives. It is one of those conven- iences to which little attention is paid, yet without which we would feel at a loss to replace. Warily has rubber crept into the routine of civilization and has so imbedded itself, that we may omit rubber only at a loss to our personal comfort. Eubber is produced from the latex of the Havea Braziliensis which is na- tive to Brazil, Paraguay and Uraguay. This latex is sort of thick, milky look- ing sap coming from between the in- ner and outer bark, containing pores, which, when tapped, bleed profusely. The tapping is done usually in what is known as the herring-bone system : that is, slight cuts are made in the bark which meet in a main channel through which the sap from all the cuts run and finally is collected by means of a faucet cup. The Havea is only one of the many milk producing plants which grow wild native, amongst which are the Manihot Glaziovii, Castilloa, Cerra, Ficus Elastica Landolphia Kir- kii. The rubber industry is a compara- tively recent one, and there are now two methods in vogue for obtaining the raw product. The old method by which the so-called natural rubber was obtained from South American coun- tries; and a recent method, (inaugu- rated abouc 1902) known as the plan- tation method, used mostly in Ceyion, Sumatra and Malay Peninsula. The old method in use prior to 1902, was altogether different than that of today. The capital invested mostly in the United States had no real connec- tion with the industry until the rub- ber reached United States ports. There was almost no connection between the producer and the capitalist. Today, the large rubber concerns own and maintain their own plantations andar( in direct contact with the source at all times. Just picture the innermost recesses of the Amazon river — a tepid, torrid region, overgrown with luxurious veg- etation — and unused to contact with modern civilization. Also imagine a constant temperature of 90-115 degrees F. and you can easily convey to your minds the characteristics of the first source of rubber. The port of Manoas, situated some two or three hundred miles along the interior, is the hub around which the rubber production revolves, whereas the port of Para from which we de- rive our name of Para rubber was the port of exportation as it still is today. In obtaining the rubber under the old method, eight or ten natives enter the jungle under the guidance and di- rection of an assistant superintendent, 8 STONEHAM HIGH SCHOOL HOCKEY TEAM THE STONEHAM HIGH SCHOOL AUTHENTIC each man being provided witn a ma- cheta, latex cup, 30 grams of quinine, supply of provisions to last twenty days, canteen of water and a loin cloth, all of which had to be purchased fixon the company store and were deducted later from earnings. These men were preceded by one who was known as a trail cleaix ' r. He marks all the likely looking trees with the company seal. The group, after penetrating the .tini- gle deeply, finally erect a shelter, and each man is given a certain section of the jungle to cover and immediately sets off by himself to collect latex. He usually goes to the part of terri- tory farthest from headquarters and works towards that point. This man alone in the jungle, with no firearms to protect his life from wild beasts, no es- tablished camp and absolutely no means of communication with his fel- low vrorkers, iioav sets to work to gath- er the latex for a very paltry sum. Above all these hardships is the fact that most of these expeditions set out right after the rainy season when tlie weather is unbearably hot, and the germs of malaria virtually swamp the regions. The native takes a tree mark ed by the trail clearer and makes the necessary incisions with his macheta and catches the sap in a latex cup. He allows it to drain about thirty minutes and then pours it into a large bowl. After making several of these tappings he coagulates the sap, that is, he makes it into a solid which is a crude form of rubber. To do this he dips a sharp, pointed stick about four feet long into the latex and taking it out slowly re volves it in t he smoke of a fire made of the nuts of the Attalea excelsa. This fire must be burning just enough to give off much smoke. This smoke has a peculiar effect on the latex in that it hardens it. The native keeps dipping the stick into the latex until he has formed it all into crude rubber. It may now be slipped off the stick, but the natives usually break off the stick as it adds weight to the lump. This is the cause of slitting the rubber in order to determine whether or not the worker has added sticks or used a sap which flows far more freely than does the havea but which gives a much poorer quality of rubber. Although forewarned and paid much less, they are so stupid as to repeatedly do this. This process the native repeats, working for 12 or 14 days before rt - turning to the central camp from whence they journey to the company’s inland headquarters at Manoas. Here they are paid according to the amount collected, and very poorly paid, I might add. The rubber is thence shipped to some port, as Para on the Coait, bought by companies owning large warehouses, from whence it is finally shipped tc the United States. This method is poor because of the variation of the quality, the speculation and the un- certainty of the supply. If today one was to journey to Cey- lon or Sumatra and take a trip to one of the rubber plantations he would see a palatial looking home, fronted with a long veranda upon which the superin- tendent may usually be fou!id. From this vantage point he can overlook a large plantation and watch many na- tives at work. The trees are planted in very regular and straight rows, with enough room between them to allow a small train to run. Each native col- lects his sap in a large container nark- ed with his number and which is set on the train and carried to lail e build- ings in the center of the plantation. Here the process of coagulation takes place. The latex is slowly sprinkled on a large roller which rotates over the smoke caused by the nut. This gives a uniform quality of rubber which is not obtained by the old method. And so today we find rubber practically grown to order, the producer control- ling the difference between controlling the market and having the market con- trol the producer. The former tends to stimulate production and the latter to depend upon an unknown quantity. The discovery of the plantation method may well be called an act of Providence for the value of rubber can not be estimated in dollars and cents. Its uses are manifold. From the foun- tain pen to the radio receiving set, we see some rubber used; even the streets of Boston are being paved with rubber. We walk upon rubber, we see its uses while eating, some forms are even used to enable our ease and comfort when we sleep. Eubber today has become a necessi- ty of life in the same category as salt and bread and other articles of food. We use rubber in our clothing, we are sheltered by it, we use it in locomotion and in fact today our very life circles about the uses of rubber for is not ra- dio the mystery of the future and does not radio depend upon the non-con- ductivity of rubber as the only means THE STONEHAM HIGH SCHOOL AUTHENTIC of harnessing electricity and electrical impulses? And so let us think of rub- ber not only as an inanimate product to be grown and speculated upon, not something tangible, but something that unknowingly helps conquer those in- visible forces. Eubber is a silent friend of civilization. Kenneth Eice, ’24. Tired of looking from the window of a western-bound express train, I thot of the tradition which had been handed down for several generations in our family, about a lost mine. The story ian that one of our ancestors, who had been among the explorers of western America about 1800, had found a mine of fabulous riches, but he had died be- fore exploring it further. A record had been left which stated that if one stood at midday on the right place at the edge of the desert, there would be visible, on an isolated peak shaped like a sombrero, four bright spots forming a perfect square. When these were located, by following his di- rections, the mine could be easily found. As a boy I had pored over these rec- ords, and suddenly I realized that to- day’s date was the same as that of my ancestor’s discovery, April first. Here I was, riding through the country where it was reported to be. Might I not find it? However, I soon put these thoughts from my mind, as I refiected that many of our family had failed to find any traces of ic, although they had searched long. Suddenly I was awakened from my day-dream by the screaming of the brakes as the train came to a stand- still. As it did not immediately re- sume its journey, I got out to find the reason for this abrupt stop on the edge of the desert. A brakeman said there was trouble that would delay them an hour. Wishing to view the surrounding country, I climbed the nearest hill. The sun was shinging directly over- head, and as I turned • to enjoy the beauty of the scenery, I saw that which made me lose my breath and gasp with astonishment. There, at a comparatively short dis- tance was an isolated mountain shaped like a sombrero, purple against the cloudless blue of the sky. On its peak four bright spots forming a square sparkled and gleamed. Was it a mi- rage or w’as it real? As I stood in this dazed condition, I was startled by hearing the rumble of my train as it started. I sprang down the hillside and ran after it shouting and waving frantically but to no avail. The hot sun quickly tired me, and I stood helplessly and watched as the train disappeared. I was alone in the desert. Determined to make the best of a bad situation, I again climbed the hill where I had first seen what I now be- lieved to be a mirage, but to my sur- prise those four spots Avere still fisible. Even as thoughts flashed through my mind of the riches of the lost mine, I beheld a lone horseman coming toAvard me. Was help at hand? Fearing lest, as the sun mov’ed, the exact spot from which I had seen the mountain at midday might be lost, I marked it with some stones which I found near the railroad track. As I Avas on the edge of the desert, I soon found a large rock and sat doAvn in its shade to wait for the arriA’al of the horseman and to try to remember the further directions to that mine. I thought back to those records — what Avere they? Something about so many paces north, then Avest and then north- west. After puzzling myself for quite a while, I decided that the directions had been one hundred paces north, fifty west, and tAvo hundred northwest from the point where the four bright spots might be seen. I returned now to my landmark and as I looked for the horseman I real- ized he had turned and was passing about a mile to my right. Quickly tear- ing off my coat, I waved it wildly and shouted, hoping to attract his atten- tion, but to no avail. Again I was alone in the desert! Now I must find the mine and de- pend upon the flagging of some passen- ger train to take me from this desolate place. Judging the directions by the sun, for I had no compass, I quickly set out to pace the required amount — one hundred north, fifty west, and two 10 THE STONEHAM HIGH SCHOOL AUTHENTIC hundred northwest. I wondered while I was pacing what kind of a mine there might be in this dry desert country, and when I reached the end there was, as I did not exactly expect, nothing but a very sandy place, similar to many I had already passed through. Not believing this was the right spot, I retraced my steps and a gain, very carefully this time, paced the distance. On the last hundred paces I became in- tensely excited and when I saw ahead of me a pile of rocks I fairly ran to them. Quickly I examined them, and there on the flat surface of the largest in great letters was carved the single word DIG. Feverishly I threw the heavy rocks to right and left. It was hard work, but I soon found that one more rock would disclose the bottom. I slowly lifted this, and there, on a large flat rock imbedded in the ground there was carved in large letters — APEIL FOOL. Gone was my dream of riches, but even as I reviled my ancestor’s idea of a joke, there was a jerk, and I awoke to hear the conductor’s voice shouting, “Next station is Eound Hole.” B. C. C., ’27. (3ln£rasmn of pjorih The greatest invasion of the business world by women came in 1917. Before that, however, many had made their livelihood by activities along commer- cial lines, but never was so great an in- flux of women in business as was caused by the World War. The economic condition was, in part, responsible for women shouldering the burden of support, not only of them- selves, but of those dependent upon them. When the young men responded to the country’s call to arms, women were eager to aid in carrying on the indus- tries of the nation. Their desire to serve was so great, that although they could not all go into the field as nurses, they wanted in some way “to do their bit.” The typewriter can, perhaps, be con- sidered the key that opened the first door to them in the field of business. They have become experts in stenog- raphy, and, to a large extent, they have replaced men in this gainful occupa- tion. Because of the commercializing in- fluence all up-to-date towns and cities are putting more and more emphasis on the commercial training in the High Schools and are giving the best possi- ble foundation for future work. Some of the criticisms hurled against the woman with a job are that she becomes hardened — that she spoils the labor market for men — and also that “a women has no head for busi- ness.” If becoming hardened means learn- ing to understand human nature and so becoming less sensitive to personal hardships — if it means that in facing serious problems the business women is less yielding and not so easily swayed by emotions as her sheltered sister, yes, then a woman with a job is hard. But with a wider knowledge of human na- ture come a greater tolerance of it, and as one is knocked about the world she becomes more sympathetic with others. That women spoil the labor market for men can be answered the way the argument about machines is answered. Industrial machines, when they first came into existence put men out of business, but after a certain period of adjustment, plenty of work was found for all. There are many men behind the counters that might well be re- claiming deserts or building railroads. One cannot help feeling that a man is wasted selling pink baby ribbon. That women have no head for busi- ness, indeed! A fact that would have amazed our grandmothers is that there is a National Association of Bank W o men, about four thousand in number, composed, not of bank clerks, but lim- ited to women holding executive posi- tions. There are women manufacturers, about eight thousand of them, heads of successful industries, in some cases in- dustries that they themselves have or- ganized from the bottom up. Evident- ly women have a head for business! The great war gave women every- where such wide opportunities for their talents that they proved to have capac- ities hitherto unsuspected by men. Wo- men have established themselves in the. positions in which circumstances have placed them and filled them so efii- ciently that their ability has never since been questioned. Try to think of some reputable busi- ness in which men engaj e that is not 11 THE STONEHAM HIGH SCHOOL AUTHENTIC equally open to Tvomen. It is not only true that the entire business field is open to them, but that they can go into any honorable business without at- tracting undue attention to themselves. It should therefore be axiomatic, that every human being, man or wo- man, should work at something. And to most it is evident that only the workers are happy, for they alone are serving. Marion E. Saxby, ’24. In a recent magazine article, a writ- er imagines what would happen if all advertising matter should suddenly disappear. The result is disastrous, all modern inventions become extinct, and the race goes backward. This imaginary experience leads to the conclusion that in our modern world, advertising has a definite and quite indispensable place. By means of this comparatively new science, com- modities are placed before the minds of the people in such an alluring form that it is almost impossible to resist the impulse to buy immediately. The economic value of attractive ad- vertising is constantly being demon- strated. Large sums of money are de- voted by shrewd managers of success- ful business concerns to secure novel methods of gaining public attention through the beauty, originality, or au- dacity of their appeal. This is done because it has been proved that the method pays. Magazines contain more advertising than literary material, and oftentim es the subtly worded announcements are completed by pictures and sketches. Because of the generous remuneration offered, artists of recognized ability in better known fields of art have turned their skill to this phase of advanced work. Among these are Coles Phillips, Arthur Kackham, Maxfield Parrish, and Jessie Wilcox Smith. Some of the magazines refuse to ac- cept contracts from questionable com- panies, and a few maintain testing plants to safeguard their readers by proving the worth of the article repre- sented. In this way, the purchasers are assured that, when buying an ar- ticle thus advertised, they are getting the best possible. The circulars and booklets are the most direct means of reaching the pub- lic. All people like to receive mail and although it is true that these circulars are evidently thrown away, many, es- pecially those removed from the great centers, purchase through postoffices. No expense is spared in making these ' booklets as attractive as possible — tlie quality of the paper, the cuts and the I illustrations combine in making them a pleasure to read. Besides these book- lets advertising merchandise, there are those issued by the several railroad companies which contain information and adventurous appeal as well as the merits and equipment of the re- spective systems. Daily newspapers have an important place in department store advertising. Other mediums are calendars and post- ers in the street cars w ' hich in later years have developed from mere print- ed appeals into highly colored placards, many with catch phrases, showing that, as a people, we constantly demand new devices to engage our attention. In great cities the night is made brilliant by the flaunting lights of many hued electric signs announcing, in letters of flame and with intermit- ; tent flashes, the location of theatres, hotels and the headquarters of auto- I mobile concerns. By these means, cu- riosity and expectancy are aroused. The art of advertising may be said to have reached its greatest height, when an airplane writes upon the sky, in great letters of smoke or flame, the name of some well known commodity. Legitimate advertising is important and helpful, but w ' hen conspicuous bill- boards intrude on natural scenery, pub- lic sentiment demands their removal. Out of respect for this idea, and in- fluenced by the Women’s Clubs, certain large firms, among which are the ! Standard Oil Company, Colgate Co., ! Kirkman Sons, and the Pillsbury I Flour Co., have placed themselves on record as doing away with billboards except in cities and near their places of business. Since the advent of the radio, indi- rect advertising, termed advertising by concealment, has been used. Certain : firms furnish entertainment for the “listeners in” and thrust the informa- tion upon their unsuspecting ears dur- ing the program. In time this will be ch anged by standardizing a method of 12 THE STONEHAM HIGH SCHOOL AUTHENTIC broadcasting and receiving. The pecularities of public sentiment are often difficult to explain. Even in this day of innovations, many conces- sions to established conventions are still made. In the medical profession, advertising is considered contrary to the code of ethics. The propriety and ■wisdom of advertising church services and other religious activities are still subjects of dicussion. If these ap- peals are made in sincerity and " with unsensational dignity there seems to be no good reason for adverse criticism. In choosing a vocation, a young per- son may well consider the opportuni- ties for progress and proficiency of- fered by this science in its several phases: soliciting, illustrating, and writing. One may now look upon it as a suitable field of endeavor and an op- portunity for praiseworthy achieve- ment. Euth Massey, ’24. JVunt In the library of a spacious mansion in a fashionable London section, a young girl late in her teens, sat alone. She had just returned from a theatre party, and after reaching her boudoir, discovered she had dropped a treasure between the lower hall and the upper apartments. Upon reaching the libra- ry, she discovered her trinket and sat down for a moment to examine it closely. It was almost midnight, a bit early for a young person to be in, especially during the holidays. Quickly the little French clock on the rnantlepiece ticked away the min- utes, while the old grandfather clock tocked every second with presuming regularity. Its hands were almost at twelve ; then, the deep boom, boom of the ancient timepiece measured out the mystic hour. Jane was about to leave Avhen she thought she detected a faint rustle in the room. Turning about she fancied the noise came from under Aunt Kath- erine’s portrait; but no, the lady in the frame, herself, was moving, shaking the folds of her silken gown and turn- ing her head. Was this a dream? Slowly she looked about, and placed her dainty slippered feet on the porta- ble library steps. It was then that she noticed Jane and smiled lovingly upon her. The young girl drew nearer the older woman. Softly Jane spoke, gathering courage. “Are you Aunt Katherine?” “Indeed I am, my dear. I see I have not been forgotten these three hundred years.” “Oh, Aunt Katherine, Mother has so often told us stories of you, and I my- self have read again and again in our genealogy of you. Tell me, dear Aunt, how it happens that you have come to tne’s portrait life tonight. I had just been thinking of 3’ ' OU as I set here, wishing I might ask you just one question.” “Dear niece, perchance I may rest A ith thee here ’till sun up. On the an- niversary of my birth each hundred years, I am privileged to visit this ethereal world. However, let us not be the losers of precious minutes by thus discoursing. What is thy ques- tion?” “I was wishing. Aunt Katherine, that you, yourself might tell me the story of this ring I just discovered her? in the library. I know it was yours.” “Ah, my child, it pleases me so much to hear thee talk thus, willingly will I grant thee thy request. I will lu-gin my story immediately.” Midsummer, in the year of our Lord, one thousand six hundred and forty, while still Avas I lacking four years to make me tAventy, I was riding in the Buckminster forest, searching out, hero and there, the tiny Aoaati ' s which peep from the cool ferns. Suddenly I re- ceived in mine ear an harsh A’oice, that of an uncultured man, ordermg me to utter no sound and to obey his commands. I AA ' as terrified! No one had ever spoke me thus save old James, our age Avorn gardener, Avhose mercy I once happ’d into, after stealing berries from his favorite patch. From sheer fear I folloAved this outlaAv, for such I felt he must be. He led me to the in- most depths of the forest, to a spot AA’here sat many others of his likeness being tended by Avomen, some old. oth- ers young in years. These persons had the goodness to rise as AA’e entered their midst and I Avas like to feel more gentle toward them for their good manners. I Avas given OA " er to an elderly Avoman AAdiom I took a fancy to right aAvay. It was herself told me that by some mistake THE STONEHAM HIGH SCHOOL AUTHENTIC I had been captured by a member of the Merrie Woodsmen outlaw band, and that as soon as a council sat my release would be granted me, but I must re- main in the camp through the night. A bed was made me of husks, ■;’;e which of I found was a privilege the other women wanted to lack. I scarce closed mine eyes during the territde night, although I w ' as promised no harm. At dawn, sorely tried by my unac- custunied bed, the likeness of her that had looked to my wants the night be- fore, roused me and informed me that I was wanted to be seen by the coun- sellor. Timidly I went before him and he drew from me a treaty of silence as to my adventure, saying if I revest- ed the haunts or the workings of his I band I should be in danger of my IH’- ing. Then blowing upon a conch shell the forerunners of the band rallied to conduct me to the clearing, from whence I could easily guide myself home to Berkley Castle. Just before leaving, the Counsellor handed me a sealed oil packet bound j with a linen thread. I was to open ) this when I reached the clearing. I accepted it more from fear than from willingness, forsoothe I fain would have cast it into the stream which ran but a few paces from our very feet. With no more ceremony I was .lis- missed from the Counsellor’s presence and began my way home. The men made much sport among themselves with their bottles and paid little heed to me in their midst, for the which 1 was very thankful. Finally we reached the clearing and ever as soon as we arrived thei’e, wilh nary a word the outlaws wheeled about on their steeds and were gone within a twiiiKling. There I opened the packet and with- in on a wax tablet, dug out with a sty- lus, was a note from the Counsello -, himself, stating that as long as I woL e the signet, seal ring, which was within the packet, wherever I chanced to be, I need never fear, for inside the ring was an instrument, vhen blown to its full size, (which was thrice its compa-t form) and when rubbed with the seal on the ring, would sound the call of the band. This signal was quite un- known to anyone not a member of the klan. After giving the call it w ould be but an instant before aid would come in answer to the summons. Quickly I slipped the ring on my forefinger and betook myself to my father’s castle, which by this time I knew would be in arms searching me I out. 1 But, dear Jane, thou must know the ; rest of the tale and behold! mine hours ' are now few here, and thou hast not told to me yet the ways of thy life, lit- I tie girl. I prithee tell me if or not thou be happy. “Oh-oh, Aunt Katherine, I am ex- ceedingly happy. This has indeed been ! a wonderful thing. To think I should I be the one to meet you tonight, it is I truly more than I can believe!” i “Ah, precious, did I not see in thine : hand the signet seal, the which of I spoke to thee?” “Truly, Aunt, you did.” “Well, dear, only those who possess I that ring can I talk with. I neve r used I the magic call, and for aught I know ! it is still in the ring. But let me look at the treasure, for I darest not have the touch of it on mine hand, for veri- I ly, evil would be my fortune if ever ! again I felt it. Eemember, my dear little girl, the magic charm is locked within and perchance thou dost meet ill fortune, the mysterious potent will bear thee aid.” I ' hen there followed the story of Jane’s few years, with the revelation of the marvellous inventions produced by the world’s tide of progress, when, hark ! The little French clock on the man- tlepieee is fairly galloping away in its haste to be the first to warn of the da 3 ' - light hour. The steadj’’ tick, tock, tick, tock of the grandfather timepiece tells majestically ' that the charmed hour is coming to an end. “Boom,” from the grandfather clock, “Boom.” Goodbve, dear new fashioned little girl.” “Goodbye, dear Aunt Katherine, I shall always remember you and what ’0U have told me. Some day, perhaps my portrait will hang beside ymurs. “Boom!” “And I do hope we shall meet again-” “Boom !” With a soft rustle of her silken gown, the old-fashioned lady mounted the portable library steps and entered the golden frame. “Boom ! !” The fifth hour sounded and all was silent. Jane blew a kiss toward the beautiful, smiling face in the enchanted frame, then turned slowly and left the 14 THE STONEHAM HIGH SCHOOL AUTHENTIC library with one last, longing glance at Aunt Katherine’s portrait. “Perhaps,” Jane murmered to herself. half aloud, “I wonder if---perhaps, some day.” E. G. L. ’25 of locution (With Apologies to Miss S.) Dong! The study hour was over. Yeda was the first of the two girls in Study IV to slam down her books with a sigh. The next hour was a free one. “Done, Cynthia? Then come, let’s walk over to the lake. It’s too fine a day to waste inside.” Cynthia was willing, but she hesita- ted. “Yeda, aren’t you in Elocution II?” “Oh yes,” smiled Yeda, readily, and shouldn’t I be plugging away on my original and required essay, to be memorized and recited just twm weeks from today! Come downstairs and I’ll tell you how w ' onderfully I’ve progress- ed on it.” Out on the green campus, Yeda an- nounced triumphantly, “I’ve chosen my subject.” Cynthia was sympathetically glad. She had not chosen Elocution II, but she felt vicariously the sufferings of those in that enterprising class. Know- ing that the other contestants had their essays well under w ay, she feared for Yeda’s, yet unbegun. “The title of mine’s going to be, “Labor Conditions in the Shoe Indus- try, or some such w ' ording.” “That’ll be good.” “It’s a subject I know something about, anyway.” Yeda made a secret of the three years she had spent work- ing in a shoe shop, preparatory to her present college years. “You haven’t got any further than the title?” Cynthia asked dubiously. “Oh, you joy-killer! Isn’t that the most of it? But, seriously. I’ll wmrk hard after today. The two hundred dollar prize w ' ould make a little differ- ence to me.” “You’ve got to try whether you w ' ant the two hundred dollars or not,” (’yn- thia interposed, “as long as you’re in Elocution II.” A week before the fateful night, as the annual Elocution Night was called, found an excited group in Y ' ed’s room. The young lady, herself, held a disord- erly sheaf of half-scribbled paper in her hand. When she had “felt in tJie mood”, she had dashed off a paragraph of her speech, thrusting it aside anoth- er day to begin on a fresh l it cf paper. “Oh, Yeda, you ought to try, you’d win the prize!” You’ll fail in the course if you don’t have it memorized, too.” “What w ' ill Professor Leek say?” Yeda sat down resolutely at her desk. “I hereby announce my intention of getting to work — if you’ll only go and let me have peace.” “We depart, since you so graciously bid us good-night.” Left with Cynthia, Yeda seriously glared at her desk. She was good at spontaneous writing and talk, but tills task of constructing and memor ' zing a well balanced oration did not at all appeal to her. She sorted her papers, forceful little paragraphs, with here and there an outstanding sentence. Copying these, she formed an introduc- tory paragraph. How sleepy she was! The lights-out bell brought relief. She would think it all out in the morning. Thus delaying and evading, Yed:i faced Elocution Night with only the secure knowledge of how she iatonded to begin her talk, and also of the clos- ing paragraph. “I can think of some- thing to say in between,” she careless- ly remarked. But underneath her in- difference she " was worried. That eventful night, as she listened to her own opening words, her real con- victions forced themselves upon her and because her subject was int-msely a part of her, she talked eager i.v and convincingly. But why was Cynthia looking so worried? It must be almost time to stop. Yeda talked adroitly to introduce her closing paragraph, and finished in a burst of enthusiasm, just within the time limit. There w;is lo applause as she stepped down, for ;t was forbidden until the end of the ev- ening, but Cynthia whispered with ra- diant face: “You’ve done it ,Yeda!’’ And the judges confirmed Cynthia’s verdict. L. E., ’25. 15 THE STONEHAM HIGH SCHOOL AUTHENTIC Oloacli nnb ' 2TI]e cliaol By R. S. Morrill, Stoneham High School Published in the School Review, Chicago, Illinois, May 1924 A generation ago, the athletic coach, as he is today, was almost unknown a- mong the smaller schools. One of the men teachers or the principal went to games with the boys, perhaps attended practice occasionally, and helped to pre- serve order and uiiitj " in the teams, but with that his responsibility ceased. The boys organized, conducted, and control- led their extra-curricular activities. Educational authorities now recognize the fact that sports have a tremendous bearing on the development of youth and that athletics should be used to give impetus to school aims and endeavors, and, in order to obtain the development of character, physique, and personality in the highest degree, they are putting in charge of athletics highly specialized teachers called coaches or teachers of athletics. These athletic instructors may be di- vided roughly into tw ' o classes, namely, members of the faculty who are engaged to teach classes and coach sports and meji who are hired primarily and solely to coach the teams. Men of the former class are proving themselves indispens- able to modern school life. Men of the latter class are frequently found to bo dangerous liabilities Avhen allowed to assume control of school athletics. In order to maintain a true personal perspective with regard to he funda- mental aims of the school, it is necessa- ry for the coach to be a teacher. It is noticeable that every teacher tends to overemphasize his own subject. The teacher of history year after year in- creases the demands which he makes on his students and enlarges his conception of the place that history should occupy in the curriculum. The teachers of mathematics beAvail the lack of prep- aration on the part of the students who come to them and demand more time in which to increase their accomplish- ments. Likewise, if a man teaches ex- clusively, he magnifies their importance until, unless checked, the school be- comes an institution for the training of modern gladiators rather than modern citizens. Coaching must be considered as merely a part of a teacher’s duty if the coach is to maintain the proper bal- ance beween athletics and instruction. The coach should be a teacher in or- der to have that understanding of the problems of the school which will en- lable him properly to correlate his ac- ! tivities with what the school is trying to j do. Such problems may be purely ed- jucatioiial; that is, they may involve the I preparation of athletes for college, classroom requirements, school disci- pline, the financing of athletics, or ideals which the school is trying to establish ; or they may involve the en- tire community and be political or soc- ial. A coach who fails to adjust his coaching so as to assist the school in attaining its highest ideals fails to give athletics the place v.’hich they should occupy in school life, even though he may win every game sched- uled. Such adjustment can come only from a coach who thoroughly under- stand s the school and who is in sym- pathy with the school officials through daily contact with them. The problem of the school may be the implanting of American ideals in the minds of the children of immi- grants, newly landed, with all of the Old World selfishness and poverty and class distinction imbedded and reflected in their offspring. In the case of such children, the American admiration of the athlete develops a most unhealthy egotism unless continually combatted. 16 THE STONEHAM HIGH SCHOOL AUTHENTIC The desire to win, coupled with a lack of understanding of the meaning of sportsmanship, results in unfair meth- ods of play, in a breaking of rules if possible, and in the abuse of officials. In such cases the coach must be a man of unquestionable integrity and sports- manship, ready and anxious to sacrifice victory for the sake of teaching that the struggle of a game is but a small-scale replica of the contest of life and that in each, the final reward of community re- spect goes only to the man who has played the game fairly and given his best, regardless of the result. The problem of the school may be po litical. There are communities in which the control of athletics in the school passes from the principal of the school to members of the schoolboard or poli- ticians -who exploit the games for their own financial gain, cleverly masking their actions under the misleading slo- gan that ■winning athletic teams serve to advertise the town. There are com- munities so lacking in civic pride and so blinded to true values that they per- mit the hiring of a professional coach for the sole purpose of producing winning teams, in order to attract crowds large enough to pay for a pri- vately owned athletic plant for the use of the school, which should be provided with such a plant from public funds. The solution of such problems is to put in charge of athletics a teacher capable of forcing public opinion to regard schoolboy games as educational and not professional. A coach should be a teacher because as such he grows to know the students from the point of view of their edu- cational aims rather than because of their physical development. He should know from daily contact with the other teachers which athletes are good stu- dents and which are doing only enough work to keep them eligible for the teams. As a teacher, he can demand classroom standards of the athletes that would not be respected by them if it Avere known that he was wholly inter- ested in physical activities. Also it is important to note that the addition to the staff of a teacher who can set an ex- ample in athletics raises the general level of the students’ opinion of the faculty. Furthermore, the man in charge of the school athletic teams should con- sider it his duty to teach athletics. There is a great difference bet-ween the teaching of athletics and the coaching of a team, although the distinction is seldom considered by those who judge the ability of the coach wholly on the basis of the number of games won. For example, in a certain high school enrolling about two hundred boys, ninety or more report at the athletic field four afternoons a week, dressed for physical exercise. For an hour they receive physical training and set- ting up drills, and for this work they may receive credits tow ' ard graduation. At the close of the training hour the j boys on the various squads go to prac- tice with their respective teams. The time left for team practice is necessar- ily shorter than the time enjoyed by I other schools, but no time needs to be j spent by the coach in conditioning the I players. The records show that since j the system was established the teams ! have been uniformly better than be- [ fore, and the school is famous for clean j hard playing. A visitor to that school I is impressed with the erect carriage land health of the students. Contrast this with a school of similar size w ' here a group of from fifteen to twenty-five boys report for football practice, each afternoon that the coach personally re- quests their coming, for the purpose of spending two hours in highly special- ized individual instruction for the de- feating of eleven boys representing some rival institution. It seems scarcely logical for a town to pay from two to five hundred dollars for a man to teach twenty boys how to play foot- ball and at the same time fail to pro- vide any athletic training for two hun- dred other boys who stand on the street corner and waste their time be- I cause they lack some physical ability which the twenty possess. I The trouble lies in the mistaken idea I that the way to produce a winning team is to concentrate attention on a I fc ' w selected individuals. It is due to j the fact that no man who believes that holding his job depends on victory dares to adopt the far-sighted policy I of providing thorough physical train- ing for all and then to rely on it to ; furnish the material out of which a successful team may be molded with a minimum of effort. The first step in the establishment of a uniformly suc- cessful system of athletics is to place in charge, a teacher Avhose business it is to give physical training and whose I success is measured in terms of the I moral and physical development of the j majority of the students of the school. 17 THE STONEHAM HIGH SCHOOL AUTHENTIC An important cause of the failure of the teacher-coach system, either in teaching or coaching, is the schedule of classes assigned to each men. It is not uncommon to find a teacher-coach whose schedule is as full as that of any other teacher in the school system. In manj schools the teacher-coaches are given home-rooms and study rooms to look after, in which are to be found most of the difficult disciplinary cases because such men can usually handle the obstreperous boys. In other schools they are assistant principals and are expected to assume administrative du- ties. The excuse of the school board or superintendent for overworking such a teacher is that he is given extra pay for coaching and doing it outside of school hours, and the same school board or superintendent will either ac- cept criticisms from parents because the teacher was not able to give the students enough out-of-school help to enable them to keep up to standard or else accept the suggestion of the alum- ni that they hire a coach with energy enough to make the squad into an ag- gressive, victorious unit. Then peo- ple think that the remedy lies in hir- ing some popular athlete who needs a job, whom they think qualified be- cause he wears a college letter and is liked by the boys. The proper use of an able teacher-coach solves the coach- ing problem, but no man can teach and su pervise all morning, coach in the af- ternoon, prepare for his teaching in the evening, conduct games on Satur- day, and be the success that he is ex- pected to be in all that he is expected to do. As a teacher, the coach has an oppor- tunity to advance his coaching by use- ing his schoolroom. The best teachers of the academic subjects are constant- ly collecting pictures and reports of activities of their departments; the coach should be alert to secure any- thing of value to the teaching of ath- letics and display it in his room. For example, a teacher-coach was assigned to a small recitation room that was un- decorated, and he proceeded to make it distinctly an athletic room. He se- cured a number of photographs of a famous college football team in action, hung them conspicuously and used them in showing the boys how the game should be played. Winning balls and treasured bats helped to decorate the room. On a huge bulletin board he posted pictures and articles of in- terest taken from newspapers. Par- ticular blue-pencil emphasis was given to items that advanced the cause of good sportsmanship, and this bulletin l)oard was visited every day by so many students that it became necessa- ry to restrict them. That coach sel- dom preached directly to the players, but from the articles on that bulletin board they absorbed good sportsman- ship until it was reflected in their play- ing on the field. At a halt in a foot- ball game on a muddy field that man gave the members of his team a blanket on which to wipe their slippery hands. As they finished, the captain handed it to his opponents to use, and the coach led the applause that followed the act. Many people were surprised because the feeling between the teams was intense. Afterwards the coach ask- ed the boy wdiy he did it and received the reply, “You told me that Harvard and Yale swapped towels the day that they played in the rain.” In this same classroom were hung pictures of the teams representing the school. In one corner was a long shelf on which were kept a number of books about the different sports. Members of the squads were allowed to borrow them, and the information secured from such reading was used for the benefit of the school. The students liked to go to that room for classes, and a group could usually be found there in the afternoon discussing ath- letics. The room was used for meet- ings of the teams and for signal drills aud discussions, and on rainy days athletes might be found there who needed help of any kind, whether ath- letic or scholastic. The spirit of the room finally resulted in the forming of a club by the wearers of the school let- ter for the purpose of promoting bet- ter sportsmanship among the teams of the school. As a teacher, the coach has a great opportunity to assist in the discipline of the school. It is not uncommon to find teachers who rejoice over the chance to use interference with a boy’s athletic opportunity as a whip with which to beat him into disciplinary or scholastic submission. “If John does not stop whispering and do his home work, I will stop his playing basket- ball,” a teacher in English told a coach recently, and a serious split in the faculty was caused when that young man courageously replied that he did not believe any teacher of abil- 18 THE STONEHAM HIGH SCHOOL AUTHENTIC ity needed to cripple an athletic team in order to solve a classroom problem. No athlete should be given privileges or opportunities not offered to other students, but surely no boy ought to find his athletic position furnishing a club with which a belligerent teacher can drive him to standards not de- manded of his classmates or reached by them. A good teacher-coach can entirely eliminate this opposition between the purely academic teacher and the pure- ly athletic instructor. By appealing directly to the athletes, a teacher-coach can make them see that they owe to their team and school such conduct and scholarship as will make them worthy members of the group, and, for the sake of the team, the boys will main- tain standards that they never could be coerced into upholding. A quiet word from the teacher to the teacher- coach, informing him that a certain athlete is not doing as he should, re- sults in action by the coach on the grou2id that such misconduct, if con- tinued, will harm the team. Some- times a teacher-coach will suspend from play an athlete whose scholastic reports are not satisfactory, telling him that someone must be trained who surely will be eligible when the hard games are played. It never fails to produce an immediate change for the better in the classroom. The coach may perhaps tell the players that they are almost revered by the students in the lower grades of the school, that they are the idols of every small boy in the town, that their actions are copied and their attitudes mimicked, and that their influence is tremendous. This is flattery perhaps but flattery that will make the boys realize that they owe to themselves the setting of a worthy standard of conduct. Again, a teacher-coach may exert a powerful influence in the direction of keeping boys in school. Many a boy is held in school by the charm of athlet- ics when othei-Avise he would be drift- ing from one poorly selected job to another. Some people say that if ath- letics are all that he goes to school for, he would be better off at work. Many such boys, however, come to find them- selves during these athletic years, grow to realize what school really means to them, and finally make for themselves a place that they would never have attained except for the ex- tra schooling athletics made them ac- . cept. Usually their awakening dates from the time when their teacher-coach talked seriously with them of the future. Finally, as we study the question, it becomes evident that all of the advan- tages of schoolboy athletics depend on the personality of the coach. Athletics are probablj ' " the most important single factor in the school life of the boys, and undoubtedly the most important influence in athletics is the personality I of the coach. He leads. His standards jare their standards; his example their i aim. He has a tremoundous responsi- j bility. In taking his place in school i life he is making more than his own ! reputation or even the reputation of ; the school; he is making the character I of youth. What type of man must ho ;be? What standards should we de- I mand of this man to whom we intrust I our boys in their most important ac I tivity ? j He must be morally clean. No list of victories, however long, no reputa- I tion for producing star players, can I balance in the slightest degree any im- i plication that his life off the field is not exemplary. He should not smoke. This is a much disputed question, but we are in- consistent if we expect our boys to at- tain maturity without using tobacco and the same time place them under the control of a coach who finds it necessary to smoke in public. He should not use or tolerate profan- ity. This is another disputed ques- tion ; men will argue that in football a coach has to swear in order to arouse his men to a fighting pitch, but expe- rience proves the contraiy. He should keep his temper, always, I have seen a football coach strike one of the players with his fist, and I heard the father of one of his opponents say, “That may be the way he won three city championships, but he never could coach my boy, for I wouldn’t let him play under him.” I have seen many coaches abuse otficials, but I have never seen one piofit thereby. Finally, he must be a gentleman, first, last, and all of the time. No matter what conditions may be, in vic- tory or defeat, in practice or games, under fair or dishonest officials, in the face of any circumstances, that stan- dard must be maintained. Sportsman- ship is a word to inspire, but all of its new meanings and applications are in- cluded in what men have always meant 19 THE STONEHAM HIGH SCHOOL AUTHENTIC t)y the term “gentlemen ” Strongly in defeat, overpoweringly in victory, the coach leads our youth. His is the op- portunity. Great is his responsibility. And fortunate indeed is the school numbering among its faculty a teach- er-coach able and willing to assume his proper place in school life. Our Exchange List This is our final list, a sort of good- bye list, but we shall hope to see them (as well as new ones) in print next year Avhen instead of august editors, we shall be merely “gentle readers.” M. H. S. Keview, Medford High School, Mass. Broadcast, Jamaica Plain High School, Mass. Drury Academe, Drury High School, Mass. Early Trainer, Essex County Train- ing School, Mass. Eed and Black, Whitman High School, Mass. Boston University News, Boston Uni- versity, Mass. Boston University Beacon, Boston University, Mass. Le Petite Eanger, Kemmerer High School, Wyo. Blue and Gold, Malden High School, Mass. Eound Up, Eoosevelt High School, Iowa. Blue Pencil, Walnut High School, Mass. Aegis, Beverly High School, Mass, Eed and Black, Eogers High School, Ehode Island. Crimson and Graj " , Mary E. Wells School, Mass. Alpha, New Bedford Hi gh Schoql, Mass. Argus, Gardner High School, Mass. Debater, Wakefield High School, Mass. This is our last number. At this time the last numbers of other schools are being published or have been al- ready published. It is deplorable in more ways than one that period- icals must pass so soon into the hands of succeeding classes. A year is after all so short a time in which to acquire experience and use it to the best ad- vantage. Still, if an editorial staff has much initiative at all, it ought to be able to accomplish something worth- while in its alloted time and hand it dowm as a worthy example for its suc- cessor. A Change A year ago the magazine form of periodical w’as much more popular with schools than the newspaper, but now some of our oldest exchanges are adopting the latter form. To w hat may the change be attributed? Perhaps to a desire to “feel out” and to try new ideas. It is in this desire to explore and ex- Ijeriment that advancement is due. A periodical offers a chance for just this sort of thing and many schools are making use of the opportunity. The Periodical and the Faculty The Eoosevelt High School in Des Moines believes that the relation of the faculty to the school periodical should be something more than merely that of a subscriber. Say they, “Why not have a faculty page or something equivalent to one?” Indeed, why not? What better way can there be to unite teachers and pu- ipils in one big family? Faculty pages, we notice, are becoming more and more popular every year. Commencement A beginning, j Of what a beginning? I Of the cold of t he reality of things, I Of failure and bitter disillusion ? Or the end. The end of the play of a child? M. H., ’ 25 . And What Would Have Happened Then? Macbeth : “What kill a nice old man like Duncan? See here. Lady M., you attend to your household affairs and don’t try to run mine.” Bassanio: “I’ll take the gold casket.” Brutus: “Let me tip you off, Caesar, the boys are planning to do you in on the Ides of March.” Cleopatra : “Oh-h-h-h-h, take that horrid snake away.” 20 THE STONEHAM HIGH SCHOOL AUTHENTIC S. H. S. 5— Winchester 4 Stoneliam defeated Wincheste , April 23, on the Pomeworth St. grounds, to the tune of 5 to 4. It was a very tight game for both teams. Kotundi pitihod a great game for Stoneham, fajining 13. Fitzgerald and T. Dolan starred for Winchester, while Ananny starred for The summary: S. H. S. MacAnanny ss Kinsley 3b Duplin 2b Patch c Fallon cf Kotundi p Robertson If Hunt lb Neilson, Fudge rf Innings S. H. S. Winchester Hunt and Mac- Stoneham. Winchester cf T. Dolan rf Tansey 2b Flaherty lb Fitzge;nld If Harrold c Melly 3b L. O’Donnell ss C. O’Donnell p Kendricks 23456789 0030001 0—5 0000000 3—4 S. H. S. 4— Melrose 6 Stoneham High tasted its first defeat April 26, from Melrose, at the Pome- worth St. grounds. Stoneham had the edge up to the 7th inning, where they loosened up and Melrose tied the score. In the next inning, Melrose scored two, and held Stoneham to their four tallies. Melrose got only four hits off Robert- son, but errors in the 7th gave them the game. Duplin and Kinsley starred for Stoneham and VonKlock and Ma- thias starred for Melrose. The summary: S. H. S. Melrose MacAnanny ss Duplin 2b Kinsley 3b Hunt lb Patch c Robertson p, If Rotundi p. If Fallon cf Neilson, Fudge rf Innings S. H. S. Melrose cf Simpson 3b Delano If Von Klock e Mathias rf Lloyd lb Shaw ssMcGenley p Barrett 2b Murphy 123456789 20001100 0—4 00000042 0—6 S. H. S. 6— Winchester 3 For the second time this seasoiij Stoneham proved superior to Winches- ter and showed that the first game was no accident. Rotundi and Tansey started on a pitching duel put the powerful Stone- ham hitters got to Tansey in the fifth and put the game on ice. Rotundi struck out 13 and Tansey 9. S. II. S. The summary ' : MacAnanny ss Kinsley 3b Duplin 2b Patch c Fallon cf Robertson If Fudge rf Rotundi p Innings S. H. S. Winchester Winchester cf F. Dolan p Tansey 2b Flaherty lb Fitz If Harrold c Melly 3b J. Dolan ss C. O’Donnell 123456789 00103110 0—6 00102000 0—3 S. H. S. 7— Wakefield 1 Stoneham High easily defeated Wakefield, May 7, on the Pomeworth St. grounds, 7 to 1. Rotundi pitched his usual good game, striking out 8 men. Wakefield only secured 5 base hits from him in the nine innings. Kinsley starred for Stoneham and scor- ed two doubles. Melanson and Hall starred for Wakefield. The summary: S. H. S. MacAnanny ss Duplin 2b Kinsley 3b Fallon cf Patch c Rotundi Robertson If Brock lb C. Rotundi, Smith rf Innings S. H. S. Wakefield 3b Melanson c Tyler p Duggan ss Hall lb Tasker If Silvartyr cf Flannigan rf Preston 2b Brewer 123456789 213001000 7 Wakefield 000001000 1 Time 2.35. Umpire, Lannon. S. H. S. 3 — Melrose 6 Again at Melrose, Stoneham was de- feated by Melrose High. Although 21 THE STONEHAM HIGH SCHOOL AUTHENTIC Stoiieham freely hit Kimball for 10 hits errors proved the downfall of Stone- ham. Kimball was as wild as a hawk passing ten men. Semple and McGin- ley played best ball for Melrose, while Kinsley and MacAiianny starred for Stoiieham. The summary: S. H. S. Melrose MacAnanny ss, p cf Simpson Kinsley 3b 3b Delano Duplin 2b, ss rf Lloyd Patch c lb Semple, Shaw Hunt lb ss McGinley Fallon cf, 2b cf VonKlock Eotundi If c Eeardon Eobertson cf p Kimball Nilson, C. Eotundi rf 2b Murphy Innings 123456789 S. H. S. 0 0 0 1 1 1 0 0 0 3 Melrose 041100000 6 Time 2.05. Umpire Eoss. S. H. S. 14— Woburn 2 Stoiieham High handed Woburn a licking at the Pomeworth st. grounds, the score being 14 to 2. Eotundi fan- ned ten for Stoneham. Kinsley, Dup- lin and MacAnanny starred with the stick for Stoneham, while Duran and Martin played good ball for Woburn. Despite the fact that the game was one sided at times, it was a good game. The summary : S. H. S. Woburn MacAnanny ss ss Duran Kinsley 3b If Plummer Duplin 2b rf Carroll, Flaherty Patch c ' 3b Eooney Fallon cf 2b Ahern Hunt lb lb Coates E. Eotundi p cf Martin Eobertson, C. Eotundi If p Cuno, McElen ey Fudge, Masi rf c Leader Innings 123456789 S. H. S. 0 0 1 0 1 1 7 0 4 14 Woburn 100001000 2 Time 2.10. Umpire Norton. S. H. S. 5 — Reading 8 Stoneham was defeated in a weird game of ball at Eeading May 20, the score being 8 to 5. It was a hard game for Stoneham to lose. Eotundi was not in his best form but played fairly well. Errors in the second and fourth in- nings gave Eeading the victory, while a shady decision in the eighth put the game on ice for Eeading. Kinsley and Fallon played well for Stoneham, and Jones and Conti starred for Eead- ing. The summary: S. H. S. MacAnanny ss Kinsley 3b Duplin 2b Fallon cf Patch c Brock lb E. Eotundi p Eobertson If Fudge rf The summary: Iiinings S. H. S. Eeading Time 2 hours. Brown. Eeading cf Cox 3b Jones lb McClintock c Crosby ss Merrill If Worthen 2b Eeles rf Conti p Davis 123456789 004000100 5 003300020 8 Umpires Lang and S. H. S. 10— Weymouth 3 The strong Weymouth High team was defeated to the tune of 10 to 3, by the Stoneham team, at the Pomeworth St. grounds. May 24. Eobertson work- ed well in the box for the home team, fanning 10 men. MacAnanny and Eo- tundi starred for the Stoneham High and Murray for Weymouth. The summary: S. H. S. Weymouth MacAnanny ss 3b Mauro Kinsley 3b ss Bates Duplin 2b cf Dalesdrank Fallon, C. Eotundi cf lb Dovey E. Eotundi If c Murray Hunt lb rf Belcher Eobertson p cf Kelly 1 Fudge, Masi rf 2b Eead ‘ Brock c p Sullivan i Innings 123456789 ; S. H. S. 2 4 1 1 0 0 2 0 0—10 Weymouth 00000030 0 — 3 Time 2 hours. Umpire, Lannon. S. H. S. 11 — Saugus 4 Stoneham easily pinned defeat on i Saugus, at the Pomeworth St. grounds, ! May 27. Eotundi starred with the stick : for Stoneham. Eobertson fanned 11 and only gave three hits. Oxley played the best game for Saugus. The summary: S. H. S. Saugus I MacAnanny ss ss Gove Kinsley 3b 2b Chesley ; Duplin 2b If Oxley i Fallon, C. Eotundi cf c Goodhue i Hunt lb lb Guy j Eobertson p. If 3b Poole i Fudge rf rf Dean I Brock c cf Papps E. Eotundi p. If p Willis Innings 123456789 S. H. S. 6 2 0 0 1 1 1 0 0—11 22 THE STONEHAM HIGH SCHOOL AUTHENTIC Saugus 30010000 0 — 4 Time 2.25. Umpire, Lannoii. S. H. S. 5— Belmont 6 Stoneham High was defeated in their first League game by Belmont High, at Belmont. A great deal of er- rors were made by both teams and Bel- mont emerged the victor. Eotundi struck out 12, but the game was lost through lack of support. MacAnanny and Duplin hit heavily for Stoneham and White and Grady led for Belmont. The summary: S. H. S. Belmont MacAnanny ss 2b Long Kinsley 3b ss Wood Duplin 2b 3b White Patch c If Grady Fallon cf cf De Stephano Hunt lb lb Foster E. Eotundi p c Secor Eobertson If rf Austin Fudge rf p Eockett Innings 123456789 Belmont 20000103 0 — 6 S. H. S. 0 0 2 0 1 0 0 2 0—5 Time 1.55. Umpire, Norton. S. H. S. 26— Lexington 6 Stoneham High had an easy time in beating Lexington, May 31, on the Pomeworth St. grounds. This League game Stoneham won and brightens her chance for the cup. Kinsley and Dup- lin starred for Stoneham. S. H. S. Lexington MacAnanny ss cf Kelly Duplin 2b c Biggi Kinsley 3b ss Collins Fallon cf lb Moloy Eotundi p If McNamara Hunt lb 2b Lydiard Eobertson If 3b J. Moloy Fudge, C. Eotundi rf rf Stetson Brock, Patch c p McIntosh Innings 123456789 S. H. S. 4 1 0 3 2 6 0 0 9—25 Lexington 00100201 1 — 5 Time 2.10. Umpire, Kelleher. S. H. S. 16 — Lexington 7 Stoneham went to Lexington, June 5, for another League game. Lexington seemed a bit better than the previous Saturday, giving us ten less runs, but only being able to get seven themselves so S. H. S. whipped them very easily to the tune of 16 to 7. The summary; ab bh a e Kinsley 3b 5 3 0 1 Duplin 2b 4 3 2 0 MacAnanny ss 4 2 5 2 Fallon cf 5 0 0 0 Eotundi If 5 1 0 0 Hunt lb 2 0 0 0 Eobertson p 6 4 1 0 C. Eotundi rf 3 0 1 1 Fudge rf 1 0 0 0 Brock c 1 1 0 0 Patch c 2 1 2 0 S. H. S. Stoneham got 13 — Belmont 11 back in the race for the Middlesex League championship by defeating Belmont, on the Pomeworth St. grounds, June 7th. “Gene” pitched ' wonderful ball, fanning fourteen and ! allowing only four hits. Brock became j the hero when he tapped out a nice I Texas leaguer which brought in two I runs and being knocked in himself, I giving us a lead of two runs which Bel- I mont could not overcome. The summary : 1 Kinsley 3b j Duplin 2b : MacAnanny s I Fallon cf I Eotundi p Hunt lb Eobertson p !Masi rf Fudge rf Innings S. H. S. Belmont Time 2.05. 2b Long ss Wood 3b White If Grady cf Stephano rf Austin lb Foster c Secor pMcCarthy, White 23456789 0 1 1 2 0 5 3 —13 6 0 1 0 3 0 1 0—11 Umpire, Kelleher. “Love is like an onion. We taste it with delight, But when Tis gone, we wonder Whatever made us bite.” Spring has come. Time to shingle your houses and hair. The Future is what fools call tomor- row, and what wise men call today. The ocean wearily exclaimed, “Incessantly I go; I wonder that I don’t get corns, Upon my undertoe.” The Wedding Cake was heavy but the candles made it light. Man is mortal, don’t expect too much of him. The closest that some people will ev- er get to an auto is an autobiography. 23 THE STONEHAxM HIGH SCHOOL AUTHENTIC Class atcs 1924 Leavitt in English : “Who wrote Mil- ton’s Minor Poems?” A certain Junior, who was quite proud of his Ford, came out of school the other day and saw a fellow class- mate walking away with the front tire. “Come back here,” he yelled, “Gimme my tire.” “Is this your tire?” said the sur- prised classmate, “I. thought it was a rubber band.” Teacher (in Biology) : “Why do birds stand on one foot?” Devlin : “If they lift the other foot, they will fall down.” Melley: “I got Cuba last night on my single tube set.” Longmore : “That’s nothing, I got Greece on my vest!” i Stoneham High School Statistics Best Eoom 13 Best Class ’24 Favorite Period Recess Favorite Study Cooking ! Dumbbells Sophomores ! Fatheads Juniors Most Intellectual Seniors Pleasantest Sound . .Dismissal Bell 1.30 Hardest Task Arrive at 8 o’clock Favorite Pastime .Getting Slips Signed 1925 Miss Moore, continuing the explana- tion, after delivering a lecture : “God bless you, you have spoken well.” “Bank on me kid,” said the shore to the river. Seniors are those who “keep that school girl complexion” on their coat collars. “You rattle me,” said the bones as they rolled across the table. Freshie : “Gee ! Can’t the Juniors run !” Soph. (after seeing Bun ;chase Freddie Brock up the stairs) : It’s lucky for them they can!” We Hear by the Radio THAT; Riley makes frequent visits on Main Street. The Juniors had a wonderful tug-of- war team? John Scanlon got a hair cut! Buckie is pretty clever dodging taxi drivers? Rice thought seriously of leaving Room 13! Normie Pierce has found a tame cherry tree. A certain teacher has made very many friends among the Seniors in the last week. Freddie Brock will keep away from Room 13 in the future. Joe won’t run short of graduation in- vitations. A dude on shore is disgusting, but a swell at sea makes every one sick. THERE IS ALT AYS SOMEONE READY TO SAY A BAD WORD ABOUT YOU. Class Characters and Their Doubles Mutt and Jeff ..Robinson and Kenson Rudy Valentino Prescott Larry Semon Brock Barney Google Nickerson Zane Grey C. Rotundi Barney Oldfield W. Bates Beau Brummel Hale Wille Hoppe J. Kelly The Deerslayer Fuller Mellon’s Food Baby Small Ichabod Crane Gorman Billy and the Boy Artist Haplin Jack Keefe Duplin Pancho Villa Finnegan Punch and Judy .... Kelly and Chase The Human Questionaire Evans The Gingham Girl Hylan The Dream Girl Blanchard The Gumps Lister, Brackley and Parks Tilly, the Toiler Brackley Kenneth was heard singing after the Senior play, “Why DIDN’T I kiss that girl?” Judson is some mind reader when it comes to knowing examination dates? Teacher (in history) : “Remember, use pen not ink.” What a bunch of (auburn) haired bimbos adorn the Junior Class. The Juniors are becoming efficient in glass-blowing, judging from the scarcity of glass tubes in the Labora- tory. 24 STONEHAM HIGH SCHOOL CROSS COUNTRY TEAM THE STONEHAM HIGH SCHOOL AUTHENTIC Why We Flunk? Georgia was settled by people who had been executed. In 1620, the Pilgrims crossed the ocean. This is known as Pilgrim’s Progress. The reason Taft was not elected in 1912, was that the Republican party separated him. Lord Raleigh was the first man to see the invisible armada. Benjamin Franklin discovered elec- tricity by rubbing cat’s backs Andrew Jackson was called ‘‘Old Hickory” because when he was a young boy he was a little tough. There were no Christians among the early Gauls. They were mostly law- yers. Horsepower is the distance a horse can carry a pound of water in an hour. Longitude and latitude are imagina- ry lines on the earth’s surface which way you are going. A vacuum is a large empty space in which the Pope lives. Edward III would have been King of France if his mother had been a man. In order to halt the soldier places the foot which is on the ground beside the one which is in the air and remains stationary. Some people think a “blooming idiot” is a large flower. “Ah!” cried the mattress, bouncing joyously up and down, “Spring is here.” 1926 No jokes, no news, spring fever prev- alent, favorite recreation is establish- ing long distance sleep records in «?tudy periods. The present record is not official, since it was made in class. The only exam in which we would re- ceive A would be one of one question : “How many more daj s of school?” Some things we’ll miss next year: The Seniors. (?) The old gang in Room 12. The Junior members of the Physics Class. 1927 One of the girls, reading from “Caesar in Gaul: “I will take poison, according to my custom.” Bells are seldom silent, Mary is no exception. E. Parks, translating a story about a stick beating a little boy: “Au point qu’il lui follut rester trois jours au lit: So hard that he could not sit down for three weeks.” Heard at Field Hockey Hike, which proves that P. Henderson pays atten- tion in Science, although it may always appear so. “Grace, will you first class lever with me?” (Teeter.) Pretty soon Mr. Green will have to get a larger room if he has so many young ladies coming in after school. In 4th English I, he will soon have on- ly to read the names of those that do not have to report at 1.30. Oppen: “I’ve heard of people going to the crazy house for studying too much.” Teacher: “Never mind, Oppen, you’ll never get there.” Mr. Green: “Give some uses of com- mas. Munger: “Used with words like ap- ples, oranges, bananas, peaches, etc.” Mr. Green: “What do you call them?” Munger : “Fruit.” We wonder: If Frances Smith passed in Algebra, whether Frank Wood (would.) Add two and two whether we would have to show Walter Howe (how.) 1928 Miss Thompson (in Latin) : “Which of the three conditions is this sentence in?” Kelly: “Bad condition.” Mr. Gowen : “Name two kinds of banks.” V. Chesley: “National and Sand.” Miss Fanning: “What did we have for today?” Kelly: “Diet of Worms.” 25 THE STONEHAM HIGH SCHOOL AUTHENTIC ' tsolniionz |3kg Time : Any week-day evening. Place: Torp’s and Darg’s bedroom. A liberal supply of papers and books a- dorn the table, and our heroes are laboring manfully to transfer the know- ledge contained there to a more approv- ed resting-place. Torp: (after several minutes of laborious study) Sa-a-ay, Da rg? Darg: (absently) Yes, dear? Torp: Well, don’t think you’re funny. You’re not. Darg: All right, dear. I’m listening. Torp: Darg, I-Ive been thinking may- be I sort of ought to study a little more. You know I didn’t get very good marks last term. Darg: (following up very exciting un- known quantity) Uh-huh. Torp: I thought maybe if I- Darg: (becoming a little interested) Don’t feel sick anywhere do you? Torp: Maj be if I- Darg: I couldn’t be sure without ask- ing, you know. Torp: (with a rush) I thought maybe if I studied a little more, maybe it’d sort of pull everything up a little. Darg: (soothingly) There, there, dear, you’ll get over it after awhile. Ten minutes of deep silence ensue, broken only by the ticking of the clock. Torp: Say, Darg, what’s damns mean? Darg: I dunno. Same’s the Eng- lish, I guess. Torp: (By degrees slipping further down in his chair) Why the deuce can’t they put stuff where a feller’ll find it? Darg: Steady, steadj ' , Torp. Torp: (From depths below) Well, goodnight, if you had to study this stuff, you’d blow up. (No response.) Say I can’t make anything out of this jumble. Why can’t they make books with more notes in ’em? Darg: 6 y times — Torp : (Aiming book at nearest chair) Oh, what’s the use? I’m going to bed. This stuff can go hang. Darg: I knew you’d get over it after a while, old boy. Sweet dreams. ’ 25 . The Class of 1925 take this opportunity to thank all those who have made their year so successful and The Authentic a credit to the school :: :: :: 26 THE STONEHAM HIGH SCHOOL AUTHENTIC Have Your Graduation Pictures Taken By Tredinnick Tredinnick Studio 462 Main St. Tel. Crystal 0256-W Wakefield, Mass. Prices $8.00 to $14.00 for 50 COMPLIMENTS OF Quality Lunch C. F. Dolan, Prop. Main Street, Stoneham COMPLIMENTS OF W. P. Fletcher Box Co. When You Think Of Lumber Think Of Blanchard Telephone 0150 Geo. W. Blanchard Co. Pomeworth Street Have You Read About Our New Building Service COxMPLIMENTS OF John T. Connors Haberdashery Wakefield COMPLIMENTS OF Stoneham Press COMPLIMENTS OF W. I. Thompson Son Electricians COMPLIMENTS OF Potter’s Lunch Stoneham Spa Home Made Candies 3 Doors From Theatre 27 THE stoneham: high school authentic COMPLIMENTS OF Reynolds the Plumber 445 Main Street Stoneham G. MILANO, THE SHOE REBUILDER Rebuilds old shoes, Makes them like new. Guarantees his work. We carry a full line of Sneakers for Baseball and Tennis, black, brown and white soles. Prices Very Low 395 Main Street Tel. Stoneham 212-R The Middlesex Drug Co. Where Friends Meet Friends Mrs. E. R. Boyd, Reg. Phar. Central Square Geo. W. Reynolds’ Son Tel. Con. Corner Main and Winter Streets COMPLIMENTS OF A Friend COMPLEMENTS OF Stoneham Furniture Co. The Corset Shop Mrs. H. M. Chamberlain College Girl Corsets 364 Main Street Stoneham School Pins $1.1 5, $1.75, $2.25 School Rings $6.25, $7.50 Bellows the Jeweler Theatre Building Stoneham COMPLIMENTS OF Bell Hardware Company COMPLIMENTS OF Porter Company B. E. Perry Groceries and Provisions 466 Main Street, Stoneham W. W. Chapman “Old Kibby” Ginger Ale Tel. Con. 86 Spring Street COMPLIMENTS OF A Friend First Class Drug Store Merchandise Emerson the Druggist 4 1 5 Main Street Local Agents Kents, Page Shaw, Foss, H. N. Fish and Samoset CHOCOLATES Whitney’s Pharmacy COMPLIMENTS OF H. P. Howe Baker 28 THE STONEHAM HIGH SCHOOL AUTHENTIC COMPLIMENTS OF T. J. Munn Son Louis Zitren Milk and Cream Corner Main and Hersam Streets Stonebam Tel. Con. Ikiffi TT 11 1 Melrose Highlands C. H. Severance Furniture and Piano Moving Phone 0114 41 Elm Street Stoneham J. A. McDonough Groceries and Provisions 4 and 6 Franklin Street Main Street, Winchester J. H. McGaffigan Fresh Fruit and Vegetables Orders Delivered 35 Washington St. Tel. 032 7R COMPLIMENTS OF Gay the Florist A. T. Locke Lumber Upson Wall Board Sheetrock Rex Asphalt Shingles Tel. Crystal 700 Wakefield The Gloucester Fish Market 427 Main Street Where You Get Fresh Fish Before Buying, Consult Our Advertise- ments, and, if Possible, Patronize Our Advertisers :: :: :: V 29 THE STONEHAM HIGH SCHOOL AUTHENTIC COMPLIMENTS OF Dr. Doris Nutter Dow Block Stoneham Auto Electric Service Westinghouse Batteries Regular Service in Delco and Remy Full Line of Klaxon Horns J. L. Murphy, Prop. Main Street Tel. 676 Crown Bicycles and Fiske Bicycle Tires are the Best to be had Prices Right Archie G. Wills A. S. Parker Rioters” COMPLIMENTS OF Melkonian Bros. Our Store is the Home for Reliable Goods at Low Prices Sidney A. Hill The Up-to-date Outfitter 407 Main St. All Kinds of Real Estate Insurance in the Best American Companies Randall’s Quality Ice Cream Confectionery Catering 367 Main Street Tel. Sto. 515 New Method Laundry Company Wet Wash, Rough Dry, Flat Work 22 Gould Street Tel 0407-W Try Marston’s Seidlitz Powders C. E. Patten Real Estate, Insurance Auctioneer 40 7J Main Street Stoneham Albert Arrand Graduation Suits Our Specialty COMPLIMENTS OF H. F. Knowles Reading Farm Milk J. H. Gorman Sons (Fonnerly Whitman Piano Co.) Brunswick Phonographs and Records Sheet Music 3 1 9 Main St, Stoneham 30 THE STONEHAM HIGH SCHOOL AUTHENTIC Wherever you travel, when you meet a Physician or Druggist, ask him if he uses Patch’s Pharmaceuticals We shall appreciate any good word you may say which will build up our business. The building up of our business means the building up of Stoneham. Thank you. The E. L. Patch Co. Manufacturing Chemists Stoneham, Massachusetts C. D. Mellor The Square Market On The Square Stoneham Formerly Bell’s Market COMPLIMENTS OF Van Tassel Tanning Co. Stoneham T. W. Day COMPLIMENTS OF Trucking and Truck Rides a Specialty Stoneham Trust Co. Phone Woburn 548-M Montvale Avenue 31 THE STONEHAM HIGH SCHOOL AUTHENTIC C§rabuatmg Classi, Classical Course. John Charles Cahill Anna Melinda Dewhurst Euth Massey Margaret Matilda Patch Marjorie Young Scientific Course. George Eichard Barnstead, Jr. Edna Dagnye Brodeen Lawrence George Carter James Campbell deGruchy, Jr. Hollis Eobert Goode Elizabeth Gage Johnson Florence Isabel Kelly Alfred Eandall Moulton Eldred Keene Patch Kenneth Earl Eice George Frederick Eiley, Jr. Eugene Bernard Eotundi John Joseph Scanlon Catherine Wardwell Leon Weston White Judson Jay Whitehead, Jr. General Course. (4 yrs.) Eaymond Palmer Buck John Martin Devlin Henry Earl Leavitt Helena Ann Markham Albert Fletcher Melley Norman James Pierce William Frederick Turner Eric Oscar Williams General Course. (3 yrs.) Joseph William Fallon Dorothy Dow Green Eobert Smith Harrington Harold Monroe MacAnanny Katherine Elizabeth Owen Francis Ernest Eafferty Marian Wallace Business Course. (3 yrs.) Thelma Lillian Alward Norma Gertrude Andrews Camella DeAngelis Pasquale DeMartino Geraldine Elizabeth Drew Edith Elizabeth Ewing Grace Amelia Frost Hilda Mae Frost Elwyn Kenneth Gay Olive Goudey Anna Frances Hamill Mildred Krohn Grace Leavitt Herbert Warren Longmore Lulu Amy Mann Alice May McCall Joseph Carl Masi Louise Bell Pickens Jessie Irene Powers Euth Eayner Gerald Eomuald Eyan Marion Elinor Saxby Florence Katherine Thompson Blanche Vivian Wilkins Marie Agnes Young 32
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Looking for old family members and relatives? Do you want to find pictures of parents or grandparents when they were in school? Want to find out what hairstyle was popular in the 1920s? E-Yearbook.com has a wealth of genealogy information spanning over a century for many schools with full text search. Use our online Genealogy Resource to uncover history quickly!
Are you planning a reunion and need assistance? E-Yearbook.com can help you with scanning and providing access to yearbook images for promotional materials and activities. We can provide you with an electronic version of your yearbook that can assist you with reunion planning. E-Yearbook.com will also publish the yearbook images online for people to share and enjoy.
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