Wakefield High School - Oracle Yearbook (Wakefield, MA)

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FOREWORD Along with May comes The Debater again, to take its piace with the former publications. We have earnestly tried to maintain the high standard of om- predecessors, one task being made doubly easy by the material submitted. Such was the quality and quantity of the manuscripts, that two different editions could have been produced and each receive commendation. This being impossible, we have attempted to cull the best from the best. And so with The Debater representative of the whole school, we pass into history as editors of The Debater for 1931. Paul Ryan, ' 31, Editor-in-Chief. ACKNOWLEDGMENT The members of THE DEBATER STAFF are grateful to their classmates who have so freely contributed to these pages; to those pupils in the typewriting classes who, under the expert supervision of Miss Alice Ryan, carefully typed the material for the press; and to the faculty advisers who have given this undertaking invaluable assistance. THE BIG TRAIL Forward, forward, first up, then down, all traveling on and on, following The Big Trail. It has now led us to High School and here we pursue it through the corridors, into the classes and toward the future, of college and our life work. Those who fail, make up or lose. No one stops, everyone keeps going — those that gain the most, lead; but they must work to keep at the head of this line on the trail. After graduation they continue, never stopping, on to college or work — the leaders blazing the way, others following. All seek success, maybe not financial or influential, but nevertheless, what they call success. May the trail you follow be the best, and lead you on, up and up, to the finest of everything! Jean D. Robb, ' 33. THE MASQUE CLUB This year, the Masque Club, formerly one of the most important clubs in the high school, has passed out of ex- istence. Naturally, after a year without it, the question of its revival arises. Public speaking has taken its place to some extent, for, under the direction of Miss Hardy, the pupils enrolled in this course receive dramatic and voice training. Yet this course is open only to Seniors, and many times they cannot elect it because of required subjects. The Masque Club presented a group of plays each year. This arrangement gave pupils who were not in the Senior Play another chance, offered opportunities to underclass- men, and gave them experience for their own class play. The money made on the plays was used to buy stage acces- sories and costumes. In addition to invaluable training, the club gave to the members pleasant social life and an opportunity to experi- ment in the technical side of play production. To the Juniors, from a class that has not succeeded in organizing a Masque Club, we say that we earnestly believe our failure to maintain the organization has been a mistake. We suggest that our successors undertake its revival as a valuable project. Here ' s hoping that 1932 will be successful in this mission. Lois Huff, ' 31. WHAT MAKES A GOOD SCHOOL PAPER? A school paper should exemplify the spirt of any insti- tution of learning. When I say paper, I refer not to the literary and humorous productions, but to that news organ which has these two sections and more. To insure success for a school paper, a competent faculty adviser and staff are needed. When they are se- ciu-ed, they should meet once a week and plan next week ' s paper. They should have with them besides their own ideas, suggestions from other students, for it is absolutely essential that the paper be a thing in common with the student body and faculty. Personals (those newsy little

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items about students, teachers, and alumni) , are always read with eagerness, for aren ' t we always interested in what our friends are doing? Editorials — not the fiery, one-sided type, but calm expressions of opinion — add to the prestige of any journal. A feature that is fast becoming the vogue with regular newspapers, is the substitution of pictures for stories . People will look sooner at a picture with a brief caption under it, than at a long, wordy news account, for the simple reason that most people are in a hurry nowadays. Pictures of athletic contests, students, and school activities will, in all probability, be received with open arms by the readers of school papers. Money is usually involved in ninety-nine per cent of everything, and so it is in the school journal. Very few school papers are paid for and supported by the subscrip- tion money. Advertising is the life blood of almost all periodicals; the school paper is no exception. An able busi- ness manager and his assistant should procure advertising matter from local merchants and firms, which should more than defray any expenses incurred. If a school paper does not develop initiative, ability to shoulder responsibility, and does not help some students to find out what their life work will be, it is deficient in the qualities of a good school paper. Paul Ryan, ' 31. THE DOUBLE SESSION PLAN A Student ' s Point of View Many remedies for the present crowded conditions of Wakefield High School have been suggested. One of these is the double session plan. For the present, with the finan- cial condition of the town at such a low ebb, this is the most plausible. To the taxpaper, it is preferable, for it means putting off the erection of a new building. To the teachers and pupils, just what does it mean? The upperclassmen will have to go from early morning until noon. Since students cannot have study periods, all their school preparation must be done at home. A person with five consecutive recitations is going to have a hard job. If the required seven periods are to be kept, it means the shortening of each, thereby forcing the teachers either to lengthen assignments, or to eliminate some essentials. The underclassmen are going to find it harder to attend school all afternoon. They will have no time for lunch or recreation, and they will feel the lack of being a part of things . Moreover, their parents will be caused undue anxiety by the necessary lateness of the session. As for the instructors, such an arrangement will necessi- tate the hiring of additional teachers, for no faculty member can work all day and give his or her best work. An in- creased teaching staff will mean added expense, a situation which the taxpayers are trying to avoid. Still, this matter is not one for a pupil to settle, since he should be thankful that he is getting an education — even under adverse circumstances. But he can say, in behalf of other students, that something must be done and done quickly. And in the long run, that something will be a new school. Raymond Amiro, ' 31. LABELS What does your label say? Does it tell the truth? Is it easily read? Cans and packages are labeled so that one may know just what they contain. Many times the labels deceive us. It may be that we read them carelessly, or, perhaps, we do not entirely understand them. You and I also have labels. Ours are changeable; they are often very deceiving. The expressions on our faces and the way we carry ourselves label us. Are not our faces mirrors of our thoughts? If we never can see the silver lining but only the dark cloud, do we not reflect that attitude in our faces? Thus, our expression spells GLOOM, and people turn away. If the silver lining outshines the dark cloud, its radiance reflects in our eyes and smile. HAPPINESS is written on our label — people turn to us for comfort. The person who slouches and scuffs when he walks is generally marked CARELESS. Perhaps he is misleading us; he may be so engrossed in his own thoughts that he for- gets himself. On the other hand, the one who walks erect, with his head up, may carry a heavy heart. As the song goes — When I pretend I ' m gay, I never feel that way, I ' m only painting the clouds with sunshine. Many times, we allow other persons ' labels to deceive us. We decide at first glance that we do or do not like them, when we really should find out whether they are labeling themselves justly, or whether we ourselves are fair to them in our judgment. Is it right to allow labels to be false? Priscilla Eaton, ' 31. SCHOOL PARTIES There are two reasons for giving school parties: one is for the purpose of making money, the other is for the en- joyment of the pupils. At present I hear that the first reason is emphasized much more than the second. Many parties are considered flops just because they are not overwhelming successes. In my opinion a party is a social success if any of the guests have a good time. Twenty-five years after you are graduated, will you think back to a party and remember it as a financial suc- cess or as a social success? Most of the adults I ' ve asked about school parties have forgotten entirely whether a party made money or not, but they all seem to remember certain enjoyable incidents that happened. Everyone knows that adults consider their school days the happiest part of their life, and that school parties are supposed to be banner events in school life. Therefore, I hope these parties will not be spoiled by commercialization. Of course the finan- cial question must be considered, but I think the social side should be emphasized at least as much, if not more. If I continue much longer, you ' ll consider me another crank with nothing else to do but find fault. If you think my point of view is true, ponder on the question yourself, and I ' m sure you will come to the same conclusion. Charles B. Weeks, ' 31.