Agawam High School - Sachem Yearbook (Agawam, MA)

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18 A G A W A M II I (I II SCHOO L President's Address of IVelcome Friends and parents, each member of the Class of 1935 desires to extend to you the most cordial of welcome to these our Class Day exercises. We have successfully completed our four years of high school training, and we now feel better equipped to attain the goals we have set before ourselves. Outwardly, it is a joyous occasion for us; we have expectantly awaited this opportunity for a long time; yet underneath our hearts are tinged with sadness sadness because we must sever the bond that has held us so closely and happily together and because we must leave the school we love and all it has meant to us. We deeply regret that we have only words with which to express our gratitude to Mr. Phelps, Mr. Williams, and the school committee for their generous supervision and stimulating interest. We wish to thank the faculty for their ceaseless efforts, both in our class rooms and in our extra- curricula activities. They have been our friends and guiding influence. But you, the townspeople, have been the sustaining influence of us all. You have loyally supported our athletic teams and our social events. We thank each and every one of you. And now as we prepare to leave Agawam High School, we shall keep in mind all that you have done for us and try to thank you in the only way we know how to make an enviable mark in the world, which will prove to you that your support and loyalty to us was not in vain. Friends, every member of the ('lass of 1935 extends to you all, the sincciest of thanks and bids you a warm welcome to these twelfth commencement exercises of the Agawam High School. KARL BURNETT. To Ton Ptear Agawam At the twilight of the passing year, Our friendships hold and grow more dear. To them we cling as to our books, which bring Strange knowledge of the past. As we hear the golden bell of fancy Toll on the hours of toil, We leave the years of fun and frolic; And into master classes go. May thy creed of goodness help us; Deeds, and not words be our guide; And, as the dust of centuries brush us. May thy glory with us bide. VIVIAN E. CORDES.

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Y EAR BOOK 193 5 17 Annie Tinti 22 King St., N. Agawam “Ann” “She works hard and she gets there. Glee Club 1 3; French Club 3 4 ; Dramatic Club 4; Usher 3; Gym Exhibition 1; Prom Committee; Camera Club 4. Vice President 4; Class Contest Play 4; Cabaret Committee. Merrill Tisdell 138 Walnut St., N. Agawam “Puffy” “I wean just what I say, nothing wore or less.” Sophomore Party Committee; Hi-Y 3; Student Council 2 3 4, President 4. Treasurer 3: Year Hook Committee. Editor; Glee Club 1 2 3 4; Operetta 4; Basketball 1-2 3 4, Captain 3; Baseball I-2-3-4, Captain 3; Prom Committee; Football 12 3 -4, Captain 4; Assistant Treasurer of Class 3 4; Cabaret Committee; Camera Club 3; Christmas Play 1; Class Contest Play 4: Kid Party Committee; Senior Banquet Committee; Student Council Dance 3 -4; Speaking Contest 3. Belinda Vandersingel Southwick St., Feeding Hills “Lindy” “When love and skill 'work together, expect a masterpiece. Sophomore Party Committee: Student Council 4: Stamp Club 3; Art Club 1 2 3 4; Commercial Contest 3: Glee Club 2 3-4: Mirror Staff 3; French Club 1 2 3 4; Dramatic Club 4; Tri-Hi 4; Basketball 2-3; Prom Committee; Cabaret Com- mittee; Senior Play; Camera Club 3; Class Contest Play 4; Class Color Committee; Hockev 4; Class Prophecv; Usher 3-4. Ethelyn White 150 Walnut St., X. Agawam “Small hut straightforward and well-liked.” Tri-Hi 4; Usher 3. Constance Lavoie Witheridgc St., Feeding Hills “Connie” “ Books are the ever-burning lamps of accumulated wisdom. Motto Committee; Commercial Contest 3; Pro Merito: Dramatic Club 4; Tri-Hi 4; Usher 3 4; Prom Committee; Cabaret Committee: Operetta. Mildred Neill 640 Springfield St., Feeding Hills “Millie” “ Her voice was rarely heard. Glee Club 1 2 3 4; Tri-Hi 4; Hockey 1-4; Basketball 1; Gym Exhibition 1.

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Y E A R B 0 0 K 19 3 5 19 The Oration This year commemorates the three hundredth anniversary of the establishment of the secondary education movement in America. In 1635 our forefathers founded at Boston the first free public high school in America the Boston Latin School. They had scarcely become settled in the new world before they began to think about the education of their children. This first movement for the establishment of secondary education spread so rapidly that by the close of the colonial period some provision for high school training had been made in all the colonies. The years rolled by and these thirteen then practically insignificant colonics developed into one of the world’s greatest and most formidable nations. Our country rapidly expanded—over the Alleghanies; across the Mississippi alley and rolling prairies; over the Rockies to the Pacific coast. And the system of secondary education followed closely on the heels of westward expansion. From this humble start in Boston in 1635 has grown the great American high school system of today. Necessary changes have been made to meet the demands of the social and industrial world. Curriculums have been reorganized, new courses introduced, instructional materials bettered and facilities improved; all as a result of the phcnominal growth of the country. The enrollment has increased tremendously. In 1880 there were 110,(XX) enrolled in high schools or only about 2.8 per cent of the population between the ages of thirteen andseventeen. In 1932 the enrollment was over five million or over 50per cent of this population. Between the years of 1910 and 1930 the high school grew eight times as fast as the population of our country. This is indeed then a memorable event which we celebrate this year; the three hundredth anni- versary of one of America’s greatest institutions. Today, educating our children is one of our nation’s few billion dollar projects. The question has quite naturally arisen as to whether the benefits derived from this seemingly expensive enter- prise justifies the huge expenditure. Isn’t the elementary school sufficient? These are good questions but they are not difficult to answer in a democracy. The elementary schools instruct the children in the fundamental skills—reading, writing and arithmetic—and merely introduce them to the complex structure of the everyday world. They learn that our country is ruled by a form of democratic government but they do not realize how or why it is governed in this manner. These children have only read the first chapter of the voluminous book of knowledge. At this stage of education their minds are pliable and are dependent upon the training and guidance which follows. Also, the elementary school cares for the youth of America only between the ages of five and eleven or twelve. What can a child of this age do cither outside or within the home? Me is inadequate both socially and vocationally. It would be tragic to sever the child’s education at this point because he is not prepared; he has got only the first insight into learning. The high school is the place for these children. In the present set-up of society there is no better place for a child of this age than in the high school. There is no place for him at home; there is no place for him in the economic woild. A decade or so ago a child leaving school early would either be absorbed in the work-a-day world or enter into an apprenticeship under some master tradesman and learn a trade. But now this cannot be done. Laws in most states prohibit child labor and there is no longer a system of apprenticeship. Thus the youth is left to roam the streets and drift into bad practices. The high school is one of the most important institutions in America. Think what it covers; first, building health; second, worthy home membership; third, mastery of fundamental processes: fourth, proper use of leisure time; fifth, training in citizenship;sixth, ethical training; and seventh, guidance into vocations. These are often listed as the seven cardinal principles of education. It is the training that will develop fine respectable citizens, fully equipped to face life. Some of these aims of the high school may need a word of explanation or, perhaps, for the skeptical, a bit of proof. A good portion of the school’s time is devoted toward the building of health. Through the various athletic games and physical education classes the value of team work, clean play and system-