Agawam High School - Sachem Yearbook (Agawam, MA)

Page 22 text:

20 A G A W A M II I G H SCHOOL atic physical training is realized. The biology and hygiene classes point the way to clean life and energetic, healthy bodies. A supervisory medical clinic is maintained, watching over the students for symptoms of contagious and infectious diseases, and to care for the minor ailments. The health building program is one of the high school’s important benefits to both the students,and the com- munity it serves. Training in the profitable use of leisure time is another valuable objective of the secondary school. Participation in the clubs, athletic teams, and other extra-curricula activities provide the students with interests, and hobbies for spare time.Outside assignments, and special projects stimu- late new ways of leisure time occupation. By contrasting the common characteristics and differences of people and civilizations with ours, the students are forced to realize the advantage of a high standard of life. Traditions of free speech, a religious freedom, formulas and pi incipies of democracy, and problems of life both rural and urban are taught, training each student to step into his niche in life and help to make this great country a finer and a happier place to live in. The government of our country depends on an enlightened citizenry. An illiterate nation cannot be governed by a democratic government; if attempted, anarchy will result. The aristocracies of old Europe arc crumbling into insignificance as the once loyal subjects of the kings are becoming educated. Therefore, the governmental status of the United States demands that our posterity be educated—especially along civic and social lines. The high school offers this education; it develops social unity, and integration. The primary objective of the modern high school is to develop character. There is character training in the whole set-up of the institution. The social contact of the students, both within the school and with neighboring schools is an important means of promoting the development of charac- ter and culture. Within the school they face a most powerful influence, instrumental in building character—public opinion. Special emphasis is given in the literature classes on charactei analysis. Student organizations such as the Student Council, and Leaders’Club stimulate desirable character- istics in students. The athletic program makes a noteworthy contribution in this field. Character education is the chief consideration of education today and is bound to receive increased attention in the school program. The part of the high school’s program devoted to the guidance of pupils is of vital importance. In this age of great diversification in industry and professions, boys and girls are confronted with a difficult task in selecting a life’s work. A student having finished elementary school has become only partially acquainted with these many fields of endeavor and as a result his mind is in a state of bewilderment. If he secs some famed aviator doing stunt flying he becomes determined to be another Jimmy Doolittle or Wiley Post without knowing what such a vocation entails. If he left school at this early age, he would pick up the first job he found, which in many cases would be a blind alley- job. Thus, his natural aptitudes would be wasted. The modern high school discovers the student’s powers, interests, aptitudes, and capacities and guides the student accordingly. There is the commer- cial department for those interested in business. The agiicultural division presents an excellent chance for students interested in farm work and farm management. A liberal education is offered the rest of the students which includes advance study of English, music, art, mathematics, science, history, elementary courses in foreign languages, dramatics, domestic science, manual arts, and economics, plus many extra-curricula activities a sound, varied education offered for those intending to further their knowledge at higher schools of learning. The high school presents a course of study meant to discover and develop the student’s capacities and guide him into a happyr and effective adult career. So in these difficult times of our country; in these times of strict economy and gloom}' forecast; let us not forget that people have struggled through depressions before and have come through with a confident spirit, and an unfaltering determination to carry on the American traditions. Let us do the same. The light of prosperity cannot be far off. We must attack these obstacles confront- ing us in an intelligent manner. And let us not forget, in these times, that the high school must have the conscientious cooperation of all citizens. It survives and evolves on their loyal support and interest. KARL BURNETT.

Page 21 text:

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-

Page 23 text:

YEAR BOO K 1935 21 Qlass History Time: 1945. Place: A. H. S. Radio Station. (On the right side of the stage a person appears bearing a sign reading 1945 and on the left side another person with a sign reading A. H. S. Radio Station.) Announcer: Ronald King. Mistress of Ceremonies: Myrtle French. Master of Ceremonies: Julio Alvigini. Announcer: Good evening Folks. Tonight we have a great treat in store for you. 'Phis year the graduating class of 1935 celebrates their tenth anniversary by inaugurating the new radio station of the Agawam High School. For this great occasion we have with us the well-known Master of Ceremonies, Julio Alvigini. I will now turn the program over to (The announcer turns to Julio, who bows in acknowledge ledgement) Julio Alvigini. Master of Ceremonies: Thank you, Ronald. Ladies and gentlemen: I am glad to have this opportunity to be with you tonight on this anniversary program. This evening we are going to outline briefly the main events in the history of the class of ’35. On October 2, 1931, a class meeting was held with Creighton Abrams, a member of the Student Council presiding. The following officers were elected: President, Richard Ross; Vice President, Anita Goyette; Secretary, Bertha Cesan; Treasurer, Harlan Atwood. The Student Council members for that year were Geraldine Rising and John Schutt. We will now be favored by a solo by Walter Kellogg, who was a prominent member of the high school orchestra. Announcer: Time Marches On! Master of Ceremonies: After enjoying our summer vacation, we returned to school for our second year. During a class meeting led by Anita Goyette, the following class officers were elected: President, Karl Burnett; Vice-President, Anita Goyette; Secretary, Bertha Cesan; 'Treasurer, Harlan Atwood. The Student Council members were Geraldine Rising and Merrill Tisdcl. On March 17, the Sophomore Class held a St. Patrick’s Day party, which was enjoyed by all those who attended. Announcer: Time Marches On! Master of Ceremonies: The class officers of the Junior year were: President, Karl Burnett; Vice-President, Eleanor Kent; Secretary. Bertha Cesan; 'Treasurer, Harlan Atwood. Due to the enlargement of the Student Council, the Junior Class was allowed six representatives; namely: Marion Roberts, Geraldine Ris- ing, Karl Burnett, Merrill 'Tisdcl, Alvin Kellogg, and Julio Alvigini. This year held in store many activities for its members, the first being the Junior Cabaret which was held November 3. The chairman of the various committees were Barbara Phelps, Belinda Vandcrsingel, Vivian Cordes, Geraldine Rising, Marion Roberts, Eleanor Kent and Harlan Atwood. This event proved a great success. The annual operetta that year was H. M. S. Pinafore which was presented on November 24, with Everett Farrell of the class of ’35 in the leading role. Now we will hear a selection from this operetta sung by Everett Farrell.