Dexter High School - Signet Yearbook (Dexter, ME)

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EDITORI AL BOARD lst row I Xlgue NI all 2nd row R Dudlex NI Bnewstel -X Ilxchler B Hurd VI Johnson G Goulette P Dyer J Otto T T111 on 3rd row R Patten K Otto IN Nlountam A Plge G Blown, C Crosby R Getchell Vl St1out,I Farrar EDITORIALS Chlrles Cro ln Edltol ln Chlef PHE XNIERIC KN XXIS The attentlon of the world CLllI'QI'ltlW be mg focused on the Germxn Italo Axls brlnpgs to my mlnd a posslble alllance m Amerlcan lxvmg, whleh mxght be dexeloped to the betterment of Al11f.I'1L 1 s e lue 1t1on1l program On the suxfaee thls would ap tween student and teachel Much tudy and effort hawe been put into .lIIOdlflLll xerslons of this plan 1n recent xears As a 1esult student gm ernment and hlgh sehool p0lltlC5 haxe been ste 111115, ad xanelng Many forms of studentfieulty eo operaatlon haxe been att mpted the ma Jorltx be-mg successful Howexer therel a shade of dlfference ln the t5 pe of alllancc whlch I would adxocate The prex alent forms of schola tlc 3SSOCl3 tlons and student counclls are local or gamzatlons combatlng local dlstulbances Thomas T1l1son AS19t'lIlll and olung loe 11 problems I would lecom mend a natlonal orgamzatlon which would use the Amerlcan educatlonal system as a means of promulgatmg a wldesplead m telhgent undelstandmg of European affaxrs Onlx by the close cooperatlon of such a student teacher organlzatlon could suitable results be effeeted In lfexmmx and Italy toda5 school ehll dlen are bemg allied wlth thelr elders ln the study of Illllltdly taetlcs There IS un questxonably m mtense elesne xmong the e chlldren to learn the m11xtarS technlque of thelr respectlve countrles Should we de xelop among Ameucan school chlldren thls same burnmff deslre for alllance wlth then teache1s ln the common dlscusslons of would exents we mlght not make the world safe for demoeracx but we would certaxnly make ClClllOLl21CV safe fo1 ATIIQIICB VS arren Strout '39 V Y' , , , . , 1 . C . V V ., V. . 'Q , , , , . l, 1 . , , 1 . 1 e , . , 1 , 1 , , , . , . , . S . ' V 1 ' ' 1 . . V , . , . V - V .. , 1 . . ,, , . , , , 7 I . r V . . 1 . . , , ' V1 v ' n I . 5 4 1 4 .V. 4 '. 5 N , - - . , 1 .5 1 4 ' 1 Y ' ' 1. V' 4 1 . 1 1 1 . 5 'Z . ' - Y l . - - . I . V . . Y ' ' - 1 .h , V ' - 9 . . 1 . . I ' 1'. ' ' r ' - r 1 ' 1 1 - 'z '1' If 'z z ' ' . ' L - if 1 I ' r . I , , , 1 pear to be merely a closer l'QlZ1f.lOl l5hlp be- V 5 'l ' A 1 '. 4 m K A 1 s ' . ' X C ' ' . X v .T , L , L - v , ' . ' V 5 1 V . . . .,. , . , 1 - 1 P s A A ' 9 V . - . . . . V 1 X ' h 3 V 11 12 V , D ' I . . lg 1 ' - h ' x 4 l V 9 X 1 I ' . . . . .5 nv 'I ' I 7 S . b . 1 , -1 I i ' I ' , ' 1 1 . 1 I V , V ' V , . V V -, - - ' .. ' 5' ' - - '

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SCHOOL DIRECTORY Faculty Mr Harry A Blake PI'1IlC1p2.1 Mathemat 1cs Sclence Mr Quentm Sprague Sub Master Coach, Mathematlcs Scxence Mrs IJOIS T Blake Enghsh Hlstory Mr MRXIHB Sprague Englxsh Mrs Ruth Slater French Enghsh M1ss Emlly Candage Latm H1sto1y Com merclal Geography Natural Sclence Mrs Hazel Wh1tmore Typewrltlng Short hand Offlce Plactlce Buslness Sclence Commerclal Law MISS Hazel Champeon Llbrarlan M1ss Sarah Llttlefield Domestlc SCIENCE Mr Fredeuck J Qu1gley Manual Tra1n1ng Mrs Helen Parsons Dramatlcs Mrs MaryC Smart Music D1 H E Whalen School Physlclan MISS Paulme Charbonneau R N School Nurse Senlor Class Preslclent-John Clark Vice Presldent MHIJOFIO Greene Secretary and Treasurer Arlme Mlschler Junlor Class Pres1dent Gerald Brown Vxce Presldent Ida Slelght Secretary and Treasurer Pauhne Roberts Sophomore Class Presldent Omal Annaxre V1ce Pres1dent Gardner Salxsbury Secretary and Treasuner Nhna Goulette Presxdent-Janlce Dorr Vlce Presldent Anna Crouse Secretary Ins Dulac Treasurer Evelyn Hmton Enrollment Senlors J umors Sophomox es F1 eshmen Post G1 aduatcs 246 s. - Miss .Florence E. Palmer-TBookkeeping, Freshman Class . , . . . 50 ' 54 L51 ' 56 ' . 77 a hu 1 ' . 9

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THE SIGN ET REVERSE THE PROCESS The assrgnment rs to wrrte an edrtorral VS hat shall I wrrte about No subject comes to nrt mrnd now, so I thrnk Ill leaxe rt untrl to nrght But there rs a subject' puttrng necessary tasks off untrl later the wav we are all lrkelx to do How often we, as hrgh school students see thrs done, how often we are gurltw our selxes' We have a theme to wrrte or a book to read, but we let rt go untrl the latest possrble moment and then more often than not when the teacher says Are Xou prepared the answer rs I hare only a lrttle more to do I wonder why we do rt The first and foremost answer rs we are lazy We drslrke makrng the effort of startrng rn to do our task Students do th easrer lessons first then the ones they lrke to do, and then rf there rs trme the harder ones Thrs not only happens rn hrgh school work but rn every day lrfe Jobs are lost because people fall to do therr duty Accr dents occur because people neglect to have everythrng prepared and rn shape These delayed assrgnments lost Jobs and costly aecrdents could be prevented f people would learn to do the harder and duller tasks first, then the easrer, pleasanter ones The trme to learn thrs rs the present Why not make rt a matter of prrde to have everything prepared and finrshed before that last moment of grace whrch to us as students rs the two nrrnutes between bells? Let s rex erse the process let s do the hard er assrgnments then the ea rer, and then the pleasanter ones 'Hur rel Brrggs 39 THE 'tl XNLFACTLRING OF XNOOLEN CLOTH It rs a sad fact, but a true one that the textrle towns around Devter are no places for young people to trx to find work Stu dents graduatrng from hrgh ehools and eolleges wantrng enrplox nrent find rt neeessarx to go to other towns and apply for Job rn other krnds of work The manufacturrng of cloth espeqrally woolen cloth, rn Amerrca has steadrly de creased rn the last decade Thrs decrease was caused perhaps bx the hard trme but hard trmes or not the sale of woolen goods would pr obablx be low People todax dont bux woolen clothrng The women especlallx bux srlk and cotton dresse hardlx erer do ther wear dresses nrade of woolen cloth The men prefer to wear slack made of cotton or gabardrne and men also are not buxrng so mam surts 'rs thex haxe rn the past Just as an example take the Prrnceton boxs The new fad at Prrneeton seems to be the wearrng of whrte cotton so crlled beer surt Now rf one school starts a fad lrke thrs others are sure to follow rt and get sornethrng along, thrs same lme to wefrr One can readrly see what thrs means to the woolen rndustry Perhaps before long woolen clothrng wrll come back but untrl rt does the woolen mrlls wrll not be very prosperous Wrllram lVIounta1n 39 GETTING SOMETHING FOR NOTHING' Its human nature for people to want to get somethrng for nothrng' Each and every one of us hate thrs desrre although perhaps unconscrously Thrs trart rs evr dent rn school work Jrnrmy Cole, haxrng been assrgned an examrnatron on a par trcular subJeet for the followrng day, doesn't study He saxs to hrmself Oh well to heck wrth studyrng Smartre Jones srts rn front of me and I can t ke a glance at hrs paper now and then Jrnrmx passes the test Gettrng somethrng for nothrngo les but he rs reallx cheatrng, hrmself -knother srmrlar example max be shown by a graduate who recerx es hrs drplorrra on graduatron day but who rn all four yerrs has Just made the followrng class by .r harr so to speak He has hrs drplonrr ye but rt r only a preee of p rper to hrrn when rt should sxmbolrze reeorrrplrshrnent by at reast some hard work He got hrs drplornr for nothrng true but when he r rnterxrew ed by a prospeetrxe employer the poor re ports of hrs selrool dns may eause hrrrr a sad aw akenrng 4 . r . . . . V 4 . . V . - - r. . -, , V. V - . , - , . . - , V . V V r v - , ' v V . ' - . I . - ' ' V .' . , N. . . V 'r , . V , .. S, , .e e, , v V rl ' , V V - t ' . ' ' I S V V V V V V V ' . V ' V , ' ' , . I' 1 A' . . cf L' ' . ' .. ' V ' ' 1 ' V V r - V . V e r , ' ' ' r V ' .r 1 rs 7 .H ' ., , . . V . V ry ', ax V ' . , . ., V V . Q V . V V V l . ,, V V . . ,. I . r . . . .V . V VV V V . V V V V. ., r . . . VV .V V V . V xc . . D . . V , . . 7 7 . ' ' V V , r .V . V. V V A ,. . . , ., . ' V V VV 1 v r r . . V 1 -x V , V . - V ' ' - s . , V L V ' ' s . . . - - V v . U V . . v V . V - , , , . . -r . . . 'C , r, ' V rr 3 . 3 s , ' .e , . . A ' ' ' . ' V . ' ,. . ., . t -, ., A , V' '. V . V V V V V V Y . N . V . V , V V . '- ' . ' V V r VV . V . 1 V 1 A: V- ' . ' , V' .. V. V . ' A' ' rn V r '. , , . ' ' V VN v'- ' '- 'J 'y V .VV .VV L - S VV ., 2 , V V , 1 r' ' 5- ' .V V-V ' r 3 .. 'VV r . - r ' ' r V ' ', , V V V '. ' , J L , , .. . t . 1. r-rVfL-- ' V V . ' . , . , , ' .V', V . , , S ' - S ' 'I r ' - 'Vr r 'r r r- - V V A V. L. ly.. . V . r , ' 1 ' - .. V V . ' ,V