Girls Latin School - Liber Annalis Yearbook (Boston, MA)

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Mine was delightful, yes, delightful, murmured Dormouse in his sleep. But not quite as delightful, Alice answered, as the entertainment presented by Mistress of Ceremonies, Catherine Vakarg chairman, Joy Dorfman, and co- chairman Muriel Goldberg. Why, Hatter, there was even a pantomime, 'The Miracle of St. Nicholas,' with the singing all in French. The Hatter's eyes popped at this. The applause for directress, Katherine Welch, leadingj lady, Mary Clifford, and the players sounded like a hundred much- nesses falling on the moon - oh, dear, did I say that - mother will never recognize me when I get home. Well, to get back to the tea - there was music, too. Such artists as Barbara Lomax, Abigail Caplan, and Helen Lelecas, three piano virtuososg Charlotte Rothberg and Esta Greenberg, delightful duetersg Barbara Smythe, Estelle Berman, Barbara Enman and Joy Dorfman, quartet, were on the program. And, Dor- mouse CDormouse yawned in acknowledg- mentl, there was story telling, too. The stories of Saint Nick were told in a won- derfully Christmasy way by Lois Carlisle, Elizabeth Hoag, and Barbara Mahoney. S., rfb! O04 GOV qs By this time Dormouse was almost awake, and between pinches from the March Hare and the Mad Hatter was able to re- mark, But you can't feast on entertain- ment alone, can you, my friends? Hatter and March Hare were just about to nod their heads in agreement when Alice exclaimed, Why then, Sybil Green is just the person you would have appre- ciated. With the help of busy committee girls, Barbara Shafran, Irene Weiner, Joanne Prives, Barbara Reisner, Cynthia Marks, Esta Greenberg and Sandra Rowe, she made dainties Iit for the Red Queen. There were multi-colored and multi-flavored hors-d'oeuvres, the fanciest of cakes and cookies, and steaming hot wassail, the pun- gentest and spiciest drink I ever tasted. And pleasantest of all, there was a warm and gay feeling and everyone looked, oh, so pretty. Thanks for your hospitality but I guess I'll go back to Latin School. Alice sweetly curtsied and twirled away. The Dormouse fell asleep and slipped under the table and the Hatter shouted for them to move on to the next place in hopes that he'd find some hors-d'oeuvres there. PR fi f x! Q D 1 kd ,iff N I Q 7' f , , -'L 9: i, . ' Q1 ,,'f 9 Kgs. e u f,, E351

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65,661 Qarty Well, said Alice turning to her hosts after the tea had been poured, this has been a lovely tea party, but nothing, abso- lutely nothing, compared to the one I went to last week. Humph, said the Hatter and March Hare in one breath. Ditto, squealed the Dormouse. Alice paid no attention to them. Why, that Christmas tea that the Girls' Latil School seniors had for their teachers was just so much fun - and oh, so grown-up! Alice hopped up and down, bobbing her fair hair with glowing satisfaction. The Hatter's curiosity was beginning to be aroused, but not wishing to show it, he pulled out his day-telling watch, which had stopped the Monday before, and asked Alice what day it was. Let's see, it was on December 14, a Friday afternoon, at 2.3O. That wasn't what I - But Alice continued. And you should have seen the pretty invitations and cor- sages the teachers had. They were made by Irene Roman, Grace Kiley, Daphne Riska, and Leila Kirshen. The male teachers had the tinkliest little silver bell corsages ever seen this side of tomorrow. At this, the March Ha-re, who loved anything that made noise, took notice, and gruflly ventured, S' that all? - no decora- tions? Oh, but wait till I finish, Alice ex- claimed. The Statue of Minerva, you know, the one on the platform, was con- verted into jolly Old Saint Nick himself, with flowing robe and beard, and merry eyes - all artistically planned by Daphne Riska and Leila Kirshenf' At the mem- ory of the gay decorations, Alice's eyes twinkled, too. The Mad Hatter couldn't control his interested self any longer, trying to be very casual, he said, A tea party without stories is as mitfizzing as those which Dormouse tells. Mitfizzing - thaL's a new word I picked up - found it in the bottom of a well -- must use it. Well, speak up. What about the stories? And with this, he turned away from Alice and poured hot tea on Dormouse's nose to wake him up. -,.. A E341

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Glass Essay SOME HUMAN VALUES IN A CLASSICAL EDUCATION In the labyrinth of reconversion the thread which will lead man from bewilderment to clear thinking is education. It is the magical word pointing the road to world harmony. Everywhere educators are seeking to discover what type of high school as well as college education will best produce a people fitted to face the problems of a complex civilization. An important group of these educators is the Harvard Committee, who in its report on General Edu- cation in a Free Society explains education as not merely the imparting of knowledge but the cultivation of certain aptitudes and attitudes in the mind of the young . . . Education looks both to the nature of knowledge and to the good of man in society . . . Education should aim at the good man, the good citizen, and the useful man. That such an aim is not new can be proved by recalling the purpose of education as set forth by Thomas Jefferson. He believed the purpose of education to be: To form the statesmen, legislators, and judges, on whom public prosperity and individual happiness are so much to depend, To expound the principles and structure of government, the laws which regulate the intercourse of nations, those formed municipally for our own govern- ment, and a sound spirit of legislation, which, banishing all arbitrary and unnecessary restraint on individual action, shall leave us free to do whatever does not violate the equal rights of anotherg To harmonize and promote the interests of agriculture, manufacture, and commerce, and by well-informed views of political economy to give a free scope to the public industryg To develop the reasoning faculties of our youth, enlarge their minds, cultivate their morals, and instill into them the precepts of virtue and order: To enlighten them with mathematical and physical sciences, which advance the arts and administer to the health, the subsistence, and comforts of human life: And, generally, to form them to habits of reflection and correct action rendering them examples of virtue to others, and of happiness within them- selves. How has our Latin school course helped us to meet these aims of education? It has acquainted us with the past through our study of the history of ancient peoples. Egypt, Babylonia, Assyria, Persia, Phoenicia, Palestine, Greece, and Rome have all had lessons to teach us which will make us better and more useful citizens. After studying the contributions of these people to the art, archi- tecture, literature, religion, philosophy, and sciences of the world, youth cannot help realizing the values of every race in building the world and tearing it down. l36l