Hamilton High School - Hamiltonian Yearbook (South Hamilton, MA)

Text from Pages 1 - 36 of the 1934 volume:

GRADUATION ISSUE 1934 Published by the Students Hamilton High School SOUTH HAMILTON, MASS. of THE HAMIETONIAN THK HAMILTONIAN STAFF Literary Editor EDNA SPRAGUE Business Manai er EDNA PRESTON Athletic Be porter EDWARD LASKI Assistant Business Managers RUBY TREE THELMA MANN LAURA BAILEY I his miuiazine is (Icdicatcd “III honor of the best mothers that ever lived Our Mothers -- Class of I ' f.H The Hamiltonian 3 4 The Hamiltonian V aledictory HISTORY OF EDUCATION IN MASSACHUSETTS ' I ' ‘HE doors are open! We are about to go out into the world — some of us to higher educational institutions, some of us to positions in the business world. W hicbever the case may be, Hamilton High School has fitted us well for our future. I hose of us who intend to go on witli our education have received well organized training in Mathematics, Sciences, Lan- guages, Literature, and History which has formed a necessary foundation for ad- vanced education. Those who intend to enter positions in the commercial world have received efficient instruction and prac- tice in commercial subjects to fit tbem for such positions as the may achieve. In order to appreciate fully the means by which we reap the benefits of such well organized education, we should know something of our educational system, especially that of our own state which has been one of the leaders of progress in education in the United States since the beginning of the country. Let us begin with the founding of •Massachusetts Bay Colony. History says that nothing differentiates the men of Massachusetts Bay from other settlers more than their zeal to perpetuate educa- tion and enlarge their scope of intelligence. They were, in general, well informed men who understood and felt the value of edu- cation. Seven years after their arrival, the General Court of their colony had made appropriations for a school or college at New ’Eowne which is now Cambridge. In 1635, five years after the arrival of Governor AV inthrop, Massachusetts Bay Colony began to provide for tbe education of her youth. This same year Boston Latin (irammar School was established and the following year brought the opening of Harvard College. In 1642 the General Court of IMassa- chusetts issued the first rea l law for pro- vision of education of children, vesting the selectmen in every town with the power to take account of all parents and masters in regard to their children’s education. Each town was divided into sections — a sec- tion to each selectman, and each selectman was responsible for the families in his dis- trict. He must see that all children learn to ler.d, know tlie principles of religion, and the laws of the country. He must also see that each child be put to some useful work. The law also made it obligatory that parents w ' here schools were lacking should teach their children to read the English tongue. This brought into use the “Dame Schools” which were schools set up in the homes by women for teaching the elements of reading, spelling, writing, and arithmetic in return for a small fee. In 1647, the school law which is the foundation of IMassachusetts’ School Sys- tem of today was enacted by the General Court. This law reejuired each town of fifty families to maintain an elementary school and each town of one hundred families to maintain a secondary school. It also reijuired these schools to be, at least partially, supported by ta.xation. To the schools established in accordance with this law there were three drawbacks. First, there was no compulsion to attend school ; second, tuition fees could be collected only from those who could afford them ; third, the primary purpose of the schools was religious and the ' were closely allied with the church. Despite the presence of these disad antages, the enactment of the school laws of 1642 and 1647 laid out the basic principles upon which Massachusetts’ School History rests: — First, “The uni- crsal education of youth is essential to the well-being of the state.” Second, “The obli- gation to furnish this education rests pri- marily upon the parent.” Third, “The state has a right to enforce this obligation.” Fourth, “The state may fi.x a standard which shall determine the kind of educa- tion and the minimum amount.” Fifth, “Public money raised by general tax may be used to provide such education as the state requires.” Sixth, and last, “Educa- tion higher than the rudiments may be sup- plied by the state, and public expense must provide opportunity for youths to train for universities.” The Hamiltonian 5 All schools at this time were controlled hy the town. 1 he town voted to have the school, determined the grade of school, chose the master, fixed his compensation, inducted him into office, and arranged all details of school economy. In the early schools, the masters were very poorly paid ; their salaries in most cases, allowing a small sum for board, is estimated to have barely reached sixty or seventy dollars a full term. During the middle of the seventeenth century, many parents demanded free schools for their children. To some extent this demand was gratified, but most schools at this time required some tuition fee. As only the wealthy could afford fees for their children, this tended to develop class dis- tinction. Attempts to overcome this were made, and entirely tax-supported schools were established in order to induce chil- dren of all classes to attend school. This caused many to look upon free schools as charitable institutions; therefore, attend- ance was not complete in them. This caused a decline in school spirit in New England and approaching the eighteenth century, education went backward, we are told, and no further progress in establishing public schools was made until about 1735 when school districts began to appear. The towns were divided into districts and each district was allowed to draw its share of the school money to be spent as it liked. By 1789, the question of war had been removed and the old subject of popular education again came to the fore. Around this same period too, school dames were appointed and women teachers became more prominent in the schools. I ' his was due primarily to the fact that the towns absorbed into their public systems of edu- cation, the “dame” or “kitchen” schools, as they were called, which had existed since early colonial times. This same year a law was enacted which required teachers to be college or university graduates and to present a certificate of qualification and moral character from a minister or select- man from their own town. This law also provided for official supervision of schools either by ministers and selectmen or by a committee especially appointed for the pur- pose. All these so-called new practices had been in existence in many towns since 1647, hut now the law legalized them for the whole state. Up to this time, school houses and equip- ment were voluntarily provided for by contributions of tbe people but tins was remedied in 1800 when the power to tax was conferred upon the people of the school districts, and following this very naturally in 1817, districts were made corporations. This resulted in the passage of a law in 1827 requiring each district to choose a committeeman who should select teachers and have care of the school and property in his district. The first city superintendent of schools was apponted in Springfield, A I assachusetts in 1840. In 1821 Boston established the first pub- lic high school in the United States and in 1825 it established one for girls. By 1827 a law in this state required towns of a certain size to establish free schools. Few towns acted upon this, however, until Horace Mann became secretary of the Board of Education. The early high schools were not so closely related to the elementary as our high schools of today; one did not pass through seven or eight so-called “grades” of elementary school and then enter high school. For a long time the high school was a selective school in that admission requirements were such as to exclude all but the more competent. Gradually the public high schools became upward ex- tensions of the elementary schools and one who had satisfactorily completed the latter could enter high school. The grading system was not developed until the latter part of the nineteenth century and high schools were not particularly numerous until then. In 1873 the state authorized the towns to own books and equipment and loan them to pupils, and in 1884, this was made a law and all sch(X)l books and equipment were free to children in all grades of public schools. Let us leave the public schools at this time and consider a vital factor in the growth of education in Massachusetts, the growth of the academies. I ' he academy was really a creation of the Revolutionary- War, although the first academy in Massa- chusetts was established in 1763 when Wil- liam Dummer of Boston died and be- cpieathed his mansion and farm to be made 6 The Hamiltonian into a school for the education of boys. Phillips Academ - was established in Andover in 1778, and numerous others soon followed. By 1826 there were twenty-six incorporated academies in the state, d ' here was a fjood deal of competition between hijjh schools and academies because both trained students preparinff for college in Latin and Greek. After the Civi 1 War, when the public high school’s popularitv was intensified, the academies’ pace of pro- gress slackened. In 1839 the first state normal school was established in Lexington, Massachu- setts but it eventually failed because of lack of financial support ; three others were opened within the next few years. A tre- mendous fight for the maintaining of these tax-supported normal schools was waged in the state legislature. Horace M ann and other leaders of universal education finalh won and, by this victory, one of the worst set-backs in educational progress was avoided because it was tbrougb these nor- mal schools that Horace .Mann spread his plans for education. After the Revival of Education in the nineteenth century, a great improvement was stimulated in public education by the opening of public schools to girls as well as boys, the classification of schools into primary, grammar, and high school divisions, compulsory attendance, the introduction of manual training in schools, authorization by the state for establishing industrial schools, and the introduction of home economics in high school. Besides our great system of elementary and high schools, iMassachusetts has scores of higher institutions of learning in her manv colleges and universities. I here is the Massachusetts Agricultural College ( now M assachusetts State College) which was founded in 1821 for the completion of courses in agricidture. Massachusetts has no state university although some educa- tional leader claim that the Massachusetts State Agricultural College should be rated as such. State normal schools have grad- uallv advanced their educational standards until they have earned from the Massa- chusetts legislature the title of State Col- leges. d ' hese institutions were at first free to pupils but now a nominal tuition fee is charged. (jiadually and steadilv has the Massa- chusetts educational system improved until it is now one of the finest in the country. We now have well ventilated, well lighted, and well equipped buildings. Be- sides regular classrooms, buildings are pro- vided with gymnasiums, playgrounds, and well equipped manual-training and home- economics rooms. By the law requiring the provision of free textbooks, careful attention and supervision of our textbooks is exercised by the state to see that proper and modern texts are used. In our high schools, there are college courses preparing pupils for entrance to higher scholastic institutions, commercial courses preparing girls and boys to take their part in the world of commerce, as well as the general courses. Then too, we have trade courses in many of our schools today where pupils, not inclined to the scholastic type of work, ma}’ learn a trade or some art in the well equipped trade divisions. Every student should know thoroughly the construction and use of his language; therefore, the state of Massa- chusetts has required Ivnglish to be taugbt in all its schools. As it is desirable to have all students know the general history of their country. United States History is now also a required subject. The authori- ties of education in .Massachusetts have recently recognized the need of physical development and exercise for the students — for if the body is not well the mind can- not function properly. As a result, physical education is now required in all schools. ' Ehe state also supervises the health of students by having school clinics, school nurses, and physical examinations of pupils at stated intervals, d ' he student’s appre- ciation of Classical Arts is developed bv having elective subjects such as M usic Ap- pr eciation, Drawing, Art Appreciation, and .Mythology. 1 hen there are the extra-curricula ac- ti ities. In many schools, clubs are organ- ized under the supervision of teachers for the widening of the general knowledge of the pupil. There are the school get- togethers” such as the Junior Promenades, Senior Receptions, and the general social activities which tend to increase good feel- ing, cooperation and sociability among the (Continued on page 22) The Hamiltonian 7 “STUDENT COUNCIL Readiru) from left to right: Hack row, William Kelisle, Gordon McCullock, Lawrence Lamson, Principal Roland V ' . Payne. Second row, Gordon Vaughn, Louise Moulton, George Sprague, Alice Maddern, Gordon McRae, Minnie Wetson. First row, Catherine Cracknell, Sec.; Robert Smith, Vice-Pres. ; Dorothy Greeley, Pres.; Kenneth McRae, Betty Ann Beal, William Smith. Student Council Report ' ' HE Student Council was organ- ized in September, 1934, and met on alternating Wednesdays throughout the school year. Each Junior high class had one representative, while the Senior high classes were allowed two represen- tatives in the council. After each meeting a report of the business was carried back to the classes by their representatives. This was done so that each member of the high school would know the discus- sions carried on during the meetings. A social committee was organized by the president which consisted of three members of the Student Coun- cil Board : L. Lamson, L. Moulton, and C. Cracknell. This committee had charge of regulating social ac- tivities of the high school. The members of the council wish to express their appreciation to, the officers for having carried out their duties so successfully. — C. Cracknell. 8 The Hamiltonian Horace Mann T onight wc shall receive our diplomas, •symbols of our having arrived at the goal to which we have been striving through our years in the Hamilton schools. Such an achievement is due, to a great extent, to the untiring efforts of Horace -Mann in the interest of education in the U nited States and particularly in the com- monwealth of Massachusetts. d ' he history of education in the United States during the first half of the 19th cen- tury is chiefly a series of biographies of a few leaders laboring in the behalf of the nation’s posterity and its education. As is generally the case, these leaders were laughed at and condemned as impractical dreamers, d he most prominent, and recog- nized as chief among them all because of his actual achievements and the extent of his influence, is Horace Mann. This great educator was born in Frank- lin, .Massachusetts, in 1796, of poverty- stricken and poorly educated parents but ones who possessed sterling characters and imparted to their children high ideals and habits of industrv. .M ann received ver ’ little education as a outh except for the preliminaries then available in the meager district schools; but the superiority of his mental gifts and his commendable character, was revealed in his determination to attain an education. After many bo hood privations, he worked hard under the able tutelage of a college preparatory teacher and entered Brown University at the age of twent . He was a brilliant student throughout his scholastic career and was graduated at the head of his class. All his youth, he was in- flamed with the desire to aid mankind and to instill in all citizens the longing for ed ucation. After his graduation in IS 19 and having passed the .Ma ssachusetts’ bar examinations, he entered a law office where he practised successfully approximately fourteen tears, until he embarked on his career as an edu- cator. He had extraordinary success in the law profession probably due to his natural abilities and the scrupulous care with which he prepared and tried his cases. He always lived by the inflexible rule, “Never to un- dertake any cause which you do not be- lieve right.’’ ffaving proved his capabilities as a public speaker and a statesman, con- cerned with the interests of the common people, he was elected to the .Massachusetts State Legislature; first in the House, then in the Senate, and, as president of the latter body, he signed the epoch-making educa- tion bill which became a law, providing for a State Hoard of Education. Ehis board was to consist of the governor, lieutenant governor, and eight citizens to be appointed by the former. It impowered the board to appoint a secretary to make annual reports to the State Legislature. Horace Mann was selected as its first secretary in which position he served for twelve years with effectiveness and distinc- tion. He considered the new position one of importance and value and one in which he could devote himself to the welfare of man- kind, namely the education of the youth of the land. After accepting the post, he gave up his law books and office and abandoned the legal profession. He saw in this secre- taryship a means by which he could appease that burning desire of his to benefit humani- ty, and to render wide and conspicuous service to the cause of education in this country. ' I ' hat Horace .Mann should aban- don his profession at forty-one years of age to accept the secretaryship of the nascent Hoard of Education proves that his yearn- ing to develop and promote education was the uppermost objective of his life. Ehe educational situation confronting the new secretarv offered ample scope for his many talents. It was extremely neces- sary to arouse popular enthusiasm for edu- cation and, with this purpose in mind, he organized annual conventions in ever ’ county for school teachers, officials, and the public. At first these conventions proved to be of no especial interest but they did help to educate public opinion to some extent. .Mann made out annual reports to the state which were the most effective instru- ments in reaching and influencing the pub- lic in education. ’Ehe first year he inaugu- rated meetings for the teachers of Boston where lectures were delivered and discus- The Hamiltonian 9 sions held on educational subjects. He stronjil) advocated and urged schools for the education and training of teachers. After much debate, the establishment of State .Normal Schools was accomplished. ' I ' he founding of these schools is the fore- most educational service of Horace Mann to state and nation. Mann made many tours of the state and delivered lectures and wrote reports to arouse popular interest in the promotion of public schools. I ' he school system which had been established and legalized in 17S9 was ver ' inadequate. I ' he well-to-do class- es regarded the public schools with con- tempt and sent their offspring to private schools and academies. This attitude af- fected the school system, causing short terms, dilapidated buildings, untrained and underpaid teachers, and obsolete pedagogi- cal methods. One third of the children of the state were absolutely without any edu- cational opportunities while one si.xth were being taught in private institutions. Mr. .M aim set out to remedy these conditions. The results of this great man’s efforts were remarkable. Salaries were raised, school terms lengthened, money appropriated for better schools and equipment, and more children were given the opportunit ’ for free education. He started the high school law in 1827 which provided for higher edu- cation. ' I ' his resulted in about fifty new high schools being established during his secretaryship. He introduced new and bet- ter ways of teaching and better training for instructors. It was inevitable that Mann’s aggressive efforts should sooner or later arouse bitter opposition. There was much denomination- al feeling in those days and many attacked the Hoard of Education and charged them with creating a Godless system in the schools. Some opposed reading the Bible, and others demanded that religion be taught as it was essential to the character development of the youthful minds. ' I ' he controversy was on, and, after many vigor- ous sectarian attacks, Mann won a final victory of great importance for .Massachu- setts and for the entire country. It was finally decided that sectarian instruction should be excluded from the public schools; however, the Bible continued to be read as, it was stated, this was a non-sectarian book. ' I ' his i]uestion is still in debate to-day. In 1843, Horace Mann sailed for a five months trip to Europe for the purpose of discovering what America might learn from the European schools. He studied many systems minutelt’ and returned to the United States, embodying his observations and conclusions in his famous seventh An- nual Report to the Board. But his high commemiation of the German schools vexed the Boston school masters, who thought .Mann was slandering them, their training, and their methods. A sarcastic controversy ensued between Mann and the school- teachers. Horace Mann made an attack on the school masters’ principles, summing up in three propositions his code for discipline: Eirst, it is the state’s duty to adopt measures for qualifying teachers. Secoml, that the school committee allow only the very best of teachers to procure positions in their schools and third, that school masters, in governing their schools, e.xhaust all the higher motives and agencies they can com- mand for disciplinary cases; hut, if these fail, then resort to corporal punishment only as the supplement of all the rest. ' Ehis dispute attracted much attention and made a deep impression on the public mind and had much to do with fixing Horace Mann’s place in educational history. Ehe champion of the new regime had met the champions of the old and had overthrown them in the arena of public debate. As Horace Mann was victorious, the controversy led to direct and beneficial results in the Boston schools. I ' he schoolmasters, who opposed .Mann’s new principles, were severely criticized by all and a pronounced change came in the Boston common school system. In 1848, Horace Mann resigned his secretaryship, having been elected to the Uniteil States House of Representatives. Later, he ran for the governorship of Mass- achusetts on the Eree-Soiler ' Eicket but met hitter defeat. He then accepted the Presi- dency of Antioch College in Ohio. Besides serving as President, he taught many intel- lectual subjects. Owing to bad reverses, lack of funds, etc., the college was sold for debt and reorganized. Mann, exhausted and broken by worries and persecutions amid which he labored, retired in 1859 to his home where he died within a few weeks. lO The Hamiltonian culminatiiifi; a worthy and fruitful life in the service of mankind. Horace Mann’s influence on higher school development is difficult to ascertain, hut all judges and all competent men agree that his reputation rests chiefly on the work he did for the common schools. And let us all go out into the new lives we are com- mencing tonight with the words of fdorace Mann ringing in our ears — “He ashamed to die until vou have won some victory for mankind.” — Rita Wk i.SH. Prophecy evening, while I was reading the latest news sheet, the telephone beside me started to clang in a very important manner. I picked up the receiver rather impatiently and immediately the voice at the other end shrilled into my ear. 1 recog- nized the voice as that of my distinguished friend and famous inventor. Professor von Herring, of whom you no doubt have heard considerable in connection with his numer- ous inventions. In ver - enthusiastic tones, he related that he had just perfected his latest invention and, knowing how interest- ed 1 was in all his undertakings, he was giving me the honor of viewing it before anyone else. His sanguine and buoyant words aroused my curious nature and so, partly because of his impetuosity and, per- haps more, because of my curiosity, a half- hour later I found myself in his laboratory where he proceeded to explain the structure of his remarkable device. Hy putting his scientific terms together, I gathered that his invention was a super-camera which, when a certan person’s name was uttered, would show on an especially constructed screen a technicolor, sound, moving picture of what the named person was doing at that ' ery instant. My incoherent murmurs must have be- trayed my skepticism for the Professor im- mediately proceeded to demonstrate his machine to me. He asked me to think of some person I knew so that he could prove that his invention would work. As I was thinking, an idea suddenly popped into my head. I had not seen my classmates from the Hamilton High School for several years. If what the professor said was true, then why couldn’t 1 have a class reunion all b ’ myself? I suggested my idea to my friend and he proceeded to fulfill it. I named the members of my class and settled comfort- ably back in my chair to await develop- ments. After some delay of pulling levers. pressing buttons, and adjusting gadgets, my class reunion began. The first picture that appeared before my eyes was that of a large building. I won- dered what this magnificent specimen of architecture could be and then, somehow, the familiar lines struck a chord in my memory. Ah ! 1 thought so. A marble name plate announced to the world that this was the Hamilton Wenham Rail- road Station, the finest piece of architecture in the state, having been built in 1940. The camera clicked on and the next view showed the interior of the building which seemed to be the inside of a busy telegraph office. A young man was working indus- triously over the clicking key and he some- how looked familiar. Of course! It was Eddie Laski. As 1 looked, he suddenly ceased work, glanced at the clock, and rushed outside and jumped into a latest model of an expensive car and sped aw’ay. His car stopped in front of a cute little bungalow on the outskirts of the thriving city of Hamilton where he rushed up the steps as if he could not wait any longer and Hung open the door where he was greeted affectionately by a black-haired young lady, obviously his wife, whose former residence during high school days had been in East Hamilton. I ' he scene faded away into blackness and I eagerly awaited the next picture which soon proved to be the interior of a tennis court. A match seemed to be going on and the vast crowd of tennis fans, gathered to see the championship matches played, shouted and yelled when a particularlv brilliant pla - was made. The figures leaping and hopping around like jumping-jacks w ' ere those of women, one of whom seemed familiar to me, and I searched my rather small quanti- ty of gray material wondering who they could be. Finally, one of the contestants made a w’onderful shot and from the shouts The Hamiltonian 11 of the multitude, it must have captured the j ame for her. ' I ' he two women shook hands and walked over to the judge’s stand where they were immediately surrounded by news- reel men and photographers. ' I ' he victor seemed to have a familiar countenance, riiat smile! I’d know it anywhere and the announcement of the judge further con- vinced me that I was correct. He said in very loud tones, “It is my pleasure to be- stow upon Miss Rita Walsh, this silver cup for having won the National Women’s Tennis Championship.” I was not at all surprised at having heard this as I knew that Rita had spent much of her summer vacations back in the old high school days jumping around tennis courts and I won- dered if that strenuous practice had started her on the road to fame in the tennis world. I ' he next scene showed me the e.xterior of a church. Something unusual seemed to be going on as groups of people stood out- side talking excitedly. Suddenly, the strains of an organ were heard playing a wedding march and through the open door, two hap- py looking couples ran down the steps. They were stopped at the bottom by photog- raphers and news reporters from the Ham- ilton Daily Globe and as they did so, I caught a glimpse of the happy brides and they were no other than the inseparable companions. Ruby ' Free and Mary DeLuca with their newly aajuired husbands whose faces also appeared familiar. As I looked more closely, I recognized one persistent youth who, back in the days of Hamilton High, was seen frequently around Ruby’s house in a Che rolet roadstej and the other I recognized as the owner of a Ford road- ster whose tires had worn a considerable track leading from the citv of Danvers to .Ma ry’s home. 1 could no more than gaze upon the pic- ture for it faded away and in a second, the ingenious device of the professor’s was showing a scene of the night life of Broad- way. Eagerly 1 gazed upon the vision as it stopped in front of a brilliantly illuminated night club. The interior of the place was elaborately decorated in modernistic fashion and a snappy dance orchestra was playing the latest tune. My eye caught a glimpse of the leader of the band, who had a violin tucked under his chin, and 1 gave a start as I thought 1 must be having an optical illusion. But no! When he turned to bow, acknowledging the vigorous acclamations of the attentive audience, I saw that it was no one else but Kenneth McRae whose early ambition had now been fulfilled, and whose violin playing was pronounced the wonder of the age. As 1 watched, three beautifully gowned girls came over and seated themselves upon the piano and started to croon. With some difficulty, as their glittering jewels fairly dazzled me, 1 recognized none other than Janice Gould, Doris Finch, and Marjorie Dodge. I later found out that these three girls had become the highest salaried night club performers in New ' ork and that thev had reached the highest rung of the ladder when the ’ were chosen to perform in Kenneth’s fash- ionable night-club. Through the medium of Professor von Herring’s marvelous invention, 1 learned that Glenn Armstrong and William Smith, after having opened their separate establish- ments, had finally incorporated and were operating a series of dining cars and grocery- stores. I’hey were very successful in their line because of the training both had re- ceived in after-school hours back in their high school days. I also found out that their private secretary, Dorothy Greeley, having won a beauty contest, had left the company, and was now on her way to Hollywood to star in a mo ing picture. I have no doubt that Dot would make good as her acting ability had received ample training at the hands of so capable a coach as M rs. Boyd back in those memorable school days. During the next ensuing minutes, the all-seeing eyes of the camera revealed to me that Lawrence Lamson and Harold Knowl- ton had formed a brain trust and after earning two or three million dollars in the stock market, they had settled down to be men of leisure. After breaking many hearts, Harold finally became serious and an- nounced his engagement to a girl in the neighboring city of ' Topsfield and Lawrence likewise to the lady of his choice. Dorothy Whipple and Cherstine Brad- street had become world famous as fashion experts and were noted for their distin- guished creations of dress. Edna Sprague, it seemed, was using her brilliancy outside of school as well as she ever did inside, be- 12 The Hamiltonian cause the camera informed me that she had taken a position in a laboratory of a well known scientific institution and was makinji a name for herself by her discoveries in the chemical world. Once ajiain the scene chanj ed and I found myself looking at another excitable picture, a baseball game. The score board told me that it was between the old town team rivals, Hamilton and Topsfield, and a further examination of the surroundings told me that it was on the old high school baseball field. The score was tie in the ninth inning and the bases were loaded. A man came up to bat and immediately I recognized the cheerfid grin of Eddie Car- ter. ' I ' he pitcher wound up and sent the ball travelling across the plate. Eddie slammed his bat against the ball and al- though I do not profess to know anything about the intricacies of baseball, 1 knew this one was to be a home run which it proved to be. As soon as Eddie crossed home plate, he was greeted by cheers from the crowd and as the scene faded away, he was being lifted upon the shoulders of the admiring crowd. Ehe last name, but by no means the least, written on my list was that of Alex- ander Koloski and by the means of the camera, I learned that Alec had captured the eye of a Big League scout from the Red Sox and was at that time being groomed to fill Lefty Gro e’s former position on the mou nd. As the last view flickered before my eyes, my reminiscing came to a close and it was to my sorrow that my class reunion came to an end, but 1 firmly resolved that next year at the same time, 1 would again see what my classmates are doing and recall the pleasant memories that still cling to the happy days spent in Hamilton High School. — Edna Preston. Salutatory THE HISTORY OE EDUCATION IN HAMILTON F ew towns have an older educational background than ours, and as citizens of Hamilton, I thought you would be inter- ested in knowing something of the develop- ment of education in your home town. So let me take you back tonight to the little colont ' at Aggawam ( now ' knowm as Ipswich) of wdiich Hamilton was so long a part. Our Puritan forefathers wTo settled the Massachusetts Bay Colony showed an in- tense interest in education. In 1634, before the colony was firmly established, steps were taken to found Harvard College. The interest w ' hich the little colony of Ipswich took is show ' n by its influence in the found- ing of the College and in after years by her generous contributions tow’ards its main- tenance and in the number of her graduates. Of the nine men in the first graduating class of Harvard in 1642, two w’ere Ips- wfich youths, Samuel Bellingham and Wil- liam Hubbard. With all this enthusiasm for education, it was only natural that the Ipswfich colony should set up a Grammar .school in 1636. Although it was not wholly successful, the spirit of the leaders w ' as not dampened. In 1642 the town voted to establish a free .school for the purpose of teaching reading, w ' riting, and ciphering. Inspired perhaps by the success of their tw ' o Harvard graduates, several prominent men permanently founded in 1650 the (Tammar school for the purpose of in- structing their sons in Latin and Greek that they might enter college. Even though the Grammar School w ' as established for those boys desiring to go to Harvard, the townspeople showed a great deal of interest in its development. In 1651 all the “Neck beyond Chebacco River and the rest of the ground up to the (Gloucester line,” was given to the Grammar School. Ehis was leased to John Cogsw ' ell Jr. and his heirs forever for 14 lbs. a year: that is 4 lbs. In butter and cheese ; 5 lbs. in pork and beef ; and 5 lbs. in corn, at the current price. At the present time this tract of land is known as the Essex farm and is leased to the town of Essex for 999 years for a small amount which still helps support the .schools. Another tract of land on Little Neck W ' as left to the Grammar School by Wil- liam Pa tie in 1660. 4 ' hese trusts w ' ere put into the hands of a group of four men The Hamiltonian 13 known as Feoffees. 1 hes leoffees are uni(]ue to the Ipswich sxstein of school }iov- ernment. I hey liave played an important part in the history, hut as they appoint their own successors very little is heard of them. ' Fhis body exists today and has charge of the trusts as formerly. 1 he in- come from these two funds pays the princi- pal of the Manning High School. I ' he first Grammar Schoolhouse was erected somewhere in the vicinity of the South Green probably where the South Side Grocery Store now stands. Ezekiel Cheever was its first master. Let me tell you something about this schoolmaster, f zekiel Cheever was one of the most eminent of New England teachers. He was born in London and had taken his degree at Emmanuel. He is the author of a Latin Grammar called The A ccidence” which was the standard Latin text for over a hundred years. L pon leaving Ipswich, he went to Charlestown where he founded the Boston Latin School. “When Scholars had so far profited at the Grammar School that they could read any Classical author into English and readi- ly make and speak true Latin and Write it in Verse as well as Prose and perfecth’ de- cline the Parodigms of Nouns and Verbs in the Greek tongue, they were judged cap- able of Admission into Harvard College.” This, plus the elementary studies in read- ing, writing, and arithmetic, was the sub- stance of the course of studies in the Gram- mar School. On account of the high stand- ing of its masters, boys from surrounding towns came to Ipswich for preparation for college. In 1705 the school began to be taught in a room in the townhouse which stood on Meeting House Hill and continued there until 1794 at which time a nevv Grammar schoolhouse was erected nearly on the site of the original one. ' Ehere are two other phases connected with the beginning of learning here in Ipswich — the Dame Schools taught by women for small children and girls of all ages, and the Female Seminary which was estab- lished in 1827 as one of the very first insti- tutions for women in America. The first teachers were Miss Zilpah Grant and Miss M ary Lyon, the founder of Mt. Holyoke College. Girls from miles around came here for an education paying for tuition onl S’ 10 a term, and for board only $1.75 which also included fuel, washing, and lights. In the spring of 1714 the Feoffees agreed with the town committee that if the latter would add 25 lbs. to the income of the Grammar School, it should be a free school where scholars might be taught in English studies as well as prepared for college. 4 ' he free schools became very popular for they educated all boys in reading, writ- ing, and arithmetic. The first one in Ips- wich, as before mentioned, was established in 1642 and was probably taught by Lionel Chute. Before 1700 the town parishes, of which there were three, namely: the West, First, and Second, had erected schoolhouses. In 1702, upon petition of its members, the outlying parish of Chebacco w’as allowed to set up a .schoolhouse on its common. Not to be outdone, the Hamlet (now Hamilton) petitioned for a school. This was granted in 17.10 just 16 ears after it was set aside as a parish. Joseph Secomb was the school- master. But the Hamlet could not always have had a schoolmaster of its own for I found this extract which states that: “A reading and writing schoolmaster was emplot’ed by the Fown, keeping his school in the Che- bacco parish three months and a fortnight; in the Hamlet the same period ; in the West parish, now known as Liinebrook, two months; and the other three months in the two town parishes.” Another interesting paragraph which I came across states that: “In 1757 the Ham- let voted that the scholars provide the fuel and the master’s board. This gradually be- came a custom throughout New England.” By 1745, the Hamlet parish had in- creased in size enough to warrant the building of a schoolhouse in the North district and nine years later one in the West district. Another one was erected in East Hamilton which burned down. The build- ing which took its place was built in 1848 and was used until the East School was taken out of the so-called “district system” and made a graded school. During th is century and a quarter, the schools continued to do their good work sending forth well educated scholars. In the 14 The Hamiltonian meantime the Hamlet had separated from its mother town and become incorporated as the town of Hamilton 1793, and of course assumed the responsibility of its schools. As the years passed, Hamilton grew in population and this was the cause of radical changes beginning in the last decade of the nineteenth century. On April 8th, 1890, Hamilton voted to appropriate $1800 for the purpose of build- ing a schoolhouse in the vicinity of the “Wenham and Hamilton Station.” Pre- vious to this, the children in that district had been attending grammar school in 3Venham and their tuition was enough to warrant the cost of building a schoolhouse in South Hamilton. d ' he first schoolhouse was a one story building situated on Railroad Avenue. It was filled to capacity within three years. Immediately there was talk of enlarging the building where it stood, of adding a second story, or of building a new school which would include a high school. The people argued that the town might as well provide a high school for its students as pay tuition to send them to other towns, Salem, Beverh’ or Ipswich, as it was then obliged to do. Nothing had been done about a high school by 1896 so the school committee voted that the pupils should go to Beverly unless they presented sufficient reasons for going elsewhere. At this time the committee realized the necessity of having graded schools, especially since graduates of the ninth grade found it difficult to enter Bev- erlv High School. Two years later, 1898, a new grammar schoolhouse w as dedicated. his building was larger than the first in order to ac- commodate the increasing attendance. The high school question remained un- solved until the town meeting in March 1906 when it was voted to establish a high school. P ' our rooms were added to the South School during the ensuing year for that purpose. June 1911 marked the first graduating class of Hamilton High School which consisted of two girls, Florence Schaller and Pearl McCilauflin. Fhat summer an annex was built to ac- commodate the classes inconvenienced by the high school. During these tears, the attendance at the district schools had become irregular, there- fore they were kept intermittently until finally in 1924 the last was closed. It was voted the next year to sell these buildings. Having done away with the district schools, the town was obliged to provide transportation to the two remaining schools — one in South Hamilton which included the High School, and a very fine, two room, up-to-date stucco building in East Hamil- ton which was erected in 1921. Phis school- house has since been dedicated to Adelade Dodge Walsh who did much for education in Hamilton during her years of service on the school committee. From the very beginning of agitation the town has always desired to have a separate high school building. For many years, due to lack of funds, this was impossible. After long controversies and much agitation on the part of the townspeople, it vv-as voted M arch 1931 to build a separate high school upon the Dorothy Winthrop lot which had already been given to the town for school purposes by Fredrick Winthrop as a memo- rial to his wife. It was also voted to use the M axwell Norman Fund (a gift to the town of $10,000) for the purpose of adding the auditorium. Thus have the ideals of Hamilton citi- zens been realized and Hamilton High School inherits the rich legact’ of three cen- turies of growth and development in edu- cation. And we, who go forth from here to- night, will carry with us the benefits which love, devotion, and sacrifice have passed on to us. We will try to carry on our prede- cessors ideals and give to future graduates proportionally the same advantages which have been open to us. — Edna Sprague. (Srabmtttmt iaxerriscs of tl]P amiltim i l] cl|nnl HJune 21, 1934 ! iliaxhiell Norman JlHemorial I j i u itovium f I yrnqram Processional: Priest’s March - Mendelssohn Invocation Rev. Elmer Eddy The Lord’s Prayer — Forsyth, Kraft Chorus History of Education in Hamilton Edna A. Sprague Salutatorian The Bells of St. Mary’s - Adams Chorus Horace Mann’s Influence on Education in Mass. M. Rita Walsh Presentation of Class Gift Edward G. Laski Class President Class Propheq,’ L. Edna Preston Recessional: -- DeKoven Girls’ Chorus Development of Education in Mass. Dorothy M. Greeley Valedictorian Sylvia - Speaks Perfect Day - Bond Boys’ Quartet Presentation of Diplomas James H. Conway Chairman School Committee Benediction Rev. Elmer Eddy Recessional: Priest ' s March - Mendelssohn (Ifirabimtrs nf U134 Robert Glenn Armstrong Anne Cherstine Bradstreet Edward Harold Carter Mary Kathleen DeLuca Marjorie Augusta Dodge Doris Finch Janice Elizabeth Gould D orothy May Greeley Harold Lovering Knowlton Alexander J. Koloski Lawrence Lamson Edward George Laski Kenneth Charles McRae Lillian Edna Preston William Murrey Smith Edna Angie Sprague Ruby A. V. Tree Margaret Rita Walsh Dorothy June Whipple Honor Pupils (Class iHottn EN AVANT ( Forward ) CLASS COLORS CLASS FLOWER Blue and Gold Gardenia (Class (Officers President Edward G. Laski Vice-president L. Edna Preston Secretary Treasurer Alexander J. Koloski Ruby A. V. Tree The Hamiltonian 15 Graduation Exercises OF THE HAMILTON HIGH SCHOOL June 21, 1934 Maxwell Norman Memorial Auditorium ' Program Processional: Priest ' s March Mendelssohn Invocation Rev. Elmer Eddy The Lord ' s Prayer — Forsyth, Kraft Chorus History of Education in Hamilton Edna A. Sprague, Salutatorian The Bells of St. Mary ' s — Adams Chorus Horace Mann ' s Influence on Education in Mass. M. Rita Walsh Presentation of Class Gift Edward G. Laski, Class President Class Prophecy L. Edna Preston Recessional — DeKoven Girls ' Chorus Development of Education in Mass. Dorothy M. Greeley, Valedictorian Sylvia — Speaks Perfect Day — Bond Boys ' Quartet Presentation of Diplomas James H. Conway, Chairman School Committee Benediction Rev. Elmer Eddy- Recessional: Priest ' s March — Mendelssohn CLASS OFFICERS Edward G. Laski, President L. Edna Preston, Fice- president Alexander J. Koloski, Secretary Ruby A. V. Tree, Treasurer CLASS MOTTO En Avant {Fonvard) CLASS COLORS CLASS FLOWER Blue and Gold Gardenia Presentation of Class Gift T IN BEHALF OF the Class of 1934, present this beautiful Hamilton banner as a gift to our Alma Mater. This banner is 3 x 9 feet made of green felt backguound with white letters and border, and may be used for all appropriate school functions. — Edward Laski. Home Economics Department ' His department has been quite active during the year tanta- lizing pupils by sending tempting odors into classrooms as well as in- curring a slight tinge of .jealousy oc- casionally when some garment made at school is proudly worn to class. The Ninth Grade served a very successful chicken dinner in Decem- ber to the Principals’ Club. Later in the year, the ten Student Council members were their guests at a luncheon given in the sewing room. Not to be outshone, the Eighth Grade girls served three very dainty and appetizing luncheons to mem- bers of the faculty. These were en- joyed by guests and workers alike. The clothing department has turned out many well made gar- ments, varying from evening gowns to the popular tennis shorts. The Seventh Grade pupils made blouses or underwear and many industrious seamstresses have finished four dif- ferent garments during the year. The Eighth Graders tackled a dress and then a smock. In the Ninth Grade many different articles were made including several graduation dresses. The Senior High pupils have progressed rapidly, moving from one article to the next, making skirts, coats, blouses, dresses and suits. 16 The Hamiltonian “CYCLONE SALLY” Reading from left to right ' . Walter Fowler, Rita Walsh, John Adams, Edward Laski, Kenneth McRae, Dorothy Greeley, Cherstine Bradstreet, Dorothy Whipple, Janice Gould. High School Play N December 14th and 15th, the High School presented its an- nual play at the Community House. The presentation this year was “Cyclone Sally,’’ a Royalty Play. Both performances were well at- tended by many townspeople, and the audience certainly saw a side- splitting, mirth-producing, uproari- ous comedy. The following composed the cast of characters : Sally Graham: Cyclone Sally — played by Dorothy Greeley. Jenny Thatcher: Forty; and the object of Jim Jerkin’s (VA’alter Fowler) persistence — played by Rita Walsh. Ruth Thatcher: A peach Reggie (John . dams) would like to pick — played by Dorothy Whipple. Eftie Varden: .A cute little neighbor — played by Janice Gould. ’ivian Yernon: The Belle of Cedar Point — played by Cherstine Bradstreet. Jack VYebster: Owner of the Webster Estate — played by Edward Laski. Reggie Manners: A dashing young English- man; an adept at plucking peaches but not at selli ng cabbages — played by John Adams. Jim Jerkins: Courted for twenty years but not yet discouraged — played by Walter Fowler. VN ' illie Clump: Sue Bascom’s Beau (That’s what he thought), the world’s eighth wonder — played by Kenneth McRae. The play took place on the Webster Estate near the town of Cedar Point. Jack Webster, accompanied by Reginald Manners, returned to his home from Chicago with the objec- tive of marrying Sue Bascom, a maid in his employ who had recently in- herited a large sum of money. This fact led to a complicated situation because Sue Bascom had left the estate. Sally Graham, or Cyclone Sally, was induced by Ruth and Jenny Thatcher to play the part of the miss- ing Sue, and teach Jack a lesson. Because of a cabbage patch planted The Hamiltonian 17 on Webster’s front lawn, trouble and hatred arose between Jack and Cyclone Sally. Meanwhile, Jack had fallen in love with Sue Bascom who, in reality, was Cyclone Sally, al- though Jack was ignorant of the fact. News came to Cyclone Sally that she was to inherit the money instead of Sue Bascom. When Jack heard of this, his previous intentions of mar- rying Sue remained regardless of the inheritance. In order to prove his devotion to Sue, Jack took measures to prove that he could and would earn a living. With the help of Reggie, he sold “bally cabbages’’ as Reggie called them. Finally, the revelation came out that Sue Bascom was Cyclone Sally. The situation was cleared up by con- fessions from both Jack and Sally which resulted in their engagement. Meanwhile, Reggie had shown a deep interest in Ruth Thatcher. The romance between a young English- man, and an American country girl The Junior Junior Promenade of the Hamilton High School occurred on the evening of May 18th, 1934 in the Maxwell Norman Auditorium. The music, furnished by Roland Russell’s Ramblers, offered an excel- lent opportunity for all to enjoy themselves. The decorations, planned in a color scheme of green and gold, clothed the hall in cleverly planned and ar- tistic designs. Overhead and along the walls, a lattice work of colored streamers was placed. A large green panel, decorated with the numerals “1935” in gilt letters, framed a back- ground for the orchestra on the stage. Much credit is due the decor- developed into many humorous situa- tions, and resulted in their engage- ment. Jim Jerkins who had been courting for twenty years but was still undis- couraged finally extracted a promise from Jenny Thatcher that she would marry him in thirty years ! Willie Clump, a hard-cider advo- cate, added much humor to the play as the rival of Jack Webster for the hand of Sue Bascom. His many dramatic love scenes and proposals turned out to be useless. Effie Varden, Jack’s neighbor, was the instigator of the many interest- ing situations throughout the play. Vivian Vernon, Jack’s previous fiancee, joined Willie Clump in the ranks of the disappointed. The parts were well portrayed by each member of the cast. Much credit is due Mrs. Boyd, whose time and effort were responsible in mak- ing the presentation the success that it was. — Edward Laski. Promenade ating committee which worked hard under the able advice and help of Miss Hagglund and Mr. Malone. Soon after the dancing had begun, the Promenade, led by Robert Smith, president of the class, and his part- ner, Katherine Cracknell, was given before those who attended. This march was well done and the pin- wheel figure was exceptionally at- tractive. Dancing continued until 1 a.m. Those who attended declared that it was not only a great social success but one of the mo.st attractive Prom- enades ever given by the Hamilton High School. — E. Preston. The Hamiltonian 19 The Hamilton ‘Tattler by Tell-Tale We wonder why Doris Finch and Mary DeLuca show such signs of sleepiness during class? Can it be that they were out too late last night with Grant and Arthur? In one of the recent Latin class examinations the principal parts of a Latin verb were asked for. Upon Billie Belisle’s paper was written : “Slippeo, slippere, falli, bumptus. Mr. Malone returned the paper with these words written upon it: Falio, failere, flunctum, suspendum.” Mrs. Boyd: “Carter, construct a sentence using the word ‘Archaic.’ ’’ Eddie Carter: “Well, I — uh. We can’t have our cake and eat it too.’’ Heard in Biology Class Pupil (after lesson on creation) : “But, Mr. Branch, my father says we are descended from monkeys.” Mr. Branch: “We can’t discuss your private family affairs in class.” Janice Gould: “She told me that you told her the secret I told you not to tell her.” Marjorie Dodge: “The mean thing! I told her not to tell you I told her.” Janice Gould: “Well, don’t tell her that I told you she told me.” Koloski (standing in front of the mirror) : “I’ve looked myself all over and I don’t see where it can be.” Miss McRae: “Did you lose some- thing, Alexander?” Koloski : “No, it must be here somewhei ' e, Laski said the joke was on me.” The Class of 1934 leaves as a warning to the Seniors: “Don’t any- one with a weak heart attempt to climb Washington Monument.” “What’s the shape of the earth?” asked Mrs. Earner, calling suddenly upon Neil. “Round.” “How do you know it’s round?” “Well,” said Neil, “it’s square, then. I don’t want to start any argument.” Talk about rodeos! If any are as excellent as thq one given at the Hamilton ball field one afternoon be- fore baseball practice, they are wel! worth seeing. When the seniors are giving their class presents, they should certainly remember Mr. Branch with a Hobby Horse WITH A BRAKE ! Of course, as a bare-back rider he is good, so good that he doesn’t know his own courage (or a horse’s either.) I guess it is the way he has with all dumb animals, yes, including his Bi- ology class ! Did he think the pupils didn’t sus- pect why he persisted in walking around the room in every study period which he had the day after his wonderful display of horsemanship? Well, the truth of the matter is that the pupils knew the answer! 20 The Hamiltonian The Hamiltonian 21 Athletics Boys Athletic Report TN our review of athletics at Hamil- ton High School during the past year, we will begin with Football. With a schedule of nine games, Hamilton High won three and lost six. Although this is not a surpris- ing record, Hamilton enjoys victories over its two major rivals, Manches- ter and Rockport. Another highlight of the schedule was the fac t that our boys held the strong Ipswich team to two touchdowns while scoring one against the opposition. During the football season, our school experienced a change in the coaching staff with Mr. Wilson re- placing Mr. Progin as head coach. Hamilton High looks forward to a banner season next fall. The results of games played in 1933: September 23 — Swampscott 15 September 30 — Chelmsford 6 October 7 — Hamilton 7 October 12 — Danvers 25 October 21 — Reading 25 October 28 — Hamilton 14 November 4 — Ipswich 13 November 11 — St. Bernard’s, Fitchburg 19 November 25 — Hamilton 6 Hamilton 0 Hamilton 0 Manchester 0 Hamilton 0 Hamilton 0 Hampton Academy, N. H. 0 Hamilton 6 Hamilton 0 Rockport 0 At the beginning of the Basketball season, Mr. Branch was elected by the school committee to serve as coach. In a schedule of twelve games, Hamilton won two and lost ten. The highlight of the basketball season was the fine playing of our team in the North Shore Scholastic Tournament. Hamilton High was defeated by Johnson High of North Andover in the opening round by a score of 33-29. Our boys certainly made an excellent showing and de- served to win that game. The results of games played in the 1933-34 season: Dec. 22 Danvers 56 Hamilton 27 Jan. 12 Danvers 36 Hamilton 19 Jan. 17 Hamilton 27 Groveland 10 Jan. 19 Hamilton 29 Rockport 23 Jan. 26 Essex 33 Hamilton 24 Jan. 31 Marblehead 38 Hamilton 17 Feb. 2 Manchester 46 Hamilton 28 Feb. 6 Rockport 40 Hamilton 14 Feb. 14 Marblehead 68 Hamilton 13 Feb. 16 Manchester 37 Hamilton 22 North Shore Inter- Scholastic ' Eournament Cl ass B Feb. 26 Johnson High ■ (North Andover) 33 Hamilton 29 Mar. 7 Essex 31 Hamilton 29 4= Baseball ! This year Hamilton High is enjoying a fine season. However, we are unable to give you the scores of all the games, because the “Hamil- tonian” goes to the press before the playing season is finished. At the present time, Hamilton en- joys a comfortable lead in the league composed of Hamilton, Rockport, Manchester, and Essex. In league competition, Hamilton has won four and has lost only one game. The results of games played to June 5 , 1934: Apr. 30 Salem 8 Hamilton 3 May 7 Salem 12 H amilton 6 May 8 Hamilton o Manchester 0 May 11 Hamilton 18 Essex 5 May 15 Hamilton 5 Rockport 0 May 18 Ipswich 3 Hamilton 2 May 22 Rockport 8 Hamilton 2 May 29 Hamilton 10 Essex 5 June 1 Hamilton 7 Ipswich 6 June 5 Hamilton 6 Manchester 5 — Edward Laski. 22 The Hamiltonian Girls Basketball Team LTHOUGH yet in its infancy, the Hamilton Girls’ Basketball team made a splendid showing in its battles with other teams of the North Shore. The first team players were almost entirely intact from the previous season and played with a spirit that could not be excelled. The second team made a valiant fight to surpass the first, and, at times, it was unfair to designate the stand- ing. First team players receiving let- ters were: Captain, Edna Preston, Rita Walsh, Violet Rice, Irene Tree, Dorothy Kirby, Grace Cullity, Nellie Emeney, and Manager, Carmella De- Luca. Second team letters were awarded to the following: Edwina Alexander, Lillian Emeney, Audrey Larravee, Esther Koll, Edna Sprague, and Gei’trude Sprague. Hamilton lost only to Rockport and Manchester, but considering that this was only the second season of prac- tice, the girls have every reason to be pleased with their progress. The schedule for the year was as follows : Score Oppon- Hamilton ents Rockport at Rockport 9 58 Manchester at Manchester 11 31 Urovelami at Hamilton 51 2 Essex at Hamilton 80 4 Rockport at Hamilton 18 41 Essex at Essex 44 22 Country Day School at Beverlv ' 43 12 Essex .Agricultural School 30 15 Manchester at Hamilton 36 42 Country Day School at Hamilton 32 22 Athletic Council ' HIS year a new association was organized for the benefit of ath- letics. Three boys represented the boys’ athletics and one girl repre- sented the girls’ athletics. The three boys nominated were Edward Laski, President: Walter Fowler, Benjamin Robertson, and the captains of the teams throughout the year. The girl elected was Irene Tree, Secretary ; Edna Preston also served as she was captain of the girls’ basketball team. Meetings were held every other Wednesday, when managers were elected and various schemes for mak- ing money were discussed. The coun- cil voted to give letters to those who had earned recognition in athletics. We hope that this association can be carried on in future years as it strengthens the sports field in Ham- ilton High. — Irene Tree, Secretary. VALEDICTORY (Continued from piuje 6) students and teachers. In most schools, some form of {government is set up in which students may participate; in Hamilton this is done through the Student Council Asso- ciation. Last, but by no means the least, let us consider our instructor s and teachers who have been splendidh ' trained in order to impart their knowledge to us. Sometimes we pupils think they have an over-abundant supply of homework assignments, but, upon second thought, we realize that it is through these assignments that we learn to be more self-reliant. As we look back on the progress of edu- cation in the state, we see Massachusetts as a new, young state, introducing new’ methods and improvements, always push- ing forward and progressing until it de- veloped the successful educational system which we have today. Let us hope that we, as young graduates of Hamilton High School, will start out in the w ' orld with the same courage and ambition as the young state of Massachusetts and always push forward to success as we are bidden by our class motto, — “En Avant — Forward!!’’ — Dorothy Greeley. Burdett Training Whether secured before or after college, Burdett training is helpful throughout life. It is an essen- tial part of the equipment of every young person in seeking employment or in building a career. Courses include basic subjects with several dis- tinct opportunities for specialization. Instruction intensely practical. Close attention paid to indi- vidual needs. Separate courses formen andwomen. COURSES are offered for young men and women who wish to prepare for direct entrance into interesting business posi- tions where there are good opportunities for advancement. Main Entrance to Lynn Burdett College Building owned and occupied ex- clusively by the college. Summer Sessions Begin July 2. 1934 College or Executive Grade Courses: Business Administration, Executive Secretarial. Vocational or Shorter Courses: Business, Stenographic Sec- retarial, Stenographic, Civil Service, Machine Bookkeeping. Special and Finishing Courses. Fall Sessions Begin Sept. 4, 19 34 Previous commercial training not required for entrance Catalog on Request Lynn BURDETTCOLLEGE Opposite B. M. Station Tel. Jacicson 234 74 M+. Vernon St., Lynn, Mass. C. H. KNOWLES PHARMACIST SOUTH HAMILTON, MASS. PATRONIZE OUR ADVERTISERS BRUMBY’S GARAGE FORD Sales and Service SO. HAMILTON MASS. Tel. 155 JOE WOOD Grower of Annual and Perennial Plants Cor. Main and Moulton Sts., Hamilton Tel. Conn. COMPLIMENTS OF DALEY’S MARKET “JUST A FRIEND” GENESTA’S BEAUTY SHOPPE MAIN STREET SO. HAMILTON MASS. COMPLIMENTS OF W. R. MANN CO. WALTER B. CHASE Plumbing, Heating and Water Supply SO. HAMILTON, MASS. Office Residence Hamilton 154-W Hamilton 154-R MISS AGNES MOYNIHAN Hairdresser Tel. Hamilton 346 Featuring the New Eugene Method Deposit Your Savings In this Mutual Savings Bank and build 1} up a reserve fund for future needs. (X $1 will start your account 0 SALEM SAVINGS BANK M ‘‘The Bank with the Chime Clock” HAMILTON SPA Beer on Draft Hamilton Mass. RALPH H. COLEMAN W. FOSTER HALL Photographers Wilson-Way 1955 Mass. School Avenue Photography Cambridge, Porter 0346 Mass. PATRONIZE OUR ADVERTISERS il “Have you tried our DELICIOUS DAISY DONUTS” Daisy Donut Shoppe HAMILTON MASS. Frank R. Schaller Piano and Organ Tuner SOUTH HAMILTON MASS. Telephone Conn. DIEGES CLUST “If We Made It, It’s Right” Class Rings Fraternity Pins Charms and Medals for Every Sport Prize Cups and Plaques 73 Tremont St., Boston, Mass. COMPLIMENTS OF COMPLIMENTS OF DON” DAVIS DR. H. F. LORCHEZ COMPLIMENTS OF SELLMAN’S GAS STATION MAIN STREET SO. HAMILTON MASS. Compliments of — HAMILTON WENHAM Garage RAILROAD AVENUE SOUTH HAMILTON MASSACHUSETTS PATRONIZE OUR ADVERTISERS HAMILTON PUBLIC MARKET MEATS — FISH — VEGETABLES — FRUITS and GROCERIES Free Delivery — Telephone 216 Telephone orders are promptly attended to FOR RENT Tanglefoot Difusor and Difuso Creates a New, Revolutionary and Economical Method of Keeping Buildings free of Insects. It is absolutely Harmless to Humans, to Food, to Pets, or to Furnishings; But it is Deadly to Flies, Roaches, Ants, and other Insects HAMILTON HARDWARE STORE TELEPHONE 411-W S. C. GOULD GROCERIES - PROVISIONS Cor. Willow St. and Railroad Ave. WATCH FOR OUR WEEKEND SPECIALS Phone 390-391 HAMILTON Delivery Service JAMES W. BRINE CO., Inc. OUTFITTERS FOR ALL SPORTS — TENNIS GOLF TRACK BASEBALL SUMMER STREET BOSTON, MASS. If in Need of a Taxi . . . call ARTHUR C. CUMMINGS Hamilton 10 PATRONIZE OUR ADVERTISERS COMPLIMENTS OF Nellie Goodridge’s Dry Goods Store Compliments of J. Carey, Barber Earl E. Johnson Daily and Sunday Papers Magazines, Ice Cream, Tobacco, Cigars, Cigarettes HAMILTON MASS. Irene’s Beauty Shop MAIN STREET SO. HAMILTON MASS. COMPLIMENTS OF VONMERE FARM Ladies Attention - Save Money Don’t throw away your old shoes. H ave them repaired by the up-to- date New Process No Nails No Sewing JIM CLEMENO’S SHOP SOUTH HAMILTON MASS. All Work Guaranteed THE HAMILTONIAN is printed by the NORTH SHORE PRESS, Inc. Manchester-by-the-Sea, Mass. Publishers of THE BREEZE A NEWS MAGAZINE OF SOCIETY and WHO’S WHO ALONG THE NORTH SHORE A DIRECTORY OF NORTH SHORE SUMMER RESIDENTS PATRONIZE OUR ADVERTISERS 28 The Hamiltonian ‘‘Loyal Supporters” of the H amiltonian Mrs. Frank Tuck Mrs. Kaiser Mrs. T. J. Burns Mrs. Edward Wilcox Mrs. J. Perron Mrs. M. MacGregor Mrs. R. V ' . Armstrong Mrs. Judson Bradstreet James Emilse Miss Katharine Cracknell Mrs. D. C. Moulton H. G. Allen M. Carter (Miss) Miss Madeline Back Mrs. J. MacDonald Roger Barron Mr. and Mrs. Fowler Mrs. Henry Leonard Miss Laura Bailey Miss Margar et Corcoran Mrs. Winslow Dodge Mrs. Nellie Adams Miss Ruth Charles Miss Doris Finch Grant Crowell Mr. and Mrs. D. Knowiton Mr. and Mrs. L. Peterson P. E. Holmes Mrs. Arthur L. Lindquist Mrs. Harold Cushman Mrs. Pauline Gould Mr. and Mrs. Harold Knowiton J. L. V arnum Mrs. Arthur Moore Mr. Frank P. Trussel Claribel Mears (Miss) Mr. and Mrs. J. Lamson Mr. and Mrs. Alfred Nickerson Mr. and Mrs. Finley MacDonald Mr. and Mrs. B. H. Nickerson Mr. Edward Laski Miss Bessie McRae Mr. and Mrs. Preston Miss Barbara Knowiton Mr. Rudolph A. Smerage Mr. Roger Humphrey Mrs. Weiler Mrs. Schulz Mrs. Robert Dewar .Mrs. Robert Dunn .Miss Ruth Barker Mr. and Mrs. Wood Mrs. Hawkins .Mrs. Harry Sargent Mr. John 1). Tittier .Mrs. P. MacGregor .Mrs. George M. .Adams Miss Ruth Day Mrs. Hazel Ramer Mrs. Beatrice Cummings .Mrs. Foster Tappan Mr. and Mrs. George Sprague .Miss Sylvia Learned Mrs. Frank L. Tree .Miss E. Pfaff Mr. R. W. Payne Mr. Bernard Cullen .Mr. Frank Malone Mr. Charles E. Linehan .Miss Evelin Hagglund Mrs. T. J. Walsh .Mr. Lester ' hipple .M rs. Ttson Mrs. Cunningham .Albert C. Bradstreet Miss Dorothy Kirbv Miss Ellen Donlon Miss Edwina .Alexander .Mrs. Bilodeau Mrs. A. Perley Mrs. E. Batchelder .Mrs. Wallace Mann Mrs. Dyer .Miss Edith .Anderson Miss Ellen Duffv Miss Marian Joseph Miss Batchelder Mr. and Mrs. Frank P. Schaller Mrs. Frank Dane .Mrs. George Grant. Jr. .Mrs. George Thibodeault .Miss Grace Marks Mr. Frederick Winthrop Miss Grace Cullitv .Mr. Dollix ' er .Mr. ' illiam Preston Mrs. Dorothy Bingle Mr. Robert Robertson, Jr. Mr. James Conway