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

Page 17 text:

J ' O J WHAT WILL ADOHN MILADY ' S HAT What 7ill adorn milady ' s hat? A little of this a hit of that. Some Y ' ill have birds of yorgeous hue, And others just a rose or tv o. And some v;ith just a ribbon bright Will have a cro m of lofty height-- A saucy crown ' jith trailing snood; ■hile others will be very crude, A wisp of veil the eyes enchance As on the edge some bright dots dance. A flowered turban, small but gay; On back a lacquered bov ’vill lay. A fe 7 v itli brims --a fev; ;ithout-- ' Vill catch jour eye v ithout a doubt. Although milad- ' - needs be thrifty Her hat may still be very nifty. Charlotte Stanley ' 42 THE EASTER PARADE The Easter season brings around A heap of poor attire. The women dress the best thev can In clothes I think are dire. Some hats thev wear unon their heads Do seem so very queer; I say. That dunces in the school Wear better hats than tliey. Their other clothes are just the same They ' re all designed so bad. That, if I vrere a poor old tramp, I ' d rather v;ear the clothes I had. W. Perkins ' 42

Page 19 text:

Biofraphies have not been r ealectec ' .; ar.ion ; those reed have been Beniamin Fran klin, ' ele:i A on of th e ’i ldd-e Border, Samuel JohmesonT LP ’v ed’o“ introduce’d to essays ■throu-.’h the tir Rover be C‘o t:Fly ll:vpors . Amony our American historical novels v:e have read Les t ' of ' Cr isis , and Return of t2: e n atlv j . At pi ' esent, the seniors arc - .avir ' ' their first experience in reading ' an allegory. T T C7 : , n T :■ Before gi ' irg us the boo]: to read, our instinictol”TCovl ' ' u;ed the construction and purpose of an ' allegory and explained the allegorical j.nt erpretation of many char- acters of the story. T:iis v;as a gr -at help and consquently it I aroused our interest before v o started tiie reading. V hen v;e consider that, nth the exception of I vanhoo , all those books have been read, entirely outside the class room, v o realize that v;o have done considerabio classical reading v ithout supervised help. After the books are read, comes the written reports in which xio give not only a s-y- ' opsis of the story but in n.ddition; A. a short account of the auttork-3 life B. state what wo think v as his purpose in writing the book C. give the time, place, cand historical background D. give a description of at least four of the most outstanding char- acters E. state our opin.i.on of the book and why wo u’-ould (or would not) recommend it to others. The I ' cading and ans.lyzing of thoso books have dovolopcd our ability to understand and an joy good reading, hh ha ' o learned to like ' ■ ood literature and it is our desire to read more of it. The class discussions that foll- w t ' lc roadin ' of those books is of inestimable value as ”’oll as in t„.nsol7p in teres tlr ' . hapils freel ' ' :’ ' express their opinions, osnecially on the question mlch arises from the problem novels; the inst.ructor .guides their discussions and de- bates and frequentin ' scsks qi ' ’.estions that open up new avenues o.f thought. Many a lesson has been taught through this unique method of presenting moral truths. Although .It is sai arduous task to have a book to road and report upon -every iiontli, each pupil in the college divisions realizes the value that is being gaj.ned by this required outside reading. Wo must give honor where honor is due; so, to you, oh, book reports, who have, been our over constant compsaiions through senior high school, wo bow in humble submlssicn.’ C. But lor 40 V ' anted: i VV A N f AD 0 Something automatic, capable of keeping up a stoad r stream of notes rjassed be tv; con Doll Ivor ;i id Do war. A diiferont shade of nail polish, so tho.t Wallcco may chango the color on his cherr.il s try drawings.