Holbrook High School - Echo Yearbook (Holbrook, MA)

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THE ECHO the Town Hall this morning, you say? Well, well, well. Studying poetry her senior year must have aided her. Yes, I’ll look around for it.” Ah, here it is. ‘‘Would you like to have me read one of them to you? Oh, it isn’t any bother at all.” ‘‘What pleasant memories cluster ’round these volumes old and worn. With corners smirched and bindings creas- ed and pages thumbed and torn. The old time sayings scribbled there, the caution to beware, ‘‘Steal not this book, my honest friend,” scrawled roughly here and there. And robust Fred again I see as he stands by the door. His jokes and praise and sweets and laughs forever kept in store. ‘How did you get to school today? on car, on bus, or foot ? How many hours on English hard last evening did you put?, And then I smiled and calmly said ‘‘In minutes ten, I did it.” Yes, those were happy days indeed, with pleasure every minute.” ‘‘Yes, I thought you would like it. We all have remembrances of our school days. Yes, Iva came from Brookville. You aren’t so sur- prised as all that, are you? Well you look on a map and j ou will find it, if the map is drawn to a scale of a mile to an inch.” I am very glad to find that Iva has succeeded so well. At the first book-store I see I must get that book, ‘‘The Peail of the Twentieth Cent- ury”, written by my old classmate. Well, I suppose that agent must be tired from talking so much. But I am doing only what the letter directed, anyhow, he is paid for it. ‘‘1915, please.” Oh, the operator says that the line is busy at present as many high schools are having are having their graduations this evening. Well, I don’t mind waiting a few minutes. I wonder what Lucy is doing. You know that she was editor-in-chief of our school paper, “The Echo.” “Yes, this is the Holbrook Town Hall. The operator informed me that you were very busy. No, I didn’t mind in the least. Lucy Chapman is a private secretary to Mr Theo- dore F. Arnold, the well-known banker. She has become a very rapid typewriter and short hand expert. I always thought that after she took the commercial course at Sumner High School, she would get a high salaried position.” “Yes, I’m listening. In her spare time she is one of the editors of a well known paper “Experiences with Horses” and a dark haired young man from Holbrook is the other editor? Oh, yes, I know whom you mean. Really you don’t gay so? I wonder whether I shall get an invitation.” “My but it is getting late and as I don’t want to monopolize the telephone, I guess I had better say good-bye. The agency has been very satisfactory and I’ll be glad to re- commend it to anyone at any time. Good- bye.” Thus, my classmates, is your future revealed to you. Undoubtedly Sumner’s 1915 class will make the world realize its existence and of course every member will sometimes have his or her name in that little volume entitled, “Who’s Who in the United States.” Helen Aines West V aled ictory Essay. Labor Conquers All Things. When the class of 1915 met during its sopho- more year to choose a class motto, it searched for some expression which would be an incentive in its high school course and throughout life. After some discussion the Latin motto, “ Labor Omnia Vincit,” was chosen. This motto ex- presses the well proven but perhaps often forgotten truth that constant labor is the most important factor attending success. When starting out in life with the desire of making a success, it must be remembered that unless one works, and works hard, nothing of any

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10 THE ECHO who was to be operated on that day. Of course E -a went down and found the gentleman as the head-doctor had said. She escorted him up to a room and began to prepare him for the operation, saying that the doctor was now busy but would operate on him very soon. ‘ Is that so,” said the man wnth a twinkle in his eye, ‘‘I hardly believe the doctor will oper- ate on me - not to-day at least.” “Don’t you know that I am Doctor Lawrence and that I came here to witness the operation the doctor is now performing?” he asked. Eva did not know what to do or say, but she had the pres- ence of mind to escort him to the operating room. Sometime afterw ' ard Dr. Law ' rcnce told Eva that one reason he liked her was because she obeyed orders. You see she got her training in obedience from carrying out Earle’s instructions in class meetings. Now I suppose that she is happy obeying Dr. Lawrence’s orders. Well, I guess I’ll try Elizabeth now and see how she is progressing. “Give me 1915. What, the line is busy?” I’m sure of one thing, any- how, she w on’t be a public speaker. My, but how she hat.d to give her graduation essay. El ' zabeth was the only blonde in our class and r.ally, I never heard of a girl having as many nicknames as she did. “Liza,” “Lizz ' ie,” “Lid ’ “Bessie,” “Blondie.” and “Angel Face” were a few’ of them. Guess Til try again. “Hello, 1915 pk ase. Is this Ingelow? Please say that again. Elizabeth is a domestic science teacher at the Holbrook High School. I do remember how she used to bring to school many different kinds of cake that she had made. Didn’t she used to tantalize Mitchell, who sat in front of her? I am really surprised. Hold the line, I must tell that story,” One day Elizabeth was show- ing a class how to broil lobsters. (She always did hate crawling, wriggling things in the biolo- gy class and she used to be, oh so afra ' d, of even a tiny mouse. Well, to tell the truth. I’m not really fond of mice myself.) To resume, of course she had to take up the lobster and it w’ouldn’t do to let the class know that she w’as afraid of such an insignificant thing. But, alas, the lobster reached for her fingers and didn’t she scream! It affected her so that she was taken straight to the teacher’s office. It looks as though Elizabeth w’ould be obliged to omit lessons on eels, frog’s legs and clams hereafter. Anyhow, I am glad she has a position that she likes even if she does have an accident now and then and I’m sure the pupils like her. “Oh, Central, please don’t cut me off. Hello 1915? Now I would like to know the future of our one lone “puer”. What! you haven’t any trace of him? I wish you would send one of your agent .s out in an aeroplane and try to find him.” Earle was our class president and was the most studious boy in the whole class. I should- n’t be surprised to find him editing “Midsum- mer Night’s Dream” for high school pupils, as he was particularly fond of English. “What? The agent has returned?” Why, this is so exciting. He says that he noticed that a great race was about to take place and naturally stopped to see it. It was a very close contest and when the winner’s name was announced it proved to be Earle Leonard, now a well-known auto racer, and builder of the “Nonoperis” car. “Just a moment, Ingelowc” “Nonoperls,”- that sounds like Latin Well, here is where my Latin can be useful. “Non” means “no” and “opens” is the genffive of “opus” meaning “work”. Aha, “No Work” I wonder why he didn’t call it the “Earle” car. Perhaps he thought “Nonooeris” and “Earle” were synonomous. It must be a car which starts itself, fills itself, oils itself, runs itself, and ruins itself. Well, I wonder whether it pays for itself. I don’t suppose that worries Earle, but it interests me. I can remember when Earle first learned to run a machine. He was a senior at school when his “papa” bought a car, and Earle soon learned to run it. He always took the boys to the ball games, but never the girls. “Now I would like to know about the smart- est girl in our class. You know whom I mean, I presume. Yes, that is her name, but her mid- dle name is L-e-w-i-s-e, not L-o-u-i-s-e. Don’t ever say “Louise” when she is around. Yes, I know that Iva graduated from Boston Univer- sity. So she is the author of the book you mem- tioned. A volume of her poems was sent to

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12 THE ECHO account will be accomplished. This is tme no matter what one’s sphere in life is, or what branch of work one may take np. Wdicn a pupil enters hij h school he usually enters with one of two intentions; to make good, or merely to pass away the time until he can go to work. A boy or girl of the latter class immediately begins his high .school career by haxnng all the “ fun,” as he tenus it, that he can. He takes only the subjects actually required and if they happen to interest him he will occasionally look over a lesson or read a story assigned for study. During the time in school when he is not attending classes he amuses himself by annox-ing those xxho want to study. This type of pupil, far too common in our schools, usually has the ability to leam but is too lazy and indolent to try. It is noticeable that as the years of his school life pass, this habit, which has been forming, grows stronger and stronger, until it causes the pupil to become so careless and idle that xvhen he finally leaves school he is of little value in the xvork he decides to take up, for a xx-ell formed habit is difficult to break. The other type of pupil enters his school life xxdth a determination to make good. He feels that this is his only chance to take adx’antage of a high school training and that, to succeed in life, he must have as much education as is possible for him to obtain. This pupil takes all the studies in his department that he feels he can handle. He applies his mind to them, and no matter if they are hard, v ' orks until he has m.astcrt d them.. He finds, as the days and xvecks go by, that his schoo l life is not all drudgery. He has just as much, if not m.cre, pleasure than the indolent pupil and the addi- tional satisfaction of realizing that he knoxvs his lessons and is making a success of his high school c ' ursc. As in the case of the idle pupil he is ff.rming a habit ai d one that xxill stay by him throughout his life. He is becoming diligent, thoughtful, alert and capable of handling diffi- culties, characteristics which will help him conquer and make a success of bis life. Let us emphasize the truth of this statement by considering tlie example set by our martyred President Lincoln. He xx ' as clearly a man cf this latter type. Born of a very poor family in a tiny log cabin in Kentucky with practically no opportunities, as it outwardly seemed, to achieve success, he conquered difficulty after difficulty. The contents of every available book he could find xvcrc thoroughly assimilated by this ambitious youth and every spare moment xvas spent in cultivating his mind. He did not stop and say that because he was poor there was no use in trying to do something worth while. With a determination and a firm resolve to rise higher he struggled manfully on until at last he became, as everyone knows, one of the greatest men, politically, intellectually and morally that our nation has ever knoxvn. But it is not only in intellectual matters that labor conquers all things. It is also true as regards athletics. The man who enters sports half-heartedly and who does not exert himself frequently and vigorously never makes an athlete. It is the man who enters into the work heart and soul and, who, in spite of repeated failures, continues to work in order to master what he has undertaken, who gains fame in t he athletic world. What better example can be fotmd than that of the professional acrobat? He whirls through the air from rope to rope, balances himself in the miost perilous positions and docs all sorts of feats which leave us breathless But how does he do them? By careful, persistent, training he has put every muscle under the control of his xxill. He has trained his nerves to be steady. It is only through repeated attempts and failures that he has miastcrcd his art. The same is true whatever branch of athletics is pursued. Basket-ball, base-ball, foot-ball, tennis, golf, roxxing, swimming and every other sport require true, faithful, hard work if one wishes to become a master cf his sport. Again when any great enterprise is undertaken it is only through hard labor and rigid endurance and determination that it is carried out and made a success. Let us consider that mammoth feat of engineering, the Panama canal. In very early times explorers of Panama thought that there existed a natural waterway from ocean to ocean. When this idea was given up it xvas suggested to Philip II, king of Spain in 1570, that a passage be made through the mountains. But there was a belief common at