Lawrence High School - Lawrencian Yearbook (Falmouth, MA)

Text from Pages 1 - 82 of the 1937 volume:

(AT [3 LAWRENCIAN COMMENCEMENT NUMBER 1937 LAWRENCE HIGH SCHOOL m 4 I DEDICATION The Lawrencian Staff respectfully dedicates this Commencement issue to our new principal, MR. RUSSELL B. MARSHALL We compliment him for his first successful year and wish him every success in the years to follow. « THE LAWRENCIAN Falmouth, Mass. Commencement, June 15, 1937. THE STAFF Editors H. Hooker Hall Donald E. Hurford Carole Snyder Carolyn Turner CLASS ODE Though men may raze thy sacred halls, Though age thy glory fret, The years we passed between thy walls Our hearts shall ne’er forget. By thee with armor safely girt, In life we cannot fail To pass the rocks and shoals unhurt O’er which we yet must sail. So hail to thee, unfailing guide, Pray hearken to our voice, For we who soon must leave thy side Would now with thee rejoice. Music by H. Hooker Hall Lyrics by James M. Weigle CLASS OFFICERS President Vice President Secretary Treasurer Marshal L. Benton Stevens Irene Mary Silva Alfred George Irish Barbara Elizabeth Noyes Stephen Papp, ’38 (I 4 The Lawrencian LAWRENCE HIGH SCHOOL — CLASS OF 1937 HELEN DENNIS AUGUSTA THOMAS ANDREW BARNES, JR. WINIFRED ANNE BOHAKER MARILYN RUSSELL BOSWORTH JOSEPH DESIRE BOULANGER ROBERT GODBOLD BROWN GORDON FREEMAN BURGESS, JR. ELVA ELIZABETH CARL EVELYN FRANCES CARLSON HARRY LEE CLARK RODNEY PIERCE COWEN HAROLD PALMER DAVIS JOHN DeMELLO, JR. NEAL FREDERICK DOLAN ROSE CATHERINE EMERALD HAROLD EDWARD ENGLISH DAISY ELEANOR FICUS EUGENE WILLIAM FREEMAN BARBARA LANGILLE GIFFORD LAURIE CALVIN GREEN H. HOOKER HALL JOHN STEWART HARLOW, JR. FRANK EDWARD HICKS ALICE ELIZABETH HELEN HINCKLEY JASON JEROME HOPKINS DONALD EDWARD HURFORD ALFRED GEORGE IRISH RUTH ELIZABETH JOHNSON GEORGE ALBERT KAHLER, JR. SUMNER EDWARD KELLEY Lawrence High School 5 ♦EUGENE FRANCIS LAWRENCE DOROTHY ELIZABETH LEFEVRE VIRGINIA ELAINE LOCKHART EDWARD ARTHUR LUMBERT ANNA MARY MARKS RICHARD MARKS THOMAS CAGLE NOLAND BARBARA ELIZABETH NOYES LINDSEY AMES NYE, JR. SHIRLEY BINNS PERRY GRACE WILLIAMINA PHILLIPS NORMA CAROLINE POND JOHN MICHAEL SCHARFF, JR. ALICE SERRANO ♦IRENE MARY SILVA RICHARD BYRD SILVA JOHN LAWRENCE SILVIA, JR. KATHARINE ANNE SILVIA MABEL CHRISTINE SMITH CAROLINA RUTH SNYDER L. BENTONS STEVENS, JR. JANE LOUISE STEVENS HELEN MOYCE SWIFT JOSEPH S. TAVARES ELTA MAY THRASHER NATHALIE LOUISE TOBEY ♦CAROLYN UNDERWOOD TURNER JAMES MONTGOMERY WEIGLE Honor Pupils Class Motto Qui Erimus, Nunc Fiemus Flower Gardenia Colors Red and White 6 The Lawrencian PROGRAM Processional March Jerome Charles Invocation Rev. Thomas J. McLean Welcome L. Benton Stevens, President Horace Mann — Honor Essays The Biography of Horace Mann Mathematics and Science English Modern Languages History Commercial Education Horace Mann’s Contributions Carolyn Underwood Turner Eugene Francis Lawrence H. Hooker Hall Robert Godbold Brown Donald Edward Hurford Irene Mary Silva Harry Lee Clark The Beautiful Blue Danube Senior Chorus Strauss Class Favors Barbara Langille Gifford, Gordon Freeman Burgess, Jr. The Years To Be A Prophecy Thomas Cagle Noland, Joseph Desire Boulanger Presentation of Class Gift to the School and Farewell L. Benton Stevens, President L. H. S. Hynm of Loyalty Davis-Walch Senior Chorus Announcement of Commencement Awards by the Principal Russell Burgess Marshall Presentation of Diplomas by the Superintendent of Schools Paul Dillingham Class Ode Class of 1937 Hall-Weigle Benediction Rev. Ralph H. Long Loyalty Honor Service Lawrence High School 7 WELCOME We, the class of 1937, welcome our parents, friends, and teachers to our graduation exercises here this evening. We wish to express our sincere thanks and our appre- ciation to our parents for their guidance and understanding and to the members of the school com- mittee for providing us with the opportunity, and we hope in the years to come that we may, by our actions and accomplishments, prove the trust that you have put in us. L. Benton Stevens, Class President. INTRODUCTION AND BIOGRAPHY One hundred years ago this month, on June 30, Horace Mann, the father of American public schools, accepted the position of first Secretary of the Massachusetts Board of Education. At that time, the few scattered schools in Massa- chusetts bore no relation to state control. It was Mann’s task to bring these schools under state supervision and to found institu- tions for higher education. Horace Mann advocated the supervision of studies, improvement in social studies, and the study of foreign languages and mathematics in the public schools: in brief, to make education democratic as well as classical. In order to understand why Mann so earnestly desired to ef- fect reforms in the public schools, we must briefly trace his early life. This well-known educator was born on May 4, 1796, at Franklin, Massachusetts. He was reared in a stern, Puritanical home in a period of reform. When Horace Mann was thirteen years of age, his father died, leaving the young boy to a life of poverty. It was neces- sary for him to help earn money to support his mother and smaller sisters and brothers. Although this experience taught the boy the value of hard work, it also impaired his health. It is interesting to note that he forgot neither his childhood ideals nor trials, for he stressed, in later life, both religion and health. Until he was fifteen years of age, he did not attend school more than ten weeks in a year. He did find time, however, to read all the books of interest in the small library in Franklin. A teacher of classics, who noticed his desire for education, urged him to go to college. After six months of extensive prepara- tion, he entered Brown University at the age of eighteen. In 1819 he was graduated with first honors. After he left college, he tutored, next entered law, and then became a statesman. In 1827 he was elect- ed to the Massachusetts House of Representatives, and, later, to the State Senate. He was subsequently made President of the Senate. Mann was intensely interested in public school education. On June 30, 1837, he gave up law and states- manship to become the champion of the cause of public education. Though the educational depart- ment suffered drawbacks during the Panic of 1837, Mann’s work led to a revival of public education through- out our country. Largely through his efforts, the first public normal school was es- tablished in Lexington, in 1839, with Cyrus Pierce of Nantucket as its first principal. In 1843, when he was on the verge of physical collapse, Mann sailed for Europe. While there he visited the public schools in Ger- 8 The Lawrencian many. He gave the results of this tour in his Seventh Annual Report to the Board of Education in 1844. At the sudden death of John Quincy Adams, in 1848. Mann re- signed his secretaryship to repre- sent Massachusetts in Congress. On September 5, 1852. Horace Mann was chosen president of the newly founded Antioch College at Yellow Springs, Ohio. At Antioch he had an opportunity to demon- strate in practical application many of the educational ideas which he had advocated in Massachusetts. Antioch was the first non-sectarian and co-educational college of im- portance in the country and it pioneered in the field of teacher- training. Horace Mann died from over-work and strain on August 2, 1859, at Antioch. For so many years Horace Mann had lived up to the ideal which he expressed in his own words, thus: “I beseech you to treasure up in your hearts these my parting words: be afraid to die until you have won some victory for humanity.” We shall attempt to tell you, to- night, of the influence of Horace Mann on modern education. Be- cause he desired to see every boy and girl awakened to the respon- sibility and worth of himself, Mann devoted his life to an ever-import- ant cause — free public education for America’s youth. Carolyn Underwood Turner HONOR ESSAY MATHEMATICS AND SCIENCE One of the things that troubled Horace Mann was the way in which mathematics was taught. He couldn’t see any reason for teaching ad- vanced algebra and calculus to stu- dents who couldn’t even do the simpler mathematics necessary to carry on a business. In those days “the exact science” was taught with no connection between its various branches and with no stress on how to solve everyday problems. Today in every branch of mathematics there is a stress on how each relates to the other. Let us take, for ex- ample, plane geometry. In plane geometry we have algebra, arith- metic, and geometric proofs. When we have mastered the problems in our text book, we turn to practical problems that any one of us might have to solve. Thus in trigonometry we study not only the relation of sides and the functions of angles of triangles but also the rudiments of surveying, the methods of find- ing one’s position at sea, and the way to locate true north astronom- ically. The improvements Horace Mann argued for, nearly 100 years ago, are still being realized today. Last fall Mr. Ballard and Mr. Marshall put in a new course, Comprehen- sive Mathematics. This course, under the instruction of Mr. Ballard, strives to connect the various phases of mathematics that the student has studied since entering school. It splices arithmetic, plane geometry, solid geometry, algebra, trigonometry, and physics into one line of thought with one objective: to solve practical mathematical problems. During this past school year, since the forming of our Com- prehensive Mathematics Course, two books have been published which might be used in courses identical to ours. Ours is, to our knowledge, the first of its kind in the country. This is, I think, a glowing tribute to the progressiveness of the faculty of Lawrence High School. c Lawrence High School 9 Hand in hand with mathematics go the natural sciences. Any of the sciences studied by high school pu- pils taken without mathematics would be like an automobile without wheels. When Horace Mann was president cf Antioch College, he let the na- tural sciences play a prominent part in each pupil’s curriculum. The sciences were, to his way of think- ing, a necessity for the growth and safety of a democracy. If Mann and other educators had not reduced the arts to an even basis with the sci- ences, instead of leaving the arts above them, it is very possible t’rat today we would be without tele- phone, telegraph, radio, airplane, automobile, and steam train. W hat do these contribute to the growth and safety of a democracy? In cur representative form of gov- ernment, it is necessary for our legislators to sound out the voters’ opinions on proposed laws. With the help cf the telegraph, the tele- phone, and the radio, legislators do this much more quickly than form- erly. In Lawrence High School, one subject a year for the four years is scientific. First there is general sci- ence, then biology, the science of growing things; then chemistry; and last and foremost, physics. Although cur courses are necessarily incom- plete, they give a scientific basis for all pupils who take them and may awake a lively interest in the pupils who are scientifically minded. In closing let us look back over the sciences as Mann thought they should be. He thought that mathe- matics should be connected and should be used for solving practical problems. Also he thought science should be an important part of a student’s curriculum. It is interest- ing to see that these ideas have in- fluenced the teaching in our own high school. Eugene F. Lawrence HONOR ESSAY ENGLISH I am going to trace for you changes in the methods of present- ing English that arose from Mann’s educational philosophy. To accomp- lish this, I have divided the essay into three parts. Part I shows the methods of teaching English prior to the time of Horace Mann. Part II points out one idea, then one ideal ol ' Horace Mann that affected the English curriculums. Part III en- deavors to show changes in the methods of teaching English that resulted from the philosophy of edu- cation advanced by Mann. Part I. Methods of teaching Eng- lish prior to the time of Horace Mann. Defoe and Benjamin Franklin both advanced views in regard to English courses in the academies. The views propounded were ex- cellent. The advances they planned were: (1) Masterpieces were to be taught for their beauty as well as for criticisms. (2) Composition was to form the students’ own English style. (3) Oral reading was given as preparatory to enable the pupil to express his opinions in the pres- ence of others. Many obstacles hindered the completion of these ideals. Lack cf tradition, apparatus, and atmosphere caused the major- ity cf teachers to surrender the noble ideals brought forward. Ex- pression of the new interest in Eng- lish was shown by the publication of numerous text books on English grammar. These grammar text- books became the core of the Eng- 10 The Lawrencian lish curriculum. Thus the English taught just before the influence of Horace Mann was almost wholly English grammar — and this was not taught too well. Part II. One idea, then one ideal of Horace Mann that affected the English curriculum. Quotation, (1) (the idea) “The common school is the greatest dis- covery ever made by man.” Quotation, (2) (the ideal) “All the blind, then, and all the ignorant — that is, all the children, — must be educated up to the point of perceiv- ing and admitting truth, and acting according to its mandates.” These two quotations show, I be- lieve, quite plainly what Mann’s philosophy of education was. Horace Mann was interested in individual- ism, or, as the quotation states, the education of “All the children.” Part III. Methods of teaching English that resulted from the phil- osophy of education advanced by Mann. Descriptions of six courses are to follow which show Mann’s notion of individualism. Type I. Core course with vari- ations. A core course assumes a required minimum which each class must cover. To the slower group, the classics are given in small helpings, teachers allowing long periods for digestion. The normal group has supplementary activities plus the classics. The superior group does all the work covered by the first two classes and then carries out certain interests of their own. The grammar mater ial is treated in like manner. The slower group receives much drill. The mediocre carry out the standard course. The superior add such topics as “niceties of ex- pression.” Type II. Multiple-reading pro- gram. Many of the western cities are following a plan known as multiple reading; reading revolving about a definite topic chosen by the pupils. Individualism is shown by the fact that instead of buying one book for forty pupils, four books for forty pupils are bought, the pupils read- ing in groups of ten. Type III. Electives and remedial works. The elective courses are open to superior pupils as a rule. Electives permit a pupil development toward a certain goal. Remedial courses are plentiful. These classes serve as aids to weak students. Thus a person failing in grammar but who has successfully completed his literature work may take a remedial course in grammar and finish school without a failure. Type IV. Modified Content Course. This course is again in favor of the weaker students. Grades seven through nine often contain slower pupils. This slow group forms a sep- arate class. During the three years covered by grades seven through nine they are taught little English grammar. The tenth grade is im- portant. The pupils cram all the grammar contained in years seven through nine in the tenth year. They are then capable of complet- ing the high school course without faulty knowledge. Type V. Seminars for Superior Pupils. A seminar hour usually is reserved once a week for spurring individual interest in news-writing, modern poetry, and the like. Superior stu- dents who become preoccupied with courses introduced in the seminar hour may be excused from regular Lawrence High School 11 class work and allowed to devote the time to their own specific desires. Type VI. Content Courses. Many students finish formal edu- cation with graduation from high school. To meet the needs of this group, a course known as business English is taught them. Others de- sire a college education. To prepare these students for college, a college division is taught the necessary material. Lawrence High School is an excellent example of this type. In all the above methods of teach- ing English, individualism is stress- ed. Summary: Let us review the essential parts presented. Grammar constituted the early study of English. Horace Mann widened the course and had more school pupils learn the material. We owe individualism, or better education of the masses to Horace Mann. H. Hooker Hall HONOR ESSAY LANGUAGES In the early days of our country, the study of languages was of little or no importance to the trail-blazers and pioneers. They were concerned with the practical side of things and used language merely as a tool in their work. But with the thickening population came the more cultured atmosphere of village and church. Even at this stage of development, Latin ard Greek were of no interest to any but college and college pre- paratory students. If a person were preparing for college, he studied under the tutelage of his minister, or perhaps an occasional school teacher who knew more than the three r’s. Those who wished to learn French, Spanish, or any other for- eign language had to learn by per- sonal contact with natives of that country. The lack of interest, even as late as 1815, is shown by this quotation from Harvard College in. 1815 by Van Wyck Brooks: “Decor- um was a Harvard characteristic. Neither Mr. Quincy nor Mr. Dana cared a button for the German language, which had been spoken by the Hessian troops; a half-bar- barcus tribe of Europeans who had been hired by the British king.’’ In 1837 a new era began. As a result of Horace Mann’s work in the public schools, many great strides were made toward better teaching and the introduction of more necess- ary subjects. However, it was not until 1875 that modern languages were recognized as subjects for col- lege entrance. Since that date, much has been done toward making them a useful part of the curriculum. Greek and Latin, the old stand- bys since 1640, have been put in the background. Greek is a’most entirely neglected by high schools, and Latin is studied because of col- lege entrance requirements or as a foundation for the so-called “modern languages.” Of these mod- em languages French is the most frequently taught, but German, Ital- ian, and Spanish are also somewhat popular. Instructional methods have been almost revolutionized in recent years. Instead of having all trans- lation or all grammar, oral work is interspersed with the e in such a way as to give irterest and prac- tice in both the spoken and written tengue. As much as possible, stu- dents are taught the correct pro- nunciations of words and sentences. This is accomplished bv correctly trained teachers and the use of phonetics, an alphabet of sounds. 12 The Lawrencian The use of phonetics is just one of the many changes since 1875. Textbooks have changed from fine- print, pictureless grammars to easy- to-read, attractive books, whose bright covers and picture-sprinkled contents combine the business of grammar with the color and charm of stories of foreign lands. If one should ask: “What are language courses worth? What do they contribute to the high-school student’s education?”, we should reply: “Besides giving instruction in the bare essentials of the language, modern language courses tend to include something of a cultural na- ture. They give a glimpse of the art, literature, and music of other countries. They show our neighbors to be people like us, who are only separated frcm us by the barrier of speech. When this barrier is broken, the contributions of these other languages are realized.” All these things lead toward the supreme goal cf the educational in- stitutions of America, as hoped for by Horace Mann, the father of the public school system, “enlightened citizenship — that this nation may not perish from the earth.” Robert Brown, ’37, HONOR ESSAY HISTORY Introduction The subject of history is the old- est of all the social sciences. The story of its origin, development, and expansion can be traced from the earliest stages of life to the century of today. As civilization has ad- vanced, so has the subject of his- tory gained in importance and re- cognition. To give the complete story of the subject would be to narrate the rise and advance of mankind throughout the ages. From this prolific background we will, to- night, extract only that which is vital to our interests. Accordingly we begin our story with the situation in America dur- ing the last part of the 18th cen- tury. We shall briefly notice, dur- ing the next two and a half cen- turies, the place of history in the school curriculum before the year 1837, the changes instituted by Horace Mann, the present status of history in the schools, and today’s new and different conceptions re- garding the subject, as compared to those of yesterday. History Before Horace Mann During the period of the Con- federation, when the United States was still unorganized and the spirit of independence and individualism high, history was almost entirely lacking in the public and private schools. The few that did offer courses in the subject were pre- paratory schools that prepared stu- den ts for the law and ministry. The types of history taught in these schools were, naturally, those per- taining to the classics, usually An- cient history, Roman history, anti- quities, mythology, and chronology. There was no American history, and even the British history during the Colonial Period was absent. There were, however, a few public lead- ers who, before the close of this period in America, recognized the importance of the subject. Ben- jamin Franklin, most prominent of these, submitted to the public a plan for a scheme of education based on historical study. He urged and recommended the schools to teach American history, but only slight attention was paid him and the subject made little headway. Lawrence High School 13 In the nineteenth century, after the War of 1812, a wave of patri- otic and national enthusiasm swept over the country. Citizens de- manded reform, changes, and im- provements. Further attempts were made to introduce the study of American history into the public schools, but the process was very slow and only moderate success was attained. Most of the schools still specialized in the classical history, and American history was still lacking. Horace Mann and His Influence on History In the year 1837, after repeated attempts to gain state supervision for the schools, the Massachusetts Board of Education was created by the legislature. Horace Mann, in after years referred to as the Fath- er of the American Public Schools, was appointed as Secretary of the Board. With the appointment of Mann as Secretary, a position that he soon elevated to one of great importance, our subject gained a great champion and defender. To create the idealism and na- tional destiny necessary to a na- tional union, Horace Mann urged that history, especially that of the United States and the Federal Con- stitution, be introduced into the schools. He urged that children be taught the story of their own coun- try so they would be better able to understand its form of government and uphold its high ideals. He strongly advocated that all schools include complete history courses be- cause he sincerely believed that the study of history provided for ' a fuller and more purposeful life. His suggestions were gradually accepted, and thus the subject of history, in- cluding the new American history, was given a position of far greater importance in the schools. By the time of the Civil War, history had gained natural recognition and was gradually being accepted in the regular school curriculum. History Today History now occupies a central place in the social studies program of the secondary school of today. It is taught in every secondary school in the United States and re- cognized all over the world as being essential to a complete educational system. We have at present a concept much more broad, far-reaching, and inclusive than that of the past. We no longer study it for its political value alone. We study it because it portrays, in addition, the econ- omic, social, and cultural life of mankind. We study it because it concerns the history of the masses of people, as well as the history of monarchs and classes. The principal reason for this new and better conception of our sub- ject is due, primarily, to the dras- tic change in the people as a whole, from a spirit of personal and in- dividual freedom to a spirit of na- tionalism. This nationalistic or co- operative change has expanded, broadened, and enlarged our views on the purpose and means of edu- cation. Accordingly history in the sec- ondary schools today includes econ- omic, social, industrial, scientific, and cultural aspects. The courses include United States history, Eng- lish history, Roman antiquities, Greek antiquities, world or general history, mythology, and ecclesiasti- cal history. Conclusion Educators believe today, in ac- cordance with Horace Mann, their 14 The Lawrencian pre decessor by one hundred years, that the study of history not only makes a more liberal, intellectual citizen, but in addition, it provides him with a means of interpreting and understanding life and its many social problems. History educates, trains, and socializes our citizens and in so doing provides for a bet- ter government and a higher, finer civilization. Donald E. Hurford COMMERCIAL EDUCATION Horace Mann’s educational re- forms took place in the first half of the nineteenth century. The tre- mendous advances which have taken place in the business and industrial worlds had barely started, but even then he realized the need for com- mercial courses in high schools. He once asked, “Can any satisfactory ground be assigned why algebra, a branch which one man in a thou- sand ever has occasion to use in the business of life, should be studied by more than 2,300 pupils, and book- keeping, which every man, even the day laborer, should understand, should be attended to by only a little more than half that number?” If he were here today, he would be pleased to see all the modern busi- ness courses in high schools, many more than just book-keeping. Much progress has been made in the field of communication, for ex- ample, since the pony-express days and since the days of Horace Mann. Then it took weeks to get news from one part of the country to the other. Now, by means of newspapers, we read glowing accounts of events scoi after they happen. Of course, there were many inventions, developments and improvements made between the pony-express days and the pres- ent time. The invention and the de- velopment of the typewriter was an important step forward in this pro- gress. The typewriter enables one to write much more rapi dly and accurately, and it insures uniform legibility. Shorthand has been great- ly improved and now is a great aid to the typist. The two go hand-in- hand for speed and accuracy in business. Then there is the printing press, which has developed from the hand- press to the present day Miehle two- revolution press. Instead of the weekly edition of a small newspaper, we now have several editions of many newspapers daily. In order to do this we must have, besides the improved machines, trained men and women to do the work required. There are those who must get the news, copywriters, and many others on the newspaper staff who do the kind of work that re- quires a business education. Besides news, advertisements form a large portion of newspapers. Persons with a good business education are re- quired to write advertising material and, since every business and in- dustry has a certain amount of ad- vertising, this business offers untoll opportunities for the commercially trained men and women. So all these modem inventions and developments have opened vast opportunities for trained book- keepers, stenograohers, and secre- taries. Realizing this fact, the high schools of today have installed ex- tensive business courses to train stu- dents to fill these positions. Students themselves realize the demand for trained young me and women in the business world today and conse- quently more of them are now tak- ing up the commercial course than ever before. This realization goes back and can be directly connected 15 Lawrence High School with the far-reaching vision cf Hor- ace Mann, who was the first edu- cator to fully foresee the importance of a business education. Irene M. Silva CONTRIBUTIONS OF HORACE MANN In the early days of our country schools were few and far between. Massachusetts was the only state which had taken any steps what- soever toward a public education. By 1800 this state required every township of more than one hundred families to maintain grammar schools in which boys could be pre- pared for college. It was in one of those schools in Franklin that Hor- ace Mann obtained, as a student, his first taste of the deficiency of the system. During the depression which fol- lowed the War of 1812 Mann was attending Brown University. At the same time a great number of public schools were obliged to close, and Mann, who was filled with the love of education, determined to al- ter the institution, if he were able, so that it would be more useful in creating better citizens. When he became Secretary to the newly-created Massachusetts Board of Education, he was in a position to carry out his ideas. He estab- lished a normal school but got no further because people were too skeptical about his forward-looking principles. It was not until after his death that they began to em- ploy them. The foundation laid by Mann, plus relief from the tension produced ' by the Civil War, caused schools to develop very rapidly. Courses broadened and took on a new as- pect. History was extended so that it not only included the ancient stories of Greece and Rome but world history and sociology as well. English became the art of better speaking and writing, as well as more interesting and yet more con- structive reading. The languages were made more attractive by the addition of the romance languages. Mathematics was revised so that it was taught progressively instead of disjointedly. The sciences, which at this time were taking gigantic steps forward, were added to curriculums. Commercial courses offering actual experience were added also. Other principles were introduced, such as, allowing the student to choose his course, making him re- sponsible for his conduct and hon- or, and allowing him to cooperate rather than compete. As a result of this reformation in public education, we have today in this country one of the finest edu- cational systems in the world, an example of which is our own Lawrence High School. Thus have the dreams of the first Secretary to the Massachusetts Board of Edu- cation come true. Horace Mann has won a “victory for humanity”. Lee Clark CLASS PROPHECY Class of 1937 Ladies and Gentlemen of the radio audience, the “Knock Knock” Gasoline Co. is featuring tonight on their anniversary program those two eavesdropping reporters, “Wal- ter Snitchel” and “The Voice of Inexperience”. In the days of 1937 they were Joseph Boulanger and Thomas Noland. Since tonight is the twentieth anniversary of the graduation of the Class of 1937, we thought it appropriate to give an 16 The Lawrencian account of each member of the class. The following bulletins are coming to you hot off the A. P., being the abbreviation for “Associ- ated Peekers”. Although Helen Augusta has been a steady employee of “Newberry’s 5 and 10 cent store ' for the past twenty years, she still has great difficulty in remembering the prices. Tommy Barnes, noted tree sur- geon, recently completed a most difficult operation. By grafting a rubber tree to an ironwood tree our beloved surgeon succeeded in get- ting shoe-trees. Raising cane to a farmer is a way of making a living, but to Win- nie Bohaker, one of Boston’s torch singers, it’s merely another term for making whoopee. Marilyn Bosworth, having discov- ered that the shortest way to a man’s heart is through his stomach, has become an accomplished sur- geon. Capt. Robert Brown is taking to the life of a sailor and has gone to sea. You know, to see everything he can see, beautiful gals, etc. Gordon Burgess, probator of the class will, is still working in the same line. He now handles divorce cases for ladies; he usually being the cause for action. Elva Carl, former ivory tickler for the “Silver Tone” orchestra now tickles the scalps as a hairdresser in “Madam Shampoo’s” beauty shop. Down in a night club in New York I saw the star of the “Gay Nineties Follies”. It was none other than Evelyn Carlson. Lee Clark, ace fireball pitcher, for the “Chicago Dirty Socks”, re- ceived his early training hurling erasers in the main room before school. Going back to the old home town the other day, I saw Rodney Cowen. You remember how Rodney had been interested in trains. Well he has followed his career. He is now running a Toonerville Trolley be- tween Teaticket and Falmouth. The nation’s champion at cow pasture pool is Harold Davis, who holds the record for going around the golf course in two putts in a motor boat. Walking down the street the other day, I bumped into John De- Mello. John is a steel worker. Ah, no, not that kind of steel. John steals apples from the grocery man. The favorite topic of Deacon Neal Dolan, the neighborhood parson, is Moses. However, every time Neal opens his mouth, the bull rushes. Now that Rose Emerald has graduated from nursing school, she is employed as a trained nurse in the “Wee Diaper” Doll Hospital. While taking a vacation in New Hampshire, I met the young chick- en farmer, Harold English. He was taking care of chickens of the human variety. This year’s unanimous selection by the “All American Board” was Eugene Freeman who played a wild and woolly game at the position of mud guard for Vassar College. In a little house out of town lives Daisy Ficus. Daisy is proud owner of a nursery. Now don’t take me wrong, I mean the kind of nursery that has flowers and trees. Barbara Gifford, first class dia- mond cutter, is one female in a thousand of her vocation. Barbara ' s diamond cutting is -carried on at Falmouth Heights. That “Phantom Troubador”, that Romeo of the airways, who’s pluck- ing at all the gals’ heart strings, is Lawrence High School 17 cur old pal, Laurie Greene, the Rudy Crosby of his Alma Mater. Due to circumstances beyond our control we are unable to obtain much information on John Harlow for he is a Parisian gigolo. On the bill at the Music Hall we find Richard Marks and Hooker Hall, Escape Artists. While Marks douses the lights, Hall collects all loose articles. Frank Hicks, the painter with the spray gun, begins each day’s work with these words to the world, “Let us Spray”. In the Evangelistic world the latest rival cf Aimee Semple Mc- Pherson is that silver- toned oratar, Alice Hinckley. The profiteering manufacturer of death-dealing, peace-destroying, home-breaking weapons of our fair country today is our old friend Jason Hopkins, and, oh boy, but he certainly puts out a mean-look- ing hard-hitting bean shooter. Don Hurford, one time Romeo and sheik seems to be in his glory. He now plays the leading role in Mickey Mouse cartoons. Alfred Irish is an employee of F J. Long Haul Trucking Co. Since A1 is driving a dump truck, I guess we can call him a pilot. You know he piles it here and piles it there. Ruth Johnson is still that way about a certain Papp. Although to some folks he’s Mr. Papp, to the “young ’uns” he’s Pappy. George Kahler, pride of the sci- ence department of L. H. S., is now a big time draftsman. Whenever George yawns he creates such a draft that all by-standers reach for their winter overcoats. A new war is being waged upon crime at the present time by that up and going detective, Sumner Kelley, director of the ever famous “I Snoop and U Find ’em” Detec- tive Agency. We thought Gene Lawrence took up refrigeration engineering to go into the meat business. Lately we discovered it was to give the fair sex the cold shoulder. While enjoying myself at Rob- bins Light the other evening, I cast these old glimmers upon a very cute cigarette girl. As she do-si- doed between the tables, I recog- nized my old school chum, Doro- thy Lefevre. Under the spreading chestnut tree The village smithy stands. The smith, a mighty wcmai is she And what‘s more, folks, the only one in her trade. Do you recognize her? It’s Vir- ginia Lockhart. A rugged chap back in 1937 was Eddie Lumbert, but those days are gene forever. He’s an artist now in a smock and beret. Covering opening night at the epera, I met that new star, Anna Marks. When Anna hit high C she brought down the plaster and two wild ducks that were flying over. Barbara Noyes has finally reached her goal of becoming a gym teach- er. However Barbara’s teaching is done at home for little Jim. Today’s newest heart-throb and home breaker-upper of stage, screen, and radio is Mr. Clark Gable Lind- sey Nye. Dr. Shirley Perry, having com- pleted his necessary eight years at Harvard Dental, recently set up in practice at Corn Center, Iowa. His first case was the extraction of a broken tooth from a hay rake. Grace Phillips, popular Falmouth belle, whose presence once decorated Nobska Point, is now engaged in ' 18 The Lawrencian shining the lenses on the light house for a certain Mr. So and So. Flash! Hot off the wire from the South Sea Isles. Leading a troop of dancers is that sensational Hula Hula girl, Norma Pond. Down at the arena a short while ago, I saw the familiar figure of Jchn Scharff. John is a wrestler. When John expands his chest his opponents can not get hold of him. Alice Serrano, Clark Gable’s latest spouse, has done her bit to add to the Gable household. Friends refer to their present abode as the “House of the Seven Gables”. He’s only a bird in a gilded cage and he sings nary a note. His cage is that of the teller in the “Home Town Bank”, and the bird is Dick Silva. Irene Silva, popular honor stu- dent of the class of ’37, recently re- ceived another honor. Irene was awarded the Pulitzer Prize for the funniest joke in this year’s “Bally- hoo”. Katharine Silvia, head puller for the “Stick and Pull Taffy Co.”, has gummed the works. With the ap- pearance of a new boy friend, Kath- erine’s taffy pulling days are over. Flash! A hot tip from the sports world; local boy makes good! John Silvia, former outfielder for Law- rence High has just signed the con- tract for his 22nd consecutive year with the “St. Louis Jay Birds”. John has the honor now of being the oldest bat boy in the league. Flying to California, I spotted a car stopped on the road below. The driver, Mabel Smith, was thorough- ly disgusted. With a small bottle of nitro-glycerine she primed the engine. Stepping on the starter, Mabel departed straight up for parts unknown. Carolina Snyder, one of the Cape ' s up and coming beauticians, is working very hard these days to lift the face in the mirror. Benton Stevens is a mighty blacksmith of unknown strength. His place of business is in the Wal- dorf Cafeteria, where he shoes flies and other insects. That mighty, man-slaying mass of muscle, the champion corn husker of Punkin County, is Miss Jayne Stevens. Who’s the girl on the “Police Gazette” these days and who’s in every G-Man’s hair? She’s wanted for that ghastly crime of murder; in cold blood Helen Swift killed ten minutes. Joe Tavares, bridge constructor of New York, is doing very well these days. The last gap he spanned was between Mrs. McGinty’s two front teeth. Elta Thrasher, popular airline hostess for T. W. A., is left holding the well known sack quite a lot of the time; however, this sack hap- pens to be a U. S. Mail sack. Another celebrity in our class; it’s Secretary of Labor, Nathalie Tcbsy. My, oh my, how Nathalie handles those sit-down strikers! Carolyn Turner, worker for the “No-Stretch Rope Co.”, is up to her old tricks of stringing the boys along. “Big Boy” Weigle, local bad man, has finally reached his ambition to become a boxer. At present his boxing is done for the “Red and Rosy Apple Co.” Well, folks, from the way that hot A. P. wire in the studio is cool- ing off I would say that this pro- Lawrence High School 19 gram is coming to an end. And so, dear friends, Walter Snitchel and I will say toodle-oo for another twenty years or so. Joseph Boulanger and Thomas Noland GIFTS TO BOYS Thomas Barnes. The first gift goes to Thomas Barnes. Tommie, I understand that you enjoyed be- longing to the rifle club this year, so I wish to give you this rifle. Joseph Boulanger. Joe, New Bed- ford is quite a long way off, isn’t it, especially when you want to get there in a hurry to see your girl friend? Maybe you could get there quicker with this airplane. Robert Brown. Bob, I know some girls who just adore your brown eyes and I know they wouldn’t have you strain them for the world, so I want you to have this pair of sun glasses. Lee Clark. Lee, I know you get a big kick out of seeing chorus girls, so get your eyes on this kew- pie doll. Rodney Cowen. All your life you have been interested in trains, haven’t you, Rodney? How do you like this train? Harold Davis. Harold, you really do have a beautiful wave in your hair. Some people think that you put it up in curlers every night, but it is such agony to sleep in curlers that I thought you might like this wave set. John DeMello. John, you always seemed like a quiet little boy in school. I don’t know how you did it, but anyway I would like to see you make a little noise . 1 So here are some firecrackers. Neal Dolan. Neal, you seem to have a real soft voice so here is a little megaphone for you. Harold English. Harold, your hair is very becoming, but I think you could do just as good a job for yourself with this pair of scissors. Eugene Freeman. Eugene, you are such a small boy that I thought I would give you some wheaties to grow on. Laurie Green. Laurie, you have a very sweet smile. Too sweet to lose. You sur ely won’t lose it with this sugar. Hooker Hall. Hookie, if the say- ing “an apple a day keeps the doc- tor away” is true, then you haven’t got to worry about seeing the doc- tor because you are always eating one. Bite on this one for a while. John Harlow. John, since you like the name Pond, I thought it would be nice to give you some- thing with the name Pond at- tached to it. This is Pond’s cold cream. Frank Hicks. Frank, I know what kind of magazines you like to look at, so I thought maybe you would like to add this one to your col- lection. Jason Hopkins. Jason, you have the kind of skin that girls just love to touch. If you want to keep it soft and youthful, you should use this Camay soap. Donald Hurford. Donald, it seems to me that you are losing that school boy blush. It really does seem a pity because it was so be- coming to you. Just in case you become too pale I want you to use this rouge. Alfred Irish. Alfred, someone told me that you didn’t like the freckles on your face, so I thought maybe you would like to have this freckle cream. k 20 The Lawrencian George Kahler. George, I have noticed that you like to wear bright colors, so I picked you out a nice bright-colored necktie. Sumner Kelley. Sumner, you seem to like to work in grocery stores, so just in case you might get your orders mixed up with your dates, I want you to have this order book. Eugene Lawrence. Eugene, you have quite a habit of snapping elas- tics at girls. If you must keep it up, here are some that won’t hurt quite so much because they are small. Edward Lumbert. Eddie, when you pinch it sure does hurt, but I bet you can’t hurt this pair of pliers. Richard Marks. You are almost old enough to shave, but whatever you do, don’t grow a beard. Just so you won’t be tempted, here are some razor blades. Tom Noland. Tommie, I thought that among your souvenirs you might like this piece of wood. Lindsey Nye. Lindsey, I have of- ten wondered how you keep your hair so light. Some people say that you bleach it. If that is the case, here is some peroxide. Shirley Perry. Shirley, you seem to have an awful lot of trouble to keep Ruthie’s lipstick off your ties and collars. I would suggest that you use this kleenex. John Scharff. John, everywhere you go it’s Grace this and Grace that. Here’s a little grace to say before your meals. Richard Silva. Dick, I under- stand that you intend to join the navy when you get through school. So here is the beginning of your wardrobe, a sailor’s hat. John Silvia. John, I don’t know what kind of work you are going to plan to do, now that you are out of school, but they say the dairy business is very profitable. So here’s a milk bottle to start your business with. Benton Stevens. Buddie, your girl friend sticks right with you all the time, doesn’t she? Here is some glue that will stick right with you too. Joseph Tavares. Joe, I know you like to play basketball but I was unable to get a real basketball. Maybe this rubber ball will do to practice with. James Weigle. Jimmie, I saw you hooking one of the teacher’s ther- mometers one day, so I decided if you wanted one that bad, you might like this one. Gordon Burgess. Buddie. I know you would like to have something that you could use when you go to light opera. Here is a pair of cpera-glasses. Now nothing can es- cape your eyes. Barbara Langille Gifford GIFTS TO GIRLS Helen Augusta, Winifred Bohak- er. Helen, you want to be a hair- dresser; so to see you get a good start, I present you with this pair of dog pluckers. Winnie, I am going to give you some linseed (Lindsey) oil. Per- haps it will smooth things out, and anyway they say to put oil on troubled waters. Marilyn Bosworth, Elva Carl. For you, Marilyn, I have a horse. Its name is Buddy, and you can ride it down the bridle path, but be care- ful and don’t go neck and neck too much. Elva, if you ever get tired and want to listen to some good music, I want you to try this hurdy-gurdy. Evelyn Carlson, Rose Emerald. Lawrence High School 21 Most every time I see you, Evelyn, you are combing your hair. When you wear your comb out, you can use this one. I have heard that you like patch- es, Rose, so to be obliging I am giv- ing you these (patches). Daisy Ficus, Alice Hinckley. Daisy, you like people in the Bibie; so here is a Bible in which you can read all about Moses. Alice, all of the girls told me that you were getting married soon; therefore to help the bridegroom out here is your engagement ring. Ruth Johnson, Dorothy Lefevre. I know you love to cook, Ruth, and you do it so well, that I couldn’t help but give you this cook book. Dorothy, the class has voted you to be the quietest girl in the class. This horn will help you make some more noise. Virginia Lockhart, Anna Marks. Virginia, the class thinks that you are undernourished; so I hope this cake of Ironized Yeast will build you up. Anna, you always talk of your operation and how you would like to show it to everyone; so put this zipper on it and you can. Barbara Noyes, Grace Phillips. Barbara, you want to be a gym teacher; therefore I present you with the man on the flying trapeze. Grace, you have your love to keep you warm, but just the same I’m giving you this scarf (Scharff). Norma Pond, Alice Serrano. Norma, your blonde hair is very nice, and I know you like it. Here is some blonde dye to keep it that way. Alice, I am giving you this air- plane so that you can be a little faster. Irene Silva, Katharine Silvia. Irene, The Algonquin has gone out of Woods Hole now, and I know you must be lonesome. Here is a boat and a cute little sailor. I hope this gives you fond memories. Katharine, you say that you want to marry your boss when you are a secretary. Here is a copy of the “Eternal Triangle”. Perhaps you might get some ideas. Mabel Smith, Carolina Sryder. You are always talking about your trip out West, Mabel, and I know no one would want you to forget it; so I am giving you this memorandum book. Carole, you lost your way down- stairs once, and I don’t want you to do it again. Here is a compass for you. Jayne Stevens, Helen Swift. Jayne, every time anyone sees you he has to look twice to be sure its you. You must change your coif- fure about twice a week. I am giv- ing you these hairpins because I know you must need them. Helen, here is a box of starch, because you most always look sort of limp. You can take this starch with some brine if you want to. Elta Thrasher, Nathalie Tobey. Elta, you are the oldest girl in the class; so I am giving you an old age pension. Nathalie, here’s a song you used to sing a lot. Try it now, it might sound good. Most everybody knows the tune, ‘Here’s to Dear Old Law- rence”. Carolyn Turner, Barbara Gifford. Carolyn, I think you want this so I am giving you a bow (beau). Barbara, you are sweet and so this gift will be appropriate. Here are some red Jimmies. You can win (Wynn) these at most any car- nival, if you like them. Gordon Burgess r 22 The Lawrencian CLASS GIFT AND FAREWELL At this time I wish to present to Lawrence High School, through the Junior Class President, a gift which the school and its teachers will re- member. The class decided to make the teachers’ room more attractive and the gift committee bought new furniture as a token of apprecia- tion from the class for what we have received from- the school. We stand here tonight, the result of twelve years’ of grooming, groom- ing which is the outcome of Hor- ace Mann’s ideals. It seems as if it were only yesterday that we were starting our school life; yet tonight, we are stepping into the world. Our past years have been joyous ones, and now the class of 1937 wishes to say goodbye and, at the same time, thank our teachers, our prin- cipals, and our parents. L. Benton Stevens, Class President. c Lawrence High School 23 Class Directory 1937 HELEN DENNIS AUGUSTA— Falmouth. Born October 20, 1919, Boston. Attended Falmouth Junior High School. Curriculum — Vocational. Destination — Unde- cided. THOMAS ANDREW BARNES, JR.— Falmouth. Born September 29, 1919, New Bedford. Attended Fairhaven High School. Letters won in Baseball, ’35, ’38. Gym Team, ’35. Curriculum — General. Destination — Undecided. WINIFRED ANNE BOHAKER— Falmouth. Born August 1, 1919, Falmouth. Attended Fal- mouth Junior High School. Curriculum — College. President of Dramatics Club, ’34, member ’35. Member of Sportsmanship Broth- erhood. Destination — Undecided. MARILYN RUSSELL BOSWORTH— Woods Hole. Born March 20, 1920, New Bedford. Attended Cuttyhunk Grammar School, Thomas H. Greene School, New Bed- ford, and Falmouth Junior High School. Curriculum — College. Destination — Pembroke College. JOSEPH DESIRE BOULANGER— ( x. ’ K, 4 Falmouth. Born October 29, 1919, Fall River, Attended Falmouth Junior High School. Curriculum — General. Class President, ’35, Vice President, ’36. Member of Sportsmanship Brotherhood. Des- tination — Casey Jones School. ROBERT GODBOLD BROWN— North Falmouth. Born November 2, 1919, North Falmouth. Attended Falmouth Junior High School. Curriculum— College. Won Band letter, ’37. Member of Stamp Club. ’35, Dramatics Club, ’37, and School Band. Honor Student, ’35, ’36, and ’37. Member cf Christian Endeavor. Destination — Coast Guard Academy. r 24 The Lawrencian GORDON FREEMAN BURGESS, JR.— Waquoit. Born February 23, 1921, Attleboro. Attended Fessen- den School. Curriculum— College. Letter won as Cheer Leader, ’37. Member of Stamp Club, and Rifle Club, ’37. Destination— Medical College. ELVA ELIZABETH CARL— Falmouth. Born July 2. 1919, Falmouth. Attended Falmouth Junior High School. Curriculum— Commercial. Won letter in Basketball, ’36. Destination — Business College. EVELYN FRANCES CARLSON— Quissett. Born January 30, 1920. Attended Falmouth Junior High School. Curriculum — Secretary. Won letters in Bas- ketball, ’3S and ’37. Member of Dramatics Club, ’34. Member of Junior Woman’s Club. President of 4-H Club. Destination — Un- decided. HARRY LEE CLARK— North Falmouth. Born June 9, 1920, North Dighton. Attended Falmouth Junior High School. Curriculum — College. Vice-Presi- dent in Junior year. Won letter in Football, ’37. Member of Sports- manship Brotherhood, and Stamp Club. Honors — Smythe tablet, three honor pins, scholarship, and Athletic pin. Assistant Super- intendent of North Falmouth Congregational Sunday School, mem- ber of Social Club, and Choir. Destination — Harvard. RODNEY PIERCE COWEN— North Falmouth. Born November 18, 1918. Attended Falmouth Junior High School. Curriculum — General. Destination — “The Lord only knows, I don’t.” HAROLD PALMER DAVIS— Falmouth. Bom July 28, 1919, Falmouth. Attended Falmouth Junior High School. Curriculum— General. Won two letters in Golf, one in Basketball. Member of Sportsmanship Brotherhood. Has National Athletic Scholarship Association Key. President of the Christian Endeavor. Destination — Hebron. Lawrence High School 25 jOHN DeMELLO, JR.— East Falmouth. Born February 26, 1919, East Falmouth. At- tended Falmouth Junior High School. Curriculum — College. Class Treasurer, ’35. Won letters in Football, ’35 and ’36; Baseball, ’36 and ’37; Basketball, ’36 and ’37. Captain of Football Team, ’36. All-Cape Center, ’36. Member of Sportsmanship Brotherhood. Des- tination — Brown University. NEAL FREDERICK DOLAN— North Falmouth. Born May 4, 1919, Readsboro, Vermont. At- tended Falmouth Junior High School. Curriculum — General. Lead- er of North Falmouth Young People’s Club. Destination — Unde- cided. ' S) ROSE CATHERINE EMERALD— East Falmouth. Born November 25, 1918, East Falmouth. At- tended Falmouth Junior High School. Curriculum — Vocational. Member of Committee on Caps and Gowns. Destination — Unde- cided. HAROLD EDWARD ENGLISH— Falmouth. Born March 9, 1919, Falmouth. Attended Falmouth Junior High School. Curriculum — Agriculture. Letter won in Foot- ball, ’36. Member of Sportsmanship Brotherhood. Destination- School of Landscape Gardening. DAISY ELEANOR FICUS— Woods Hole. Born May 27, 1919, New Bedford. Attended Kempton School, New Bedford, and Falmouth Junior High School. Curriculum— Commercial and Vocational. Corresponding Secretary of Woods Hole Junior Woman’s Club. Destination— Undecided. EUGENE WILLIAM FREEMAN— North Falmouth. Born April 24, 1918, North Falmouth. At- tended Falmouth Junior High School. Curriculum — General. Won letter in Football, ’37. Member of Dramatics Club. Destination- Undecided. ( c 26 The Lawrencian BARBARA LANGILLE GIFFORD— West Falmouth. Born October 20, 1918, Marshfield. Attended Falmouth Junior High School. Curriculum — General. Member of Dramatics Club and Glee Club. Member of Methodist Episcopal Epworth League. Destination — Nurses’ Training School. LAURIE CALVIN GREEN— Mashpee. Born December 3, 1919, Mashpee. Attended Mashpee Grammar School. Curriculum — General. Won letter in Football, ’36. Member of Sportsmanship Brotherhood. Member of Young People’s Christian Endeavor. Member of Boys’ Club. Destination — Undecided. HENRY HOOKER HALL— Falmouth. Born November 8, 1919, Falmouth. Attended Fal- mouth Junior High School. Curriculum — College. President of Class, ’36. Member of L. H. S. Orchestra. Editor-in-Chief of Law- rencian. Honor Pupil, ’35, ’36, and ’37. Member of Christian En- deavor. Member of Stamp Club. Member of Sportsmanship Broth- erhood. Destination — College. JOHN STUART HARLOW, JR.— West Falmouth. Born June 1, 1916, Santuit. Attended Mt. Pleasant School. Curriculum— General. Member of Rifle Club. Member of Sportsmanship Brotherhood. Destination— Trade School. FRANK EDWARD HICKS— Mashpee. Born October 11, 1916, New Bedford. Attended Bourne High School. Curriculum — General. Won letters in Foot- ball, ’33, ’34, ’35; Basketball, ’34, ’35; Baseball, ’34, ’35; Golf, ’36. Received Honorable Mention as All-Cape Guard, ’35. Destination — Hyannis State Teachers’ College. ALICE ELIZABETH HELEN HINCKLEY— North Falmouth. Born September 29. 1920, New Bedford. At- tended Barnstable High School. Curriculum— Commercial. Mem- ber of Sportsmanship Brotherhood. Honor Pupil, ' 35, 36. Member of 4-H Club. Destination— Business College. Lawrence High School 27 JASON JEROME HOPKINS— Hatchville. Born October 7, 1920, Brooklyn, N. Y. Attended Los Angeles High School. Curriculum — College. Won letter in Gym Team, ’35. Member of L. H. S. Rifle Team. Destination — Rens- selaer Institute. DONALD EDWARD HURFORD— West Falmouth. Born November 15, 1918, Boston. Attended Falmouth Junior High School. Curriculum — College. Student Council, ‘35, ’36. Stamp Club, ’36. Honor Pupil, ’35, ’36, ’37. Asso- ciate Editor of Lawrencian. Member of Methodist Episcopal Ep- worth League. Destination — Liberal Arts College. ALFRED GEORGE IRISH— Falmouth. Born October 13, 1919, New Bedford. Attended Fal- mouth Junior High School. Curriculum — College. Secretary of Class, ’35, ’36, amd ’37, Manager of Football Team, ’36. Assistant Manager of TCoo Team, ’37. Recorder and member of Sports- manship Brotherhood. Member of Student Council, ’35, ’36, and ’37. Athletic reporter of Lawrencian. President of Young People’s Fellowship. Destination — Bryant College. RUTH ELIZABETH JOHNSON— North Falmouth. Born April 9, 1919, Falmouth. Attended Fal- mouth Junior High School. Curriculum — Commercial. Member of Dramatics Club, ’35, ’36. Destination — Undecided. GEORGE ALBERT KAHLER, JR.— Woods Hole. Born January 3, 1919. Attended Falmouth Junior High School. Curriculum — General. Won letters in Golf, ’35, ’36, ’37. Member of L. H. S. Rifle Team. Destination— Undecided. _ ) SUMNER EDWARD KELLEY— West Falmouth. Born July 8. 1916. West Falmouth. Attended Falmouth Junior High School. Curriculum— General. Won letters in Football, ’34 and ’35. Manager Football Team, ’36. Member of Dramatics Club, ’35 and ’36. Destination— Technical School. Lawrence High School 29 THOMAS CAGLE NOLAND— Woods Hole. Born December 2, 1929, Vallejo, California. At- tended San Pedro and Polytechnic High, San Francisco. Curricu- lum — College. Member of the Sportsmanship Brotherhood. Mem- ber of St. Barnabas Fellowship. Destination — College. BARBARA ELIZABETH NOYES— Waquoit. Born October 28, 1919, Charlestown, Mass. Attended Falmouth Junior High School. Curriculum — Secretarial. Treasurer of ’37 class. Letters won — Cheer Leader for Football Team, ’36, Basketball, ’37. Member of the Student Council, ’36, ’37. Honors — Cheer Leader-in-Chief at Older Girls’ Conference, co-Captain Basketball, ’37. Destination — Sargent School of Physical Education. LINDSEY AMES NYE, JR.— Woods Hole. Born May 28, 1919, New Bedford. Attended Fal- mouth Junior High School. Curriculum — College. Member of Dramatics Club, Sportsmanship Brotherhood, Student Council. Destination — Undecided. A? SHIRLEY BINNS PERRY— Falmouth. Born March 14, 1920, Concord, Mass. Attended Falmouth Junior High School. Curriculum — Shop. Member of the Golf Team. Destination — College. GRACE WILLIAMINA PHILLIPS— Falmouth. Born May 6, 1919, Natick, Mass. Attended Green- fiel d High School. Curriculum — College. Won letter in Basketball, ’36. Member of Dramatics Club, Stamp Club, Girl Scout, and mem- ber of Congregational Sunday School class. Destination— Profes- sional Girl Scouting. NORMA CAROLINE POND— Woods Hole. Born September 18, 1918, Cleveland. Ohio. At- tended Falmouth. Junior High School. Curriculum— General. Chairman of the Prom Committee, ’37. On Committee Junior- Senior Party and Senior Bridge. Won Cheer Leading letter. Chair- man of Social Committee of Christian Endeavor. Destination — College. c 28 The Lawrencian EUGENE FRANCIS LAWRENCE— Falmouth. Born September 30, 1919, Falmouth. Attended Fal- mouth Junior High School. Curriculum — College. Member of Stamp Club. Honor Pupil, ’35, ’36, and ’37. Member of Young People’s Fellowship. Destination— Massachusetts Institute of Tech- nology. DOROTHY ELIZABETH LEFEVRE— Falmouth Heights. Born March 7, 1919, Boston. Attended Fal- mouth Junior High School. Curriculum — Commercial. Member of Sportsmanship Brotherhood. Destination — Undecided. VIRGINIA ELAINE LOCKHART— Falmouth. Born April 19, 1920, Falmouth. Attended Falmouth Junior High School. Curriculum — Commercial. Won letter in L. H. S. Band. Member of Dramatics Club, L. H. S. Orchestra, and Lawrencian Staff. Member of Auxiliary Band. Destination — Nurses’ College. EDWARD ARTHUR LUMBERT— Falmouth. Born July 22, 1917, Falmouth. Attended Falmouth Junior High School. Curriculum — Agriculture. Won letters in Football, ’34 and ’35. All-Cape Tackle, ’35. Member of Sportsman- ship Brotherhood. Destination — Undecided. ANNA MARY MARKS— Teaticket. Born December 5, 1918, New Bedford. Attended Falmouth Junior High School. Curriculum — General. Destination — School of Nursing. RICHARD MARKS— Teaticket. Born April 27, 1918, New Bedford. Attended Fal- mouth Junior High School, and New Bedford High School. Cur- riculum — General. Won letters in Football, ’35 and ’36, Basketball, ’36. All-Cape Tackle, ’36. Destination — Undecided. r ( 30 The Lawrencian JOHN MICHAEL SCHARFF, JR. — Woods Hole. Born October 26, 1919, Boston. Attended Falmouth Junior High School. Curriculum — General. Member of Student Council. Member of Church Basketball Team. Destination — Massa- chusetts Nautical School. ALICE SERRANO— Teaticket. Born June 10, 1918, Brockton. Attended Falmouth Junior High School. Curriculum — Business. Member of orchestra in Junior High School. Destination — Business Secretary. IRENE MARY SILVA— Woods Hole. Born June 7, 1919, Woods Hole. Attended Falmouth Junior High School. Curriculum — Business. Vice-President in Junior year. Member of Student Council. Honor Pupil, ’35, ’36, and ’37. Name on Smythe tablet. Destination— Undecided. RICHARD BYRD SILVA— Falmouth. Born June 17, 1919, New Bedford. Attended Falmouth Junior High School. Curriculum — General. Member of the Rifle Club. Has membership in the Boy Scouts. Destination— Naval Training Station at New London. JOHN LAWRENCE SILVIA, JR.— Falmouth, Born August 31, 1917, Falmouth. Attended Fal- mcuth Junior High School. Curriculum— Business. Won letter in Baseball, ’36. Member of Sportsmanship Brotherhood. Destination — Undecided. KATHERINE ANNE SILVIA— Falmouth. Born June 25, 1919. Falmouth. Attended Falmouth Junior High School. Curriculum— Commercial. Member of Sports- manship Brotherhood. Honor Pin, ’36. Destination — Undecided. Lawrence High School 31 MABEL CHRISTINE SMITH— North Falmouth. Born January 9, 1919, Framingham. At- tended Falmouth Junior High School. Curriculum — General. Mem- ber of Dramatics Club, ’36, Sportsmanship Brotherhood, Student Council, ’36. Social leader in North Falmouth Church. Destination — Undecided. CAROLINA RUTH SNYDER— Falmouth. Born August 10, 1919, Philadelphia, Pa. Attended school in Boston. Curriculum — General. Associate Editor of Law- rencian. Destination — University of Pennsylvania Hospital. JANE LOUISE STEVENS— Falmouth. Born December 21, 1919, Falmouth. Attended Fal- mouth Junior High School. Curriculum — Commercial. Letters won in Basketball, ’35, ’36, ’37, and Cheering, ’36, ’37. Member of Dram- atics Club, ’35, ’36 ’37. Captain of Basketball Team, ’37. Destin- ation — Boston University. L. BENTON STEVENS, JR.— Falmouth. Born July 27, 1918, Falmouth. Attended Falmouth Junior High School. Curriculum — College. President of Senior Class, ’37. Letters won — three Football, three Basketball, three base- ball, ’34, ’35, ’36, ’37. President of Student Council, ’37. Honors— Scholarship Key, ribbons in Cape Cod Track Meet in ’36, ’37. Cap- tain of 1936 Football Team. All-Cape Football Team, ’35, ’36. Plays ball for Falmouth Twi-league Team, ’36, ’37. Destination — Boston University. x? HELEN MOYCE SWIFT— Falmouth Heights. Born November 7, 1919, Boston. Attended Falmouth Junior High School. Curriculum— College. Manager of Basketball Team, ’37. On Committee for Prom, flowers, and Jun- ior-Senior Party. Destination — Wheaton College. JOSEPH S. TAVARES— Hatchville. Born July 24, 1919. Attended Falmouth Junior High School. Curriculum — Business. Member of Basketball and Football Teams. Destination — Employment in chain stores. r 32 The Lawrencian ELTA MAY THRASHER— Falmouth. Born April 3. 1918, Rockland, Mass. Attended Fal- mouth Junior High School. Curriculum — Household Arts. Mem- ber of Dramatics Club. Secretary of Dramatics Club, ’37. Destin- ation — Miss Shepard’s School of Practical Nursing. NATHALIE LOUISE TOBEY— Falmouth Heights. Born February 16, 1920, Falmouth Heights. Attended Falmouth Junior High School. Curriculum — College. Treasurer of Class of ’36. Member of Sportsmanship Brotherhood. Destination — Undecided. CAROLYN UNDERWOOD TURNER— Falmouth. Born May 3. 1920, Falmouth. Attended Falmouth Junior High School. Curriculum — College. Senior Literary Editor of Lawrencian. Member of Dramatics Club, ’34 and ’35. Member of Sportsmanship Brotherhood. Honor pupil, ’35, ’36 and ’37. Mem- ber of Christian Endeavor. Destination — Simmons College School cf Literary Science. JAMES MONTGOMERY WEIGLE — Falmouth. Born August 13, 1919, Kittery Point, Maine. At- tended Tottenville High School, New York. Curriculum — College. Member of Stamp Club, Dramatics Club, and Rifle Club. Member of Christian Endeavor. Destination — Syracuse University. Lawrence High School 33 CLASS STATISTICS Cleverest Best Looking Silliest Cutest Best Natured Tallest Shortest Fattest Thinnest Laziest Most Industrious Most Talkative Most Popular Quietest Oldest Youngest Best Athlete Most Musical Most Sophisticated Best Dressed Best Dancer Most Dramatic Best Leader Wittiest Best Singer Boy H. Lee Clark Donald Hurford Gorden Burgess Alfred Irish Alfred Irish James Weigle Eugene Freeman Lindsey Nye John Scharff George Kahler Eugene Lawrence Eugene Lawrence Alfred Irish Rodney Cowen John Harlow Gorden Burgess Benton Stevens Hooker Hall Harold Davis Gorden Burgess Hooker Hall Lindsey Nye Benton Stevens James Weigle John Scharff Girl Carolyn Turner Helen Swift Barbara Gifford Nathalie Tobey Winifred Bohaker Ruth Johnson Anna Marks Virginia Lockhart Dorothy Lefevre Jayne Stevens Carolyn Turner Ruth Johnson Irene Silva Dorothy Lefevre Alice Serrano Alice Hinckley Barbara Noyes Elva Carl Helen Swift Norma Pond Jayne Stevens Elta Thrasher Barbara Noyes Barbara Gifford Norma Pond (. 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OWOK - .2 • 2 o ® y _y . in r y ' T £ G G -G u o o y y A CL, Eh PQ N 03 O . y d .2 W WQ y - ?? w •L O HJ d 3 I’k ' S O W 03 03 CL, I cd . ? A y 00 .!b d £ £ r T3 o w d 53 G 2 yG o y O 3 A A A 3 C d A 2 G y - 2 2 r 5 h rl « h «=k i = « 3 M 3 y . r 1 53 iS � y £ A o o � 53 A ZZZ p ■ V A d G y O y G G 2 ja H d .03 ' ,-co ' y - - G t— I ai y i3 : o W : g: y T3 73 c3 • 63 -3 -22 “ h 73 r G G C -S £?y O o y r G G G G G Pl,03 03 03 03 03 W0303 y rfW G . !G 03 03 H H I . co y G3 H CO d d f- . Tobey, Nathalie “Tobey” Biology Basketball Turner, Carolyn Rats! French Bicycling Reading Librarian Weigle, James “Wiggles” Flub dub German Volley Ball Nature Symphonic Composer Lawrence High School 37 A M E T ii a? ' 0 R Y S T (Time Allowance 1 Minute) Do you remember ivhere you put: — your life insurance policies? — the deed to the house? The Mortgage? — your fire, accident and automobile insurance papers? • — those valuable christening and birth records? — your will? — your marriage certificate? — important financial records, receipts, can- celled checks? — prized photographs, jewelry, heirlooms? — the inventory of your personal property (so important for insurance settlements)? — contracts, business papers, stocks and bonds? One minute may seem short for answering these questions. BUT, if your house were burning you might have even less. THE FALMOUTH NATIONAL BANK Capital $100,000 Surplus $100,000 38 The Lawrencian Compliments of BUTTNER ' S A Full Line of TEN ACRE, INC. Clothing, Dry Goods and Yard Goods Main Street Falmouth Compliments of JOIN OUR SPORTS CLUB A Ticket entitles you to a Malchmant discount on all Sporting Goods EASTMAN’S HARDWARE The Leading Sports Store on Cape Cod Compliments of Compliments of THE SANSOUCFS WOOD LUMBER CO. BARBER SHOP and BEAUTY PARLOR Compliments of Compliments of VANTINE STUDIOS BEALE’S SHOE STORE Boston, Mass. 40 The Lawrencian CAPE COD AUTO CO. Compliments of Sbrd Authorized Sales Service FALMOUTH COAL CO. Cars Trucks Tractors Falmouth, Mass. SAM CAHOON WHOLESALE and RETAIL DEALER in FISH and LOBSTERS Woods Hole Tel. Falmouth 660 or 661 For Your Leisure Time Large Variety of Stamped Linens Needle Point Rugs to Hook Crocheted Work and Yarns SAMPSON ' S MME. CURE ' Beauty Parlor Permanent Waving JANE N. RUSSELL Opp. Post Office Falmouth Opp. Town Hall Falmouth Lawrence High School 39 Compliments of Expert Watch, Clock, Jewelry and Optical Repairing ANGELUS SWEETS FALMOUTH JEWELRY SHOP RESTAURANT Falmouth Hyannis Compliments of BUZZARDS BAY GAS COMPANY Falmouth, Mass. NEW BEDFORD BARGAIN STORE A Full Line of ISSOKSONS ' CLOTHING, DRY GOODS and SHOES Opp. Elizabeth Theatre at Lowest Prices Main St. Falmouth Falmouth Mass. ( ( p