Lyman Hall High school - Singer Chronicle Yearbook (Wallingford, CT)

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6 THE CHRONICLE An Appreciation We believe that our auditorium programs are quite superior to those held in many schools. Here the educational entertainments are provided by the money that comes from the candy bought by the students. Our principal arranges these programs with an eye to their educational value as well as to their entertaining qualities. Many of the people who take part are famous throughout the United States. We have had explorers, men interested in natural history, musicians, poets, and dancers. It is little wonder that the heads of other schools consult our principal in regard to their auditorium programs. May Pogmore, ’40 A Musical Treat Much credit is due the North Main Street Parent-Teacher Association for giving the general public a program of the best of the classic type of music. On January 15, this organization sponsored a concert presented by a forty piece ensemble from the Bridgeport Symphony Orchestra. While the orchestra was tuning, Mr. Frank Foti, the conductor, entered amid great applause. After greeting the audience with a few words of introduction about the various instruments of the orchestra, Mr. Foti lifted his baton to begin the concert by playing Mozart’s overture, Eine Kleinenacht-musik. The concert continued with the Allegro Moderato (first movement) of the Unfinished Symphony and Symphony in B Minor, by Schubert, followed by Tschaikowsky’s Nutcracker Suite. After a brief breathing spell, as Mr. Foti called it, the program continued with Carl Maria von Weber’s overture to the opera Oberon. The next selection was a novel overture of the Three Bears by Eric Coates, and then came Johann Strauss II’s Roses from the South, which was beautifully presented. The program was concluded with the playing of Reinhold Gliere’s Russian Sailors’ Dance from the Red Poppy. All of us who attended felt that we had been given a most enjoyable afternoon of symphonic music. Now we are looking forward to the operetta Hansel and Gretel, also to be given under the auspices of the North Main Street Parent-Teacher Association. Alex Sabo, ’39 — o — Fog Fog that fills the air we breathe, That makes clear vision fade Is just the steam from mother earth And all her river’s aid. Kenneth Buongirno, ’38

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THE CHRONICLE 5 he studied law and was admitted to the bar. In 1838 he went abroad to meet people who were well acquainted with the social and educational conditions of the countries he visited. At the age of twenty-six he was elected representative to the Connecticut legislature, where he introduced a bill to organize a board “to provide for better supervision of the common schools.” He gave so convincing a speech that the bill was passed, and he was appointed Secretary of the Board. He then collected facts, questioned teachers and school visitors, and used the data obtained in a report to the legislature. The facts presented about the schools were startling and depressing. In an attempt to improve educational conditions he often used his own money. Soon a new political party came into power and Barnard was swept from office, and the laws he had been influential in making were repealed. He then turned to work on his Common School Journal. In 1843 he became state superintendent of schools in Rhode Island, where he was given great freedom. He established normal schools and better public schools, providing more capable teachers. When his Connecticut friends were again in power, he returned to our state as state superintendent and also principal of the new State Normal School in New Britain. In 1854 he was appointed sole delegate from America to London to the great International Exposition on Educational Methods. It was there that he saw a model kindergarten and brought back the idea to America. He continued to revise the school laws of Connecticut to such an extent that his influence is felt today. In the field of educational literature, Henry Barnard has left much of value. Besides his Journal of Education he wrote a History of Education in the United States, Common Schools and Education in Europe, and Normal Schools, all of these volumes presenting information that has been influential and helpful in the betterment of our schools. Henry Barnard is considered one of the foremost American educators of the nineteenth century, a man who organized his educational philosophy from actual experience and prolonged study. Charlotte Germain, ’39 — o — To the Students of Lyman Hall I have a plan that will help you get to your classes more quickly. I merely suggest that when passing through the halls, we walk two abreast and move along as if we were going somewhere. I do not mean that we should run but that we should move along, not stopping to gossip, letting that delightful pastime wait until after school. In going up or down stairs I think we should try to walk single file, thus helping the students who have long distances to cover. Don’t forget that the student coming from the “gym” has some “stepping” to do. Let’s all cooperate and make our passing between classes pleasanter and more effective for all. Charles Burghart, ’38

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THE CHRONICLE On a Dreary Winter Day It is winter, and I am sad: My feathered comrades have forsaken me; Garlands of snow festoon the land Where vari-colored blossoms ought to be. A cold whiteness envelops the earth; Naked trees writhe and twist in the gale; The wind whines, howls in ceaseless mirth While lashing the trees with invisible flail. I shudder and drawing my coat More snugly long for the warm summer sun. I long to see the white clouds float In an azure sky. I want to run In the breeze and feel its soft caress On my brow.—My imagination hears the call Of birds. I see the green meadow, and yes, In the sky the sun like a golden ball Hangs.—The gale derides such tho’ts, and the gray Sky hangs low, foreboding.—Begone, I pray! Olive King,