Maynard High School - Screech Owl Yearbook (Maynard, MA)

Page 5 text:

THE NEW MEMBERS OF OUR FACULTY Miss Ann Kenneally Mr. Stanley Bomielevitch Mr. Fred Mattioli

Page 4 text:

creech w I PUBLISHED TWO TIMES A YEAR THE PUPILS OF MAYNARD HIGH SCHOOL DECEMBER, 1946 TABLE OF CONTENTS Picture — Faculty — New Members 3 Editorials 4 Literary 5 Looking Back (Alumni) 12 Activities 13 Pictures — Candids 14 and 15 Athletics 17 Picture — Football Team 18 Picture — Cheerleaders 21 Picture — Girls ' Field Hockey Team 23 Wise Old Owl 25 SCREECH OWL STAFF Editor Assistant Editor Business Manager Assistant Business Managers Photography Alumni Exchanges Activities Wise Old Ou ' l and Jokes Boys’ Athletics Girls ' Athletics Art Circulation Literary Department T ypists Ad I isers Elinor Case Albert Goodrich Helen Arcisz ) Clyde Merrick ( Elizabeth Jones ) Edwin Johnson ( John Clayton J Nancy Stalker ( Rachel Keto Norma O ' Neil ) Gloria Novick Alice Koskela ( Isabella Koski J Viola Hytonen 1 Raymond Van Vorse [ John 2L ncewicz John Veracka Jane Dockerty Charlotte Lehto ) Edward Arcieri ' ( Kenneth McArthur ( Barbara Parker I Ann Marie Morton J Norma Martinsen 1 Ann Freeman Constance Whitney [ Arlene Kaplan I Mary Cannella Marcella Dintino I Phyllis Blanchette J Shirley Wilcox ' 1 Audrey Olsen I Doris Dionne I Mary McCarthy [ Julia D Amico ) Mary E. Coleman I Dorothy E. Marsden

Page 6 text:

IT ' S UP TO YOU Why is it that a great many of the high school students of today lack the ambition and the desire for a higher learning? A large number of them have only hazy ideas about what they are going to do after they graduate, and what is worse, they are not in the least bit concerned about it. They are perfectly con- tent to glide along through the four years of high school, doing only a minimum of homework and just barely passing. Could this attitude be the fault of the schools? No, not when we consider how much the schools are doing to make students realize the importance of a good high school education and plans for the future. City schools olfer guidance courses on a large scale where one may study each phase of the occupation in which he is interested, and upon grad- uation go out into the world knowing what require- ments he must meet and what obstacles he will have to face. Even the smaller schools are becoming guidance conscious’’ and offer students general courses in this important subject. Such courses not only make students think about their future, but they also give them the incentive to study harder while in high school so as to be all the better prepared for their future. Next we must take into consideration the parents. Could they be responsible for this attitude? Hardly, when it is a well-known fact that practically all mothers and fathers have big plans for their sons and daughters, and picture them as successful musicians, doctors, teachers, or lawyers. Parents with such dreams surely realize the importance of a good high school education as a basis for the many years of study ahead; but their advice, though freely offered, is not always freely accepted. Students, for the most part, continue merrily along their way, doing only what they are forced to do, and not even that if there is any possible way of getting out of it. They simply shrug their shoulders and mutter something about too much advice” and times have changed.” What they can’t seem to realize is that this advice is offered by people who learned the hard way and who are eager to spare their children the headaches and heartaches that they once faced. No, we can’t blame this atti- tude entirely on the parents, either. Since there are three forces involved, the school-- parents — and the students — and since we have ab- solved the school and the parents, upon whom can the fault lay, if not upon the students? The school has done its part; the parent has done his. Now what about you ? ( 4 ) Elinor R. Case, ’47