Milford High School - Oak Lily and Ivy Yearbook (Milford, MA)

Page 23 text:

WE ALSO SPEAK OF ENGLISH . . . How well we remember the pro¬ gram ! . . . Monday, oral or written com¬ position (the latter of which met with our approval) ; Tuesday and Wednesday, grammar; Thursday and Friday, classic . . . spelling and vocabulary drill every day . . . Macbeth and its many lessons in¬ terested us so much so that we think Shakespeare was human after all . . . Burke’s speech . . . let’s skip it . . . Re¬ member the essentials of a short story? . . . and Johnson’s “morbid propensity to sloth and procrastination”? Milton wasn’t bad either . . . Poetry? Well Professor Illingworth is always welcome . . . Those essays! Biography, Constitution, Wings! . . . AND OF HISTORY That everything goes in three’s and four’s we are positive ... So many instan¬ ces of this thought came up, or were brought to our attention, that we question it no longer. In fact, we thought of suing Dr. Dafoe of Dionne fame. With maps and scrapbooks galore, daily dictation, and exams we became further acquainted with the manner in which our forefathers met the problem of their day, profited by past experiences, and (for the sake of a third) laid the ground work so successfully that subsequent leaders had but to smooth off any rough edges. . . . AND OF FRENCH “Alors commencons.” We then start out. We place our homework papers on our desk, where they are carefully checked by our instructor. We receive our sentence and go to the board. Woe be unto him who has forgotten l’exercise pour le jour or who is unable to “tradiussez en anglais.” Really we can’t ever think of France without hav¬ ing pleasant thoughts about an instructor who has instilled in us a fondness for the country and language, and who has won the love of all her students. Whether it be an claire de la lune or in the beautiful country of Carcassonne, Miss Pianca will be with us in memory. . . . AND OF THE OFFICE. The office . . . the hub of our school and where our esteemed principal held sway . . . where Miss Evelyn Moore, the gracious and efficient secretary patiently issued us our slips for tardiness or absence . . . where the timid Freshman entered . . . where the proud Sophomore went with conscious possessiveness . . . where the dig¬ nified Junior appeared . . . where the so¬ phisticated Senior made his entry in satis¬ fied familiarity, which, however was mingled with regret, for he realized that the time was approaching when he would enter this hallowed room no more. May the new office offer as many pleasant mem¬ ories for succeeding classes as the tempor¬ ary one did for us. a-TxU Ma -TTltnrt, adrnjp cr { V, Urje-J — JC Sjh

Page 22 text:

(AusjAasTi 4- Ai£s A-cAxAgy- Atr AA - j r Ae. » 7 @AicA,j cAccA 4- jAlJL C ZvtLiAm. 2-d lAicAi . G-A 4 i TfcasnS asA- Ptewpap-WB , WE SPEAK OF THE LAB . . . The principles taught in our text book and by our instructor were put to the test in the laboratory. We found, as one would naturally expect, that the printed page and oral instruction came to life as a result of the experiments which we performed. We were quite interested in noting changes and came to realize that those which do not affect the composition of substances are called physical changes. Matters having to do with motion, heat, light, sound, electri¬ city, and magnetism, commanded our at¬ tention so much so that the ringing of the bell for the change of classes brought us too hastily out of the lab. ... AND OF PHYSICS Whether it was about electro magnets, levers, scales, spring balances, boilers or steam engines the physics class was always eager to learn of that science which treats of matter and energy. We feel that the knowledge which we have gained about mechanics, heat, light, sound, electricity, and the like will greatly enable us to und¬ erstand and appreciate the many advances made in their field. We did become con¬ fused at times, but we were soon set aright and left with a good understanding of many scientific phenomena. Even the fishes in the aquarium, that were really there for the Biology classes, seemed to stop their sportive play when our classes began. ... AND OF STENOGRAPHY Intensive drill is the secret for success in shorthand. Sometimes we did have quite a bit of difficulty in reading our out¬ lines . . . But what of that? . . . Many people wonder what they’ve written in longhand. Many persons also wonder just what the lines with the intricate twists and twirls really mean. So did we, and now that we’ve found out, we’re mighty glad that we took the course. Letters were dictated to us regularly by our instructors, to whom we later transcribed them. As Seniors our familiarity with phrases and the like made this possible. We should like to write “Good luck’’ to you in shorthand . . . but . . . ... AND OF TYPING. Were we glad when those days of mastering the keyboard with catchy finger drills passed! ... It seems that we didn’t have to count sheep going over the fence if we were bothered with insomnia ... We caught ourselves pounding a s f g h j k 1 over and over again until we pounded our head against the wall . . . But a sense of self-satisfaction was ours when as touch typists we could take the speed tests and pass them quite creditably. The valuable instruction which we also received about the mimeograph and adding machines, the Ediphone, and office filing system should greatly aid the many secretaries-to-be in our class. . . .

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The Class of 193$ Faces Future With Confidence But Regrets Parting OUR CLASS OFFICERS, Daly Piteo, vice- president; Jake Heitin, president; Buff Butter- worth, secretary (standing) ; Ray Mainini, treasurer; and Gusta Copper, historian, (stoop¬ ing) gladly pose for this “dignified” photograph. As the old maestro says, “The time has come for au revoir and pleasant dreams.” When green but growing we entered this revered institution of learning four eventful years ago, the farthest thought from our minds was graduation, but here we are . . . Before we go, however, we wish to recall a few choice incidents. The time: Early part of the school year . . . The set¬ ting: A schoolroom; a teacher is giving a hearing test to a student. She whispers a number; the student repeats it . . . Teacher (Softly) : 25 . . . Pupil (Anxious¬ ly) 25? . . . Teacher: Yes. 14 . . . Pupil: 14? . . . Teacher: Yes; 19 . . . Pupil: 19? . . . Teacher: Yes; 32 . . . Pupil: 32? . . . Gleeful voice from back of room: “Beano!” Did you know that a certain respect¬ ed male returned the first long pants suit he ever owned because there were no sleeves to the vest? . . . The traditional de¬ bate and dispute over the costume of the graduating class took place again this year . . . Amid great confusion, coupled with heated debate, all proposals went down to an ignominious defeat . . . except the traditional garb of dark coats and flannels for the boys, and white evening gowns for the girls . . . During the meet¬ ing, one of the girls made a suggestion which met with immediate disfavor from one of our more enthusiastic male class¬ mates ... In a flash, Andy Bernardi was on his feet, loudly protesting the measure. “Why should we boys,” he said, “be ruled by what the girls want?” . . . The person conducting our meeting evidently knew the answer, for he answered, “You just wait a few years!” . . . And did we laugh! On the morning of our examinations some of us were standing in a group di¬ gesting some last minute information . . . One of our classmates rushed over to us and frantically demanded a razor blade . . . Somewhat astonished and firmly believing that the chap in desperation had lost his nerve and wished to have his ashes cre¬ mated, we hastily tried to quiet the boy and comfort him with the declaration that 20