Northampton High School - Nesaki Yearbook (Northampton, MA)

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d . , ,R , ,L Y, X g g Y W,,i, Oteromseorto 0 Q65 Q glWLlEC ?LT5lI-lliijg e XJ' re E or a Virginia Dolan's and Eddie Maherls ranking in the stage realm is left to any up- and-coming lovers in the junior class. Earl Bellis' select vocabulary is bequeathed to any Junior who really understands the language used in Tatnuck. Ed Zaleski leaves his job of manager and chief water boy of the athletic teams to Duffy Regan. Kathleen Sweeney's ability at playing the piano is left to Florence Margolis. Herman Dawson prefers to keep his drumming ability, Our outdoor track team we immortalize for breaking a new record in the class games. To whom it may concern the following personal bequests are made: To Ed Sweeney-his ability at 'lmaking 'em youngf, Dick Ryan-his worries over the Senior prom. Zareh Martin-his Esquire clothes. Frank Sullivan-his wit. Eddie Maher-his changing voice. Harry Hoppin-the art of growing up. jack Magune-his mustache. George McCafferty-his pork-pie hat. janet Greenwood-her chattering. , Helen Horgan-the bathrobe cord she uses for a belt. Bill Gregg-the reason why he goes over to Commerce after first period. Walter Gruzdis-a little Chemistry knowledge. Tony Deknis-his ice- cream truck. George Pappas-his black stockings. Martha Connelly-her slimness. Ted Pokropowicz-his false teeth, Barbara Cowee-her dimples. Louise Rocheleau-her jail food. Frank Statkus-his ability at ping-pong. Vincent Akelaitis-his bothering others when they are attempting to study. In witness whereof we do set our hand and seal this day of june in the year of our Lord one thousand nine hundred and thirty-six CLASS OF 1936 Gene Olmstead, Terlatoff Twenty-one

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Class Will . Q BE it remembered, that we, the graduating class of 1956 of Classical High School of Worcester, Massa- chusetts, the Heart of the Commonwealth, being of sound mind and memory, do hereby collectively ac- knowledge this to be our last and only will and testa- ment. We therefore, bequeath the following items, ac- cording to lawful procedure: To Mr. Fenner and the faculty of this institution of learning, we leave our sincere gratitude and profound appreciation for their guidance and forbearance during these past four years Qsix for some of us.j To Mr. Cantwell and his associate directors, we - dedicate the proposed new field house and our best GENE QLMS1-EAD wishes for success and loads of hot water in the showers. Terlazlor To the Juniors, we leave the opportunity of ex- panding the scholastic and athletic achievements we have maintained during our sojourn. To the Sophomores, our blessings upon passing through the wise fool stage of their lives. To the Freshmen, we bequeath our hopes that in the near future they may come to school without their bibs. To the honor students, our best wishes for the future and thanks for keeping our scholastic record so high. The blessing of never again having such pencil-throwers is wished upon a certain first floor teacher. Harry Kingsley's niche in Classical's Hall of Fame is left to some most worthy junior, if one can be found. Tiny Rich leaves a little avoir-du-pois to some of the undersized freshmen. Louisa Clark leaves her smooth-running blushing apparatus to Suzanne Cook. Rita Connelly bequeaths her athletic ability to Jean Simonds. Harvey Fram leaves a safety razor to any unfortunate under-classman who has to struggle through school with a beard as long as his haircut. joey Edinburg bequeaths his silver tongue and nose for news to anyone interested. Eugene Balcanoff leaves his mantle of oratory to Lawrence Freeman. Charley Gustafson's short haircuts are left to Stutz Modzeleski. The testator bequeaths his Model T Ford to the Physics Laboratory and Mr. Arey for further experimenting. Twenty

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The Senior Looks at His Education THE present world-wide interest in youth problems is the result of a recognised need. That young people have special problems arising from conditions of the times is nothing new in itself. As yet we have en- countered only a few of them, but with the end of our high school days at hand, it is necessary that we look back to see what preparations we have made and look ahead to understand in what ways we are ready for the future. But we live in the present, so the most impor- tant thing is to look around and get our bearings before we become adult members of the family, integral parts of our state and our nation. This reflection has shaped the plan of our Commencement program. The question is, how well are we fitted to adjust ourselves to the LU-I-IAN NEWFIELD widening scope of our lives? Besides the enjoyment they have brought, our high school days have taught us many things. We have learned how to get along with a group of other young people, we have formed new acquaintances and have acquired a few real friends. We have discovered that one of the most important functions of our schools is the making of these human contacts. Some of us have also learned how to run our school paper or how to hold executive offices in our clubts. We have come to know the value of cooperation and goodwill. In our class elections we have found out the necessity of submitting to the will of the majority and of placing trustworthy and reliable people in charge of our group affairs. The fundamental Classical, however, has been our four classes daily, and what we have learned in them is excellent, so far as it goes, The subjects taught are the rock-bottom elements of what one needs to become a well-educated adult. Yet even a classical education should meet some of the demands of practical 1936g and as we leave high school after four years, we wonder whether what we have accom- plished justifies the time and effort spent. We wonder how far our study of the classics, for instance, has taught us genuine appreciation of them. And if this appre- ciation is lacking, might we not have started at even simpler beginnings than we do? There are high school students who limit their reading to the comic strips and sport pages in the newspapers, and the short stories in the Sfzizzwiazy Evening Pont- if we dare grant them a plane somewhat above pulp magazines, If that is the case, then let them be taught how to read newspapers correctly, to distinguish between those of high standard and those of low. Let them be encouraged to read the best in current fiction. Such study would establish a natural approach to good modern writ- Twenty-two