Quincy High School - Goldenrod Yearbook (Quincy, MA)

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THE GOLDEN ROD, LOCALS. EDITED BY Pauline Wilkins, Walter Sampson. Advertisers, o ! Subscriptions, 360!! All debts provided for! !! We are the people ! !! Did ye never hear of the Golden Rod ? Now for more subscribers to pay more money, to buy more Golden Rods, to pay for more pictures, more busts, more of everything that will make our school home brighter, pleasanter, more home- like. Physiology II. informs us that the vital processes are circulation, digestion, and perspiration. Our superintendent and our Sci- ence teacher seem to be in great demand at conventions and insti- tutes this fall. All the teachers of Quincy are studying morals. We hope that it is not because the superintendent has discovered any great lack. Parents visits are so angelic, be cause so few and far between, that we gladly record the call of Mrs. George A. Bailey. Come again. The Fourth class make three di- visions of twenty-eight and one- third each. We are not sure about the one-third, but we know there are eighty-five in the class. All schools except the High had a holiday October 9, as the teach- ers attended the Norfolk County convention. Our day is promised us, and we are waiting patiently. We Hope and Pray a-Loud that a class that contains two Popes and only a Merr-ill will be Bett-er than any former class. Possibly its mascot will be a White Steer. Warnings have been sent to the parents of all scholars who failed the first month to reach the stan- dard in any two studies. It is hoped that the parents will look more carefully to the work at home. The class of ’91 presented the school with two busts, two flags, and two pictures. We hope each graduating class will do as well. History IV. suggests a new way of doing penance. They tell of Henry II. feasting and praying at the shrine of Thomas a Becket. Teachers in Geometry should be careful, as the latest authority tells us that nothing is solid, because spaces exist between the mole- cules. Latin IV. Teacher—What is the subject of the verb? Pupil—Where. Teacher—Did you ever see a where ? If the flower season is passing, the season for autumn leaves is coming, and they will add very much to the appearance of our rooms. We expect the Fourth class will make a very bright Physics class next year. They are able even now to do so difficult examples as squaring three mentally. The school day is now divided into five recitation periods. We have therefore lost nearly one third of our former study-time in school hours, and must do more work at home. Physiology II. now know that the numer(o)us is next to the fun- ny bone; that it’s no use “crying over spilt milk,” because nearly nine tenths of it is water; that their wisdom (?) teeth have not come; that man perspires, but other animals sweat; that Physiol- ogy has two y’s and more “Why’s.” Physics III. are just finding out how long it would take them to fall from Bunker Hill monument. We hope that none of them will be obliged to experiment before they can thoroughly understand that it would take them nearly four sec- onds. They are also learning that a short pendulum will vibrate fast- er than a long one Surely there ought now to be no slow clocks in their homes, to cause tardiness at school.

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THE GOLDEN ROD. wrote a letter to Eve. Here is the heading: “Garden of Eden, Jan- uary i, -----,”—but what is the year? Would he have written o years, or the year i ? Evidently no whole year had elapsed, no more than 1891 has elapsed, but still if we were writing a letter we should date it October, ’91. Imagine, then, that Adam dated his epistle January 1,1. Was not that year completed at the expiration of De- cember 31, and did not that cen- tury close with December 31 of the one hundredth year? It seems very obvious that the ninety-ninth year does not complete a period of one hundred. s. It was just the kind of a morn- ing to make one feel full of life and energy; the sun shone bright- ly and the air was clear and cold. The faces of most of the pupils of the --- school seemed to be in harmony with the morning, but those of a few young girls looked tired and discouraged, and their eyes had an uneasy, apprehensive expression, which the teacher translated, “Unlearned lessons ” Let us see what the reason of this was. On the previous evening an entertainment had been given for the benefit of the church to which these young girls belong, and each had performed some part in it. For several weeks they had been obliged to spend two or three of their evenings in rehearsals, and as a result they had not sufficient time to learn their lessons. Reci- tations began to be imperfect, and records which had been excellent fell lower each day. Anxious to remedy this, some robbed them- selves of sleep to gain time for study. One young lady retired at twelve o’clock on the night of the entertainment, and rose at three on the following morning, in order to learn her lessons. Think of it, only three hours of sleep, and those broken by troubled dreams of unlearned lessons. It is no wonder that the girls grew pale and tired. One complains of an aching head, and her mother im- mediately says: “You study too hard; school lessons ought not to be so long.” Of course the school must bear all the blame; no thought is given to the length of time spent in preparing for the en- tertainment. Another exclaims, C “O, I am so tired !” and her moth- er replies: “School life is too con- fining: you do not have time enough for exercise.” There again the burden of blame is laid upon innocent shoulders. Evidently something must be neglected to a certain extent, and the question is, which shall suffer, entertainments or education? It seems to us that, those young people who are wise will leave the work of entertain- ments until later years, and will devote themselves to the acquisi- tion of knowledge while they are permitted to enjoy the advantages offered by the schools of our land. We do not mean that they should wholly deprive themselves of the pleasure derived from entertain- ments and pleasant evening par- ties ; on the contrary, we think it necessary that they should have some recreation of that nature; but we simply believe that when there is a question between les- sons and an entertainment, the de- cision should be in favor of the les- sons. R. Our cabinet specimens are in- creasing slowly in numbers. We are indebted to May Gavin, ’94, for two bills (one fifty dollars, the other twenty),which were issued in the Revolutionary days. James White, ’94, has brought in a flower and seed from the cotton plant; also specimens of copper ore from Vermont. Two contributions from Florence Gray, ’94, are a piece of iron slag from Ohio, and a slough. “What is a slough?” Why, it is a complete suit of clothes which some snake has slipped out of and shed, possibly for a later style, s. The Golden Rod wishes to learn the names and whereabouts of the graduates of these classes : ’67, ’68, 70, '71, ’72, '73, and ’74. Can you help ?

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THE GOLDEN ROD. PERSONAL EDITED BY Jennie Griffin, Herbert Holmes. Mabel Oxford and Carrie Baker, 93, took part in the choruses of ‘‘Priscilla.’' Dr. Sheahan, ’65, will read Ra- cine’s Athalie with French II. once a week. They are to be en- vied. Helen Nutting, ’93, and Marcia Reed, ’94, have recently learned that some ivy does not agree with them. They now look natural. On Thursday, October 15, twen- ty-four schoolmates of Gertrude Hall, ’94, surprised her at her home in Newbury avenue, Atlan- tic. Miss Hall has been confined to the house for six weeks, and has just returned to school. DIRECTORY OF ’90. Dolly A. Baxter—Normal Cooking school, Boston. Grace G. Bigelow—At home. Lucy W. Brown—Bridgewater Nor- mal. Ida J. Cameron—Quincy Training class. Stella M. Crocker—At home. Bartholomew J. Crowley—Book- keeping, Boston. Mary A. Deasy—Shorthand writer, Boston. Augusta E. Dell—Quincy Training class. Henrietta J. Dell—Thayer Acade- my, Braintree. Alice Dunn—Quincy Training class. Henrietta E. Esson—Quincy Train- ing class. Elizabeth T. Gearin—At home. Charles C. Hill—Carpenter, West Quincy. Charles A. Hobart—Bookkeeper, Boston. Annie M. McCormick—Quincy Training class. Catherine C. McGovern—Quincy Training class. Charles W. Miller—Studying at home. Harry O. Parker—Technology col- lege, Boston. Carleton C. Perry—Architect, Bos- ton. Maude W. Perry—Music teacher, Newport. Charles K. Pierce—Taunton Iron Works, Boston. Maud E. Polsom—Bradford Acad- emy. John J. Reardon—E. H. Doble’s, Quincy. William L. Sullivan—Bbston col- lege. Lucy B. Tarbox—Quincy Training class. Florentine A. Walters—Bryant Stratton’s, Boston. Catherine E. Walters—Bridge- water Normal. Why should not Swin(e)burnian poetry be popular in Chicago ? Our base ball players claim that “Slide, brother, slide!” is the mas- culine of “Scoot, sister, scoot!” This is referred to English IV. English III. are hunting with Doctor Holmes after his Captain. They are glad to know that, in spite of his eighty-two years, the old man is as buoy-ant as ever. Eve was the first “sweet girl graduate.” Her essay dealt with “Fruits and their effects.” As Eve means “life-waker” it is safe to say that there was no sleeping in the audience. “The habit of doing one’s work well is not the whole of morality, but it is the heart and core of mor- ality.” “Franklin Pierce was the four- teenth president, and his initial let- ters stand for fourteenth president. There are fourteen letters in his name.” “The progress of the nineteenth century towards anarchy and so- cialism has been considerably re- tarded by the great bulwark of savings bank deposits.” “If love for country,for humanity, for individual rights, be implanted in the hearts of the school chil- dren, the writers of political mel- ancholy will have to choose some other field for their operations.”