Quincy High School - Goldenrod Yearbook (Quincy, MA)

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The Golden-Rod QUINCY, MASS., APRIL, 11)09 Following a long established precedent, the Senior class only has had a class motto, and then only at tin last moment before gradua- tion. Now we think that more real good would be received from a motto, if the class had it to live up to for four years; that is, instead of the outgoing class only choosing a motto, the incoming class should make their choice at the beginning of their course. Let this sink in deep for consideration. Realize that you. the under classes, must set the example, and also start the ball rolling,—rolling toward new and improved ideas. There is plenty of “red tape” involved in obtaining permission to go to the school library to get a book, but there is no “red tape” there to keep the books where they belong. There- fore it is for each user of the library to show some consideration for the one who follows him Put the book back where you found it. Some- body else will want to refer to it. and that somebody may not have used the library enough to know that the “History of Greece” is prob- ably on the shelf marked “English Poetry.” So do a little thinking on your own account and for the benefit of those who come later to the library. In 1809 many of our noted men were born, and this year. 1909. we are celebrating their hundredth anniversaries. Already we have celebrated the anniversaries of Poe. Lincoln. Mendelssohn. Darwin, Chopin, and Edward Fitzgerald. In this group is represented the poet, the statesman, the musician, and the nat- uralist. In June, comes the centennarv of Rich- ard Milnes. statesman and poet. In August, come the celebrations of Kinglake. historian: Tennyson, poet laureate; and Oliver Wendell Holmes, poet and essayist. The last celebration of the year is that of the great English states- man. Gladstone. As the time for another class to enter this honorable edifice is drawing near, we would like to bring before their notice, and before the notice of the class of 1912, the idea of a school pin. At present three classes have pins

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Photo by Nerses BASKET BALL TEAM

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THE GOLDEN-ROD and they all differ in design, so that an out- sider cannot tell what school the pin represents. Would it not be better to have a pin that would suggest Quinev High school at once to the pub- lic? In choosing a pin of this sort, the de- sign should be the same for all classes. The only changes necessary would be the numerals for the different years and a change in color of enamel, if enamel were used. It is hoped that the school will give this plan careful con- sideration. Several criticisms have been received by the editors of this paper about the last number. In preparing this issue we have attempted to profit by those criticisms and tried to make this number satisfactory to the school. The school should make the suggestions of improve- ment since this is a school paper. Further, as this is not a class paper, the school as a whole should help make it interesting. I mean by this that the pupils should send in contributions in the shape of jokes, stories, etc., instead of leav- ing it to the editors. If this were done, the school would show more interest than it does at present. Locals A large drawing of “The House of the Seven Gables’’ was made for the English III classes by George ITolteen. '10. This drawing can be seen in Room 23. It is well done in every detail and represents much hard work, for it was drawn merely from the description in the book. The drawings by Mr. Northrop for the Gold- en Rod have added much to the success of the paper. He certainly has many funny ideas and can represent them well on paper. Two of the 1908 graduates have had their studies at college interrupted by sickness. Wil- liam Nolan of Yale suffered from an attack of diphtheria, and Stanley Sherman of Amherst was obliged to discontinue work for seven weeks, on account of typhoid fever. Both are now back at their respective colleges, studying to make up for lost time. Argumentation is over for English IV. Nar- ration has taken its place, but before we left argumentation, our knowledge of the princi- ples of the subject was put to practical use in a series of debates. These debates, four in number, brought out several personal charac- teristics, not so noticeable in everyday recita- tion. There were several instances of imita- tion of Burke: the one that created the great- est sensation was that in which “The noble Lord in the Blue Ribbon” was changed to “my opponent in the red necktie.” Once more the college divisions of the Sen- ior English classes exhibited their powers of speechmaking with even greater success than before. This time the subjects for the dis- courses were based upon Burke, his ideas, and his times. This variety of subjects formed more than a passing interest for the classes, (and also for the study pupils in the room at the time) and not one pupil declined to rise before his classmates and deliver his pre- viously planned and carefully, conned talk. After all had spoken, vote was taken for the best speaker. Ruth Ilardy carried off the honors in division A. and Walter Galvin in division C. This shows exceptionally good speaking on the part of these two, for to be first among all the excellent orators, (even though amateur) of English IV A and C. means pretty fine work. Physical training! How little those two words meant to us a few weeks ago! How much they mean to us at the present time and how much they are going to mean to us. in the future! Who does not look forward with expectation to that particular day and period during which “gym” comes? What a grand rush for the locker room! What a hur-