Quincy High School - Goldenrod Yearbook (Quincy, MA)

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THE GOLDEN-ROD 25 SENIOR HIGH SCHOOL Honor Roll for the quarter ending January 27, 1928: FEBRUARY, 1928 Highest Honors Harrison Fisk Elizabeth Kinghorn Robert Luce Honors Olive Baker Priscilla Buckwcll Catherine Bettini Doris Folger Mary Widlund JUNE, 1928 Highest Honors John Conroy Helen Duncan Anna Leahy Edward Loftus Robina Purdon Leonora Sfcrruzza Benjamin Stein Jeanne Steinbrenner Ina Walls Mary Walsh Betty Wells Honors Aili Aalto Kathleen Anderson Florence Brown Kathleen Bryan Franklin Davis Doris Ekstrom Elizabeth Folger Mary Gassett Betty Wells Henry Gcsmcr Donald Gilman Lois Donald Hirtle Mary Infascclli Theresa Kroesser Margaret MacDonald Robert Mattson Dora Palmer Frances Palmer Eleanor Peterson Evelyn Rood Joseph Shuman Margaret Thompson Wright FEBRUARY, 1929 Highest Honors Helen Malcolm Vivian Mattson Honors Domenic Chiminiello Mildred Edgar Doris Coffman Marie O’Connell Dorothy Wecdcn JUNE. 1929 Highest Honors Esther Anderson Florence Cope Barbara Baltzer George Bentley Ada Buckley John Carey Louise Dygoski William Ford Margaret Hebert Mary Horn Aura DiBona Lincoln Ryder Honors Myrtle MacLeod Miriam Nisula Helen Ordway Mary Reardon Bernice Sher Martha Swanson FEBRUARY, 1930 Highest Honors Gladys DcLuca Oscar Eckbolm Donald Fairfield Merriel Kimball John Evelyn Ledgerwood Sylvia Locke Olavi Nisula John Pinkham Walsh 1 )orothy Allen Rose Barnett Edward Bohlken Myorma Hcrscy Kenneth Holmes Honors Ernestine Mcda Alph Peterson Edith Silverman Sally Sussman Onni Ulvilla Marion Williams JUNE, 1930 Highest Honors Grace Luce Mary McCarthy Wendell May Lillian Pearce Marion Peterson Aaron Rcdcay Laura Wiltshire Honors Mary Arth ..' Florence Brode Allan Folger Marjorie Hill Mary Lindh Catherine Long 1 lorothy Ayres Nancy Anderson Florence Bissett Muriel Castleman Mabel Coriati Mary Dc Paulo Genevieve Deveau Hope Dunning Burton Englcy Charles Gallcgher Evelyn Goodman Ethel Johnson Margaret King Coniston Lees Dnemar Lindbcrg Edith Luomala Lorraine MacPhcrson Alice Magnant Hilja Malmstrom Jeannette Miller Louis Pellegrini William Ranalli Kenneth Ryder Robert Veronese John Wastcoat Ruth Woods

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THE GOLDEN-ROD 27 | Our Library i2s A H THE SCHOOL LIBRARY MOVEMENT There is an old saying that all roads lead to Rome. The modem equivalent in our high school would be “All roads lead to the library.” This may seem strange, perhaps, to people who went to school when school libraries were un- heard of or, at least, small and struggling. The beginnings of high school libraries were weak and insignificant. In New York, in 1835, a law was passed making it possible for the tax payers in any school district to vote a tax not exceed- ing $20.00 for the purpose of buying books which were to be called the district library. The district clerk was to be the librarian. These so-called libraries were a pathetic failure. The books were kept at the home of the district clerk; there was no trained librarian, no efficient charging system; and, as a result, the books were lost and scattered. Then in 1838 the State of New York appropriated $55,000 to be used for school district libraries. The books in these libraries were “not to be children’s books, or light and frivolous tales and romances, but works conveying solid in- formation which will excite a thirst for knowledge, and also gratify it, as far as such a library can. Undoubtedly, it wasn’t very far! Those old-time libra- ries were usually only collections of stale, uninteresting books kept in the principal’s office. How different is the school library of today! Nowadays the library is recognized as the “heart of the school,” indispensable to teachers and students. To the library, every period of the school day, comes a crowd of students intent on many differ- ent things. To the librarian all during the day come many perplexed and anxious pupils, asking questions, on every subject under the sun. They are given the de- sired information, if at all possible. To the library come many who ask no ques- tions but quietly take a book, perhaps a book of poems, and sit down in a corner to read. To the library come people who just like to be .where there is. such a pleasant feeling. Why are modern school libraries so different? Why do pupils know that if they ask for help they usually get it? Why do people like to visit there? The answer is simple. When educators be- gan to realize how important is a good school library, they hastened to improve the old system, trying to establish in each high school a library with modem equip- ment and a variety of books. Millions were spent on good books, not only en- cyclopedias and dictionaries but books on all kinds of subjects, chemistry, biology, forestry, biography, travel, poetry and fiction. No heavy books “of solid in- formation” but light, airy books to tempt the fancy of the scholar and give him the love of books. But that is not all. They realized that a trained librarian was necessary, not a part-time teacher, for she has enough to do, but a person whose duty it would be to manage the library and teach the hun- dred and one little things that teachers don't have time for. The modern idea of education is not