Reading Memorial High School - Pioneer Yearbook (Reading, MA)

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THE PIONEER. 9 poet has stamped qualities which are especially distinctive. The Homeric types of women, also, are remarkable for true and fine insights. Andro¬ mache, the young wife and mother, who, in los¬ ing Hector, loses all, awakens our curiosity and our pity ; Helen, also, clear sighted, remorseful, and appreciating any kindness shown to her at Troy, perfect in grace and accomplishments, is restored to our favor. She appears to be one of these ideal creatures of the fancy, over which time, space, circumstance and moral probability hold no sway. The divine types of character are marked as clearly as the human. Zeus, the powerful ruler of Olympus, is intolerant of competing might, and manageable only by flattery and by appeal to his emotions. Hera is the proud and jealous queen, ever ready to find fault with whatever Zeus undertakes. Apollo is the minister of death, the prophet, active in upholding the decrees of his father, Jupiter, and never at va¬ riance with him. Athene, the goddess of war, art and industry, unlike her brother Apollo, is often opposed to the purposes of Zeus. Many beautiful scenes, filled with pathos, are pictured in the Iliad. Especially touching is the farewell of Hector and Andromache. The latter is overcome with grief, clasping lovingly the hand of her husband for the last time. The infant child, fearing the glitter and clash of the armor, shrinks from the father’s arms. The speeches of the Homeric personages ex¬ press the attributes of the speakers. Illustra¬ tive of this is the great speech of Achilles, in the ninth book, of Odysseus and Ajax, who have come as envoys to him from Agamemnon, en¬ treating him to return to battle. The Homeric outlines of character, in all cases, are especially distinct, yet the poet leaves to the reader a certain liberty of imagination to fill them in to satisfy his own ideal. Florence E. McIntiue. (One of the young ladies in geometry class) “ This ratio is represented by the Greek letter which means ‘ pie.’ ” R. H. S. ALPHABET. A is for Amsden, a belle of the school; Governed by conscience, she minds every rule. B is for Burnham, in football so fleet; Oft in the evening he walks Salem street. C is for Connelly, the funniest kid, Count on him always to do as he’s bid. D is for Dyer; the wheel she doth ride — Into high fences how gracefully glide! E is for Edna, who dwells far away ; Though she owns horses she’s late every day. F is for Frank,— quite a driller they say, So very attentive to learn all he may. G is for Grace. O’er her mates she doth soar, Bearing class honors ; how can she ask more? H is for Houseman, our Cicero star, Who iu declensions exceeds us afar. I is for Ida, our dear little child, Loved by us all, though just a bit wild. J is for James-John, gigantic pair, Who spen 1 much time in arranging their hair. K’s for the Kingmans,— a triplet they make. Brains are their birthright; they all take the cake. L is for Leon, who gives us surprise, Winning in drill, sure, whenever he tries. M is for Myra,— sometimes she’s called Mike,— Love of cold water endangers her “ bike.” N is for Nellie, who has a back seat; There she is able to stand summer’s heat. O stands for cipher; if one’s in our school, Sure he’s no blockhead and neither a fool. P is for Pillsbury, Parker and Pratt; Peas in one pod, but unlike for all that. Q’s for my queen ; she’s a person of fame. Ah ! you’re just dying to find out her name ! R is for Rob, a smart Sophomore man; Hardest task learned is to shirk when he can. S is for Stella, our Senior so fair. Bright sparkles a gem ’mid the curls of her hair.

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THE PIONEER. $ Now began the wondrous story Of the famous ninety-sixers. Strange and full of great surprises, Yet with some a glad fruition Of the youthful promise given. First he told me of Miss Copeland ; How she went to teach the heathen, Leaving home and friends and kindred ; How on Africa’s coast she landed, Never fearful of the dangers That she found ou every side. Much amazed was I at this news, But much more at that which followed ; For he said that Richard Hussey Contemplated preaching, too. Then the old man turned and told me, In a tremulous voice, yet clear, Of the Misses Beal and Harris,— Of the crowds they were attracting In large cities, by enacting Parts as Portia and Helena, And of others, fair and virtuous. Then I asked about Miss Isbell, Famed for our salutatory. She a maiden tall and slender, Had the noble gift of language, So she teaches French and German In the college at Northampton. Emma Burgess, our musician, Has become a famous teacher, Trained by years of faithful study In the lands across the waters. Now I hear of Chester Kingman, Senator at Washington. Very smart was he in Civics, Fond of questions for debate. Then I thought he’d go to Congress Should he ever have his due. Mr. Pillsbury’s a professor, Teaching French and mathematics In the famous M. I. T. Then the old man spoke of Gertrude, Who in Boston now is studying In the school of Oratory. In her youth she showed this talent And in public oft declaimed. On and on the old man hurried, Hardly stopping till he’d ended With the classmates still so dear. Edith Barrows, a great cyclist, Has a school for ladies free, Where they learn to ride the “ Safety” Gracefully and easil}’. Thought I then of little Florence, For great friends were they as maidens, Sitting side by side in school there Drawing pictures of the pupils. As her life’s profession took she Work in oils and water-colors, And in Italy now studies. In the city of old Boston, In a home for little wanderers, Is Miss Choate, the loving matron. At her light hand is Miss Parker, Gay and giddy girl in school life, But become a noble woman, Much beloved by those about her. Still remains a bright young fellow, Known as Joe by all the school boys. To some day become a lawyer, He in Harvard has been studying, Solving puzzling legal problems. Joyous then I left the dark room, For my heart was full of gladness, Thinking that my friends and classmates Were such noble men and women. Helen A. Parker, ’96. HOMERIC TYPES OF CHARACTER. (Abstract.) The Homeric poems are considered far in ad¬ vance of the popular ballads of any modern nation in reach of thought and richness of phraseology. They are a work of great imagi¬ nation, with characters naturally drawn and finely discriminated, reanimating the age of Achaean heroism. Homer has been very successful in tracing certain types of character, which even now stand before the imagination of the world. Achilles, who is considered by critics to be the hero of the Iliad, is the type of heroic might, violent in anger and sorrow, yet capable of tender compas¬ sion. Also, in the character of Thersites, the

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10 THE PIONEER. T is for Taylor, whose surname is “ Duck.” Strange, in his fishing he never has luck. U is for union, a virtue profound. ’Twixt upper classes ’tis too seldom found. V is for Vera, our Senior so gay, Gracious to all, somehow making her way. W is for Walter, who much needs a check. Send one sufficient to take him through “Tech.” X is Xperience, which ’97’s had ; Welcome, vacation ! you make our hearts glad. Y’s for You, reader ; forgive, I entreat! Muses, like mortals, have oft, limping feet. Z’s for a graduate, no matter who. Name her I will not, because — I’m all through. Roy E. Parker, ’97. Some of the Uses of the X-Ray in the Public Schools. A New York paper recently published an imaginary X-ray photograph of a goat. The picture was entitled, “ Why Billy died —told by the X-ray,” and the stomach of the animal con¬ tained all manner of indigestible articles, from boots to a clothespin. Aside from the use of the ray in post-mortem examination upon quadrupeds in a few years we shall witness its employment in many scientific experiments upon living animals of a higher order. Probably its greatest sphere of usefulness will be in the public schools. Methods of examination mav be greatlv im- proved. The present form of test is unfair to the pupil, for although it does not display all his knowledge, it is quite certain to hit upon the points which he does not know, and thus show all his ignorance. The X-ray test would be conducted somewhat in the following manner: A pupil is asked to step to the examination room, and with no friendly “helps” nearer than his own desk, the X-ray is applied by the teacher, and the exact amount of Latin, Greek, and mathematics which his head contains is at once visible. In this way no opportunity is offered for surreptitious alteration of papers after the correct answers have been announced. The work is quickly accomplished, the examination of each pupil occupying less than a minute. The next decade will know nothing of irate parents raving over the injustice and partiality displayed upon report cards. Instead of a defin¬ ite report by percentage, an X-ray photograph of the brain of each pupil will be sent to his parents, who will judge for themselves of the standing of their child. As an aid in disciplining, the rays would be invaluable. It might be well to keep an outfit for producing the lays in every room in the school for use at times when personal investiga¬ tion would be unwise. For instance, should a desk cover be suddenly raised and sounds of suppressed snickering be heard, the ray would disclose with unfailing accuracy the funny pic¬ ture which causes the disturbance, and should it be desired to find the offender who drew the picture, it would be necessary only to project the rays about the r.om, when they would show the effect of the guilty action upon the culprit’s brain. The tardy pupil will find a half-open door but a filmy screen for such antics as he may execute for the edification of his companions in the schoolroom. A wise teacher would periodi¬ cally take a ray survey of the scho )1 as a whole, that any incipient insurrection might be nipped in the bud. The method of examining teachers now in vogue will become a thing of the past. Instead of an ordinary photograph, which is apt to be deceptive, a teacher will apply with a picture of that part of her brain which contains her knowl¬ edge of the science or language which she desires to teach. For instance, an instructor in mathe¬ matics would present a view of a brain filled with cube roots, logarithms, and Pythagorean dem¬ onstrations. Sometime, pupils will be fairly examined, cor¬ rectly marked, and higher standards of moral¬ ity and justice will prevail in our schools than ever before, because of this wonderful discovery. A., ’98. Wanted — Parents to visit the Reading High School. All are cordially invited.