Q 2-ZIQYLZV fd ijiwexf . sf' 41 X 1 1 4 4 . I l 1 A l r R I 1 1 A x Y i 1 I 4 X 4 I 4 n r e tn nr I1 QB wurlb, thuu ehuusest not the better part! Zlt is nut tnishum tu he nnlp tnise, Huh un the inhaarh hisiun rluse the epes, Zgut it is tnishnm tu heliehe the heart. illlulumhus fnunh a tnurlh ani: hah un rhart, 95532 une that faith heriphereh in the sliiesg Ulu trust the snul's inhiucihle surmise iililblas all his srienre ani: his unlp art. The Biarnunh guehilee Bear Ennis I 'hehicateh tu QI I In a 514111 at e 1? the A Brilliance of tnhuse learning is Q an Qlnarantbine Elmira lighting out ways ebet - QBntnarIJ anh Qliphaarh 1 5 z i Q 2 I I' M5 I . 1, , .15 , H, 1,1 . z if V J, 'E'f2 1'zlW7' fffif ff , gig NORMAL SCHOOL BUILDING -1- ...-v ,..- Yff-lf lf fd nl NORMAL Sk HOU1. ULWLIJINL. ... .,., . - ...,,,- Y V -.- 4,4 31? TRAINING SCHOOL BUILDING Morning Qibapel - . .-.... ,.,. , ....,., 4,-H, THE LIBRARY 1 i V v w 5 V a . 1 Q 1 , 1 1 v P w 5 1 I I 1 F P I E I w 1 4 Q f k I I ' e 1 e I. 1 1 s 5 6 lx , N1 Qhstrants uf Qhhresses 75f6 Qffhnizwrsafy 1930 N ,M ffwrmsxxxxx ,NGN X, X - ,V - rf 3 1:12354-' -,9f7.C.,Bo'P' ' ff XS. .ff X'-..,,-',..-1' 2 f , f N 42 5,0 I 'l f 2 Q 2 , ,i 21. 1 fi 'M 6 Kp, 6 N by x 4 22557 X f gf! ,a Y 1 Y Y W 4 H X W ,Q f 1' J 4, 9 ' 4 .f Ny. 51, , .1 .1 - 4 , ff ,H K Q i Xi ff x ,f 1 ' . ,. .. I ., X, M X f , I x , , X . ,Q J gh fx fig if M 0 X ' ,,. F3 W ,,., ' 1 -A ,Ei u 'ljp' ' , 14X 13 ' We 1 Q 1 , ggi 2, f W' ff yi f W, ,f A M .W 'X' 1 Z , wifi 4 1,97 4 14 53 f 1,471 ,M ,guy , , '56 0' ff' A 5, ff, 'f YK 'J G .xx NM XXX 'x 'X Rs - , Y, 1 11f ', ,,. ., : . A ' ' 1 f 6' onroe. ?.k'W WK, NN., ' 'X V , X , V, 1 X 1 , if X A S 2 -ff' , V' jx ',fL 4 x 15-L 5 . , 1. , - . , . f 1 1' l prfazgfiifi ' W2 'IQ -. . Q. ,,,, - n ,-cg-ggq.5f.f1,',,- 4 gf ' ,. , 51225, f E' .1 V: ' ' 1 ,V 1 ' ll . J ' Lf. ii ' -v . ,gi ' 06 ' , , go V 1 - - K3 71' sbs 0.1 ,ff N, ,E:,,J3, . , .,.. . V If . J, M 176 J, G60 f 10 1 050 f n X x X x A 1 v .---'ff' 75 M efiffz 71 1'-versa 731 I 930 The QEhuIutiun uf the jliurmal btbuul Qpstem nf jliilasaarbusetts FRANK W. XVRIGHT, Deputy Commifrionef' of Education N this historic city the three hundredth anniversary of the coming of the charter of the Massachusetts Bay Colony and the foundation of organized civil government in America is about to be celebrated. It is appropriate that we should gather here to commemorate the evolution of an historic institution, the normal school, that has now become an accepted part of the public school system of every state in the union, and the founding of a school that was a significant contribution to the normal movement. Democratic government and public education are closely allied. Indeed, it may well be said that democracy is the result of public education, and not the cause, as we have so largely heretofore assumed. ln the town of Plymouth stands a house that bears distinction as the home of the first teacher in the Pilgrim colony. In 1635 Philemon Pormort became the first master of the Boston Latin School in the Puritan colony. Significant it is that it required two hundred years to germinate the idea that a teacher should be trained for service before entering the classroom. In 1850 there were seven state normal school in existence. Three of these-West Newton Qnow Framinghaml, Bridgewater and Westfield-were in Massachusetts and the remaining four were distributed as follows: Albany, foundediin 1845, Philadelphia, in 1848, New Britain, Connecticut, in 1849, and Ypsilanti, Michigan, in 1850. What is known as the period of decline in the schools of Massachusetts immedi- ately preceded the establishment of the State Board of Education and the foundation of normal schools, In a memoir of Edmund Dwight, written about 1850, Professor Francis Bowen of Harvard said that the common school system of New England of the early thirties had degenerated into routine and was starved by parsimony. Any hovel would answer for a schoolhouse, any primer would do for a textbook, and any farmer's apprentice was competent to keep school. From such a condition grew the demand for the improvement of schools at the source-the teacher in the classroom. To James G. Carter of Lancaster belongs much of the credit for a movement that was to correct the deplorable condition just described. Fifteen years of unremitting effort to secure seminaries for teachers began in 1824 in a series of articles in the Boiron Patriot under the pen name, Franklin , A A second name, that of Reverend Charles Brooks of Hingham, will always be remembered in connection with the evolution of the Massachusetts Normal Schools. During a visit to Europe Mr. Brooks became interested in teacher training as carried on in Prussia and France. Upon his return he began an agitation for the establishment of a normal school in the Old Colony. Brooks spoke in all parts of the state, and in the memorable year of 1837, in which the Board of Education was established, he spoke twice in the hall ofthe House of Representatives. His theme on all these occa- sions was As is the Teacher, so is the School' '. After the enactment of the law making the first appropriations for State Normal Schools, Brooks renewed his efforts for the establishment of a school in the Old 12 1 930 75M Qxffzfzzfuersary Colony, and was largely instrumental in founding the State Normal School at Bridge- water. ln this connection it is of interest to note that at a meeting, held at Hanover on September 3, 1838, the topic was, A Normal School in Plymouth County , and the speakers were Horace Mann, Daniel Webster and John Quincy Adams. With the coming of the Board of Education in 1837, two new champions of the cause of teacher training appeared. Horace Mann, as president of the Senate, signed the act creating the Board of Education. He gave up a career in the law and in poli- tics and accepted the secretary-ship provided in the Act. An interested observer of what had been going on was Edmund Dwight, a Boston merchant who donated 510,000 for the cause of education. Dwight was appointed a member of the first Board of Education, and immediately gave tangible evidence of his belief that normal schools were essential to the improvement of public education in Massachusetts. The Board of Education held its first meeting on June 29, 1837. Here begins the interesting story of the actual establishment of State Normal Schools in Massachusetts. No more interesting chapter can be written in the annals of American Education. Four approximate dates mark the evo ution o Massachusetts. These dates are: 1839, 1854, 1874, and 1895. Acting under a legislative resolve empowering the Board of Education rouse an amount up to 320,000 in qualifying teachers for the common schools, halfofwhichwas to be state funds, the Board voted to establish three schools which were opened as follows: Lexington Cnow Framinghamlluly 3, 1839, Barre Cnow Westfieldb September 14, 1839, and Bridgewater September 9, 1840. These schools, originally called normal schools, were, by legislative resolve, called State Normal Schools in 1845. Under authority of legislativeienactment and subsequent vote by the Board of Education Horace Mann and Cyrus Peirce of Nantucket, newly elected principal, 7 journeyed out to Lexington to open, just off the Battle Green in a building now used as the Masonic Hall, the first normal school in America. Undramatic indeed is the first d entry in the diary of Cyrus Peirce, the first principal of the first normal school. lt rea sz Lexington, July 3d, 1839 This day the Normal School, the first in the country, commenced. Three pupils-Misses Hawkins, Smith and Damon, were examined by l ' f the State Normal Schools in the Board of visitors and admitted. The normal school movement in Massachusetts did not develop without vigorous opposition. The period from 1839 to 1845 may well be called the period of experiment and controversy. Opponents of both the Board of Education and the Normal Schools were numerous and active. Two committee reports recommending the abolition of the Board and the Normal Schools were made to the General Court in 1840, the first by a committee on retrenchment fthe present discussion of educational costs is not newD and a second by the Committee on Education. Debate on these committee reports brought to the legislature numerous memorials in defense of the Normal Schools and the Board, one from the school committee of Salem which 1 quote in part: The school committee of Salem accordingly beg leave to remonstrate respectfully and earnestly against the passage of the bill which has been 13 75172 Qfiffzfzzivefsrzfcy I Q30 recently reported by the Committee on Education. They desire to express their approbation of all the leading measures of the Board of Education, and so far as their testimony may avail, to shield that distinguished body of faithful and disinterested public servants from any imputation which may injure their official reputations or excite a doubt of the importance and use- fulness of their services. ln this crisis, in a letter to the committee of the Whig Convention which notified him of his renomination as a candidate for Governor, Edward Everett helped with- stand the attack when he said, l have given much thought to the subject of educa- tion. I believe all persons who have bestowed much attention to this subject are of the opinion that our common schools in general stand in need of great improvement, and that this can take place in no way so effectually as by increasing the qualifications of instructors. Concurring in this opinion l have labored to promote that object, and could not but rejoice in the opportunity afforded by the concurrence of public and private liberality to make a fair experiment of institutions for the education of teach- ers. With 184 votes to sustain the committee report, a change of 31 votes in the Gen- eral Court of 1840 would have abolished the Board of Education and the Normal Schools, and would, according to Henry Barnard, have changed the whole condition of public instruction in this country for half a century, if not forever. At the end of a probationary, three-year period, the success of the normal schools though moderate, had been such that the legislature appropriated S6000 annually to carry them on for another three years. The original discussions of the Board of Education contemplated the possible establishment of four schools, one of which should be in Essex County. Limitation of funds reduced the initial number to three, and the school at Salem was not opened until 1854. The four remaining State Normal Schools, those at Fitchburg, Lowell, Hyannis, and North Adams, were established by legislative enactment in 1895. Fitchburg was opened in that year. The three remaining schools were opened in 1897. Through its secretary and the principals of the several schools, the Massachusetts Board of Education had direct administrative control of the normal schools from their establishment in 1839 and subsequent years until the reorganization of the state government under constitutional amendment in 1919. This reorganization brought into existence the Department of Education with an Advisory Board of Education. The department with the advice and counsel of the Advisory Board now carried the executive functions of the earlier Board of Education. Today the normal school plants in Massachusetts represent an investment in excess of six million dollars. We, in Massachusetts, have not, however, departed from the fundamental purpose of the normal school, the training of teachers for the public schools. Massachusetts very early and very clearly established the idea that normal schools were professional schools, and not secondary schools or colleges of liberal arts. In 1865 Massachusetts established the two-year normal school course, which is now the standard minimum course for most of the nation. In 1870 a four-year course ' 14 1 930 75 M efTm2z'fz1ef.va1'y was introduced, and a tendency in that direction is most marked. In 1928 and 1929 five of our schools adopted a minimum three-year course in recognition of the need for a longer period of training. In 1894 admission was based upon the completion of a four-year high school course, which has in turn become the standard of the normal schools and teachers colleges. In 1921 legislative sanction was secured for the award of a degree in the state normal schools. The number receiving the degree, in the five institutions now granting it, is increasing with surprising rapidity. In 1860 four State Normal Schools had been established in Massachusetts and nine schools in the United States. Today, approximately one hundred and seventy state normal schools and teachers' colleges have grown from the seed sown in this Commonwealth ninety years ago. Three students enrolled in the first normal school at Lexington. Three thousand are now enrolled in the State Normal Schools of Massa- chusetts, and approximately 253,000 in the state normal schools and teachers' colleges of the nation. Ninety years of growth in Massachusetts and seventy-five years in this institution have demonstrated beyond any doubt the fundamental value of the normal school as a major factor in a state program of education. justifiably proud of her past achievements in this field, Massachusetts looks forward with confidence to the future development of her program for the training of teachers. The Qalem 5HutmaI Satbuulg East, iBte5ent anti jfuture ' DR. ASBURY PITMAN, Principal, Salem Normal School FULL century has passed since the beginning of the revival of education in Massachusetts which a decade later gave birth to the first normal school in America at Framingham. Then followed, for the remainder of the first quarter of that century, a period of storm and stress in which three professional schools were con- stantly attacked by public press, platform and pulpit and, most bitterly of all, by organized groups of alleged educators who, in 1840, carried their fight into the State Legislature. The answer to this attack was the opening of the Normal School at Bridgewater, in September of that year, later, increased capacity and more generous provision for this and the two other existing schools, and, in 1846, the erection, at Bridgewater, of the first normal school building in America. The enrollmentiin these three schools steadily increased, and the question of the establishment of a fourth school soon received serious consideration. Apparently the first suggestion that this proposed school should be located in Salem was made in August, 1852, by the Honorable Charles W. Upham, then Mayor of the City. The city of Salem furnished according to agreement the site formerly occupied by the Registry of Deeds, at the corner of Summer and Broad Streets, erected thereon the original building, and furnished the same. The total cost of the building, exclusive of the site which was valued at 55000, was about 313,000 Of this sum, S2000 was con- tributed by the Eastern Railroad Corporation and S6000 was appropriated by the State, which later authorized, in addition to this, the expenditure of S2500 for grading and equipment. ' 15 7 5 ffl efffzfzztueffsrzfy I 930 The building was dedicated and the school opened, September 14, 1854. The school opened with a faculty consisting of the principal and one assistant teacher and with seventy-two students, of whom forty-eight were subsequently graduated. Of this first class, Miss Rebecca Manning, of this city,-a cousin of Nathaniel Haw- thorne, and Mrs. Josephine CDevereuxD Farrar, of Bradford, Mass., are the only surviv- ing members. . Since its establishment there have been enrolled more than nine thousand students of whom nearly six thousand have been graduated. During its history there have been live principals and nearly two hundred and fifty teachers, including those who have taught in the training school. ln consequence of the steadily increasing membership, the original building, which had served the needs of the school until 1870, was enlarged at an expense of 825,000 This building, nowowned by the City of Salem and occupied by the school administration oliices of the School Department, continued to serve the purposes of the State until the present building was completed and occupied in September, 1896. From that time until 1912, when the training school building was erected, the ele- mentary school occupied the first floor of the normal school building. History and biography are inseparable. Not only had this school the advantage of the experience of the earlier normal schools and of a much larger measure of popular support, but it was extremely fortunate in its early leadership. The vigorous and constructive administration of Doctor Edwards attracted wide attention. After having practically established three normal schools, he was successively State Super- intendent of Schools of Illinois and President of Blackburn College. In 1857, Alpheus Crosby, for many years professor of Greek in Dartmouth College, became the successor of Doctor Edwards. He not only magnified the importance of scholarship, but he did much to keep the fires of patriotism burning during the four dark years of the Civil War. Professor Crosby was succeeded by Doctor Daniel' B. Hagar, a scholarly man already widely known in educational circles as the efficient principal of the Jamaica Plain High school. In the language inscribed on the memorial tablet written after thirty-one years of efficient service, he was A noble teacher-a patriotic citizen-a lover of truth-a Christian gentleman. ln 1896, Doctor Walter P. Beckwith became principal of the school. His ten years of service were conspicuous for a highly practical administration which was the log- ical sequence of his long experience as a teacher and superintendent of schools. All of these men and the present principal have been ably supported by faculties of efficient and loyal teachers, many of whom have achieved national prominence as teachers and authors in their respective professional fields. All available reports of the work of the school in early days indicate excessive emphasis upon the academic element, yet there is abundant evidence of a consistent effort to emerge from this type of education into what we now call professionalized subject matter. The essential facts of psychology were taught, together, with the fundamental principles of teaching, but the application of these principles in the normal schools themselves came but slowly. Training schools were few in number and 16 I 93 0 75146 Q!g,7Z7ZZ'7J67'.S'd7'j1 in an experimental stage. Preparation for admission was inadequate, and the course of study was short. Specialization was unknown. 4 Changes came but gradually. The history of this school is typical of the evolution of the whole American system of teacher training. It was not until 1866,-twelve years after the school was established,-that the course was prolonged from one and one-half to two years. Four years later an advanced course of four years was offered. Forty years had passed before high school graduation was required for entrance. In 1896, the present main building was erected and a training school, occupying the first floor, was gradually developed. The training school building,-a model of its kind, was erected in 1912, one-half of the cost of construction being contributed by the City of Salem, which was equally liberal in the contract governing its operation and maintenance. In 1908, the commercial department,--probably the first in the country to com- bine in a functioning manner the technical and the professional training of teachers of the Commercial subjects,-was established. This course has evolved from one of two to one of four years, leading to the degree of bachelor of science in education. More recently departments for the preparation of teachers for junior high schools and for mentally retarded children have been established. Each of these courses is three years in length. The elementary course has also been prolonged .to three years. After a century of experimentation and slow growth there has evolved a science of education, and teaching is atlast generally recognized as a profession, but a thought- ful analysis of the past achievements and a careful inventory of present conditions,- great as our accomplishments have been,-leaves no doubt of the need of further development of our teacher training institutions. What, then, of the future? Without depreciating the quality of service that is now being rendered by the normal schools of this State and by normal schools and teachers' colleges and uni- versity departments of education throughout the country, it is expedient to anticipate, if we may, -the future development of these institutions during another period of ninety years. This may seem a bold venture, but there can be no doubt that much more of liberal education, of technical knowledge and experience, and of sound and exten- sive professional training will be required of our teachers in all fields in the future than has been expected in the past. Massachusetts has long since adopted the policy of admitting to her normal schools only qualified graduates of secondary schools and of requiring of them not less than two years of professional work. By natural processes of evolution courses of three and four years, the latter leading to the degree of bachelor of science in educa- tion, having been established. We are now well on the way toward making three years the minimum amount of time allowed for the preparation of teachers for the elementary school, in all the normal schools of the State. This will naturally lead to the adoption of a four-year curriculum for the junior high school department, as well as for the senior high school department and the several departments engaged in pre- paring teachers of art, music, household arts, manual arts, the commercial and other special subjects. 17 75 M effmzz'-vermfy 1 930 The needs of a complex society must be supplied by a more elaborate system of education than that of former years: and there must be a corresponding differentiation in the preparation of teachers. Special needs must be met by more highly specialized training. Longer and more intensive courses of professional training have become imperative. Such professional standards demand a degree of material reward that will attract to, and retain in the profession, teachers of the highest type. The increasing demand for teachers of physical education should be met by one of our normal schools rather than by private institutions. The courses offered should make liberal provision for instruction in anatomy, physiology and hygiene, carried beyond the elementary stage, as vvell as for a complete program of instruction in physical training and athletics. Public school systems are finding employment for school nurses, and but few who have had adequate professional training for this particular form of service are avail- able. One of the normal schools might profitably engage in the preparation of school nurses in cooperation with one or more selected hospitals. The library facilities in many normal schools throughout the country are inade- quate. The library should occupy quarters which vvill accommodate large numbers of students who vvill use it as a study hall. The library itself should be carefullychosen, vvith especial reference to the needs of each department in the school, and the general library should include a large and comprehensive collection of books calculated to meet the general needs of an educational institution of a high grade. It should be under the direction of one or more trained librarians vvho have sufficient ability as teachers to give instruction in library methods to all students. . There should also be adequate opportunity for graduates in service to secure professional degrees. In part, this may be accomplished by a closer co-ordination between the normal schools and the State Division of University Extension and by establishing closer relations vvith university departments of education. At least some of the normal schools should at once be authorized to confer the master's degree. It is a question for careful consideration vvhether the school year should not be divided into quarters so that the summer quarter, at least in certain schools, may constitute a definite unit of professional Work. Such an arrangement of the calendar would facilitate the continuation of professional work by teachers in service, and would be of great assistance in the evaluation of credits. . There is novv a marked tendency to require at least the equivalent of a master's degree as a prerequisite for a position as a teacher in a normal school. This degree should be based in large measure upon professional Work, unless adequate professional training in addition to four years of academic Work is already possessed by the candi- date. Obviously, successful experience in teaching should be another requirement, and continued professional training in the service should be encouraged, if not absolutely required. It is apparent that no less professional training should be required of reach? ers in the training school, since they are the instructors who set definite ezfamples in the technique of teaching and who apply the theory of the normal school in apractical, not to say philosophical, way, The normal schools ought to be leaders in curricula and selected subject matter as 18 I 930 75 iff QAf'n7zzVzJef'sazfy we.ll as in methods of teaching, and their faculties should contain members especially trained in educational research. Although expensive, it is highly desirable that each normal school should have at its disposal three somewhat distinct types of elementary schools: a school of ob- servation taught entirely by teachers of outstanding ability in the techniqueiof teach- ing, a training school in which the most of the teaching is done by normal school students for practice as at present, and a school maintained primarily for the purpose of carrying on long continued experiments in education. With these facilities, there should be a closer co-ordination between the normal schools and the training schools than sometimes exists under present conditions. A modern normal school plant should provide for the housing of a large propor- tion of the students in residence halls. This would make possible a well-rounded institutional life, the educative influences of which can be made of the greatest im- portance in the preparation of teachers. These suggested improvements in a steadily growing profession imply increased cost, but the American public is ever ready to make real investments in popular educa- tion. .Because of this spirit,-and only because of it,-have the ideals of Horace Mann and his immediate co-workers and those of the founders of this oldschool, become realities. - Zmihgematet, the Mother uf Salem , DR. ARTHUR C. BOYDEN, Prinripfzl of the Bridgezwzfer Normal School RIDGEWATER congratulates Salem on its long and splendid career. We are especially proud of the fact that the first principal, Richard Edwards, and his assistant, Miss Martha Kingman, were distinguished graduates of the Bridgewater School. Salem was founded on the work of these two professionally trained teachers who brought the highest devotion to the school. It is a noteworthy fact that the Massachusetts Normal Schools were established as teaching inrtitatfonr, not as academies with teaching attachments and not as method institutions built on some system of pedagogy. This was due to two reasons. First, the Massachusetts Schools were established on the general plan of Normal Schools in Prussia and France, where they were distinct institutions established by the govern- ment for a specific purpose. The early friends of Normal Schools in Massachusetts wisely insisted upon this new form of teacher-training institution as best adapted to the situation, a decision which was far-reaching in its influence, on the whole country. e The second reason for the development of this idea was the fact that the first principals were selected because of their unusual teaching ability. These two teachers who came to Salem brought the two great essentials of a teacher,-personality and the fine aft of teaching. The science of education is-today making great advances and will be of invaluable assistance, but nothing can supersede the supreme elements of a teacher which these two persons who built the foundations ofthe Salem School possessed. - 19 75116 Qfffzfzzbefsrzfy I 930 81117132 QEhuIutiun uf a jietn QEngIaniJ Zllieatijers' QEuIIege DR. JOHN L. ALGER, Proficient, Rhode fflono' College of Education HE evolution of Normal Schools and Teachers' Colleges has been gradual. The change may be attributed to the eminent teachers who have built these schools. Henry Barnard shares with Horace Mann the honors paid to American Educators. Through the efforts of Mr. Barnard the act of 1844 was passed in Rhode Island. This required the commissioner to establish one thoroughly organized normal school. The question of funds was serious. The ten years before the appropriation was voted were not, however, without progress. Samuel S. Greene was appointed to a professorship in didatics. During the winter of 1851 to 1852, his first normal school classes were taught. The success of the enterprise finally brought, in 1854, the ap- propriation needed from the State for its support. The school was discontinued after the Civil War for lack of both students and money. Six years later, in 1871, it was firmly re-established with James C. Greenough as its principal. This time the school was centrally located in Providence with a generous appropriation not only for its running expenses but even for the equalization of the traveling expenses of all its students, ln 1892, William E. Wilson called attention to the need for a training school. Several rooms in a Providence school were used as model schools for observation and demonstration, and other rooms in the same building were used as training schools where students were given practical training in teaching. From 1898 the period of practical training was extended to include for each student a full half year in charge of a single room of the regular public schools. ' The first movement toward controlling attendance was made in 1909. It was found impossible to receive students from other states on a basis of free tuition. A little later it was found necessary to provide competitive examinations. For the last five years, admission has been entirely competitive, with an established quota for every town and city in the State. ' an The change of name for the school was brought about in 1920. This was largely through the efforts of Commissioner Walter E. Ranger. Soon after the change of name the old course of two and one-half years was changed to three years. Students may still obtain a state certificate after the comple- tion of three years of college work, but plans are already being made for the time when this certification will be discontinued, and all students will remain for the four-year college course. ' - It may be well here to say a word regarding the results of the change in name and of the lengthening of the course. First, there is a gain in the desire for admission. This has made possible a better selection. Second, there is incentive for a higher quality of-work. Third, the final year brings an inspiration to students based on their increasing power and their growing enthusiasm for their profession. Fourth, there is the gain to the State and to the College through the attendance of thousands of teach- ers at our afternoon, Saturday, and summer classes. 20 1 930 75171 exfnnzbersczry Our normal schools have all had a record of which we may well be proud, but their future development must keep pace with the times. They are destined to be vastly more than preparatory schools for prospective teachers. They hold now a high- er lace than ever before in the developing science of education, and they are making P themselves ready for greater leadership in moulding the future. The Transition ftum 18704890 DR. ALBERT E. WINSHIP, Editor of New E7Zglfl71df0IN'I7fll of Education and Farmer Member of Mfzfrfzcbzzrettr Board of Education HERE are only six things in the history of education th at are really vital between 1607 and 1929 colon education' federal education- public education, modern 3 Y , 1 education, professional education and achievement education. The British colonies magnified chivalry and culture, the Quakers, industry, the Dutch, prosperity, but here in New England our people stabilized civic life in the . . f common schools, locally supported and locally controlled. Then, with the coming o federal education an addition was made. Academies supported and controlled privately were established for the uncommon children. T All through the northern part of the country people were dissatisfied to have private interests controlling the upper part of education. They wanted public taxation. They wanted taxation and legislation to run the schools, but Horace Mann was the only person in the New World who had sensed it. He had taxation and legislation for . . . . .Q d schools for the blind and for the deaf, and institutions for the insane, and for waywar d educated Massachusetts to taxation and legislation for. educational purposes. And he turned it to the public schools when the time came. The first tryout that Horace Mann had was in trying to legislate the teaching and training of teachers for the public schools. He had the tradition of all the years behind him that legislation was not to meddle at all locally, and the first time that there was any legislation for education peacefully was in Salem Normal School. Within six years of 1870 public schools became a part of taxation. This was the turning point of education. From that day to this your school at Salem has specialized always in avocation and vocation. lt has led all New England in these things. It has led all New England in those things and that wasn't accidental. Salem was twelve years old when she blosomed out in modern education. Modern education had as one of its weaknesses the fact that because it did have h everything legislated, we had the difficulty of the pull . And we should never ave ot away from that if we hadn't had professional education with tests and measure- S ments and standards that said you have got to know something before you can get into a common school, and professional education for a quarter of a century did a children. He ha marvellous thing for the world. And then came achievement, where standards rising from modern and professional periods are continuing to do so in our present age. 21 75 M efffwz'fUer.vczfy I 930 The iatufessiunal Training uf Ulieatbets in Maine BERTRAM E. PACKARD, Cammirnaizer of Ealzzmrimz HE professional training of teachers goes back for a period of approximately seventy years. Prior to 1860, for a number of years, the law had provided that county institutes should be held for periods of time ranging from two days to a week during the year, and that at these county institutes a certain amount of normal in- struction should be given. - The legislature of 1860 provided that normal schools should be established in connection with eighteen academies in the state. ln each academy a normal school should be kept for not less than eleven weeks during the spring and fall terms with qualified teachers and suitable accommodations for at least fifty pupils. All pupils applying should be examined in common school branches by a committee, and given a certificate of admission if two terms of instruction would fit the applicant to teach. Rules for the management of the school should be made by the state superintendent. These normal courses were established in the academies designated and were operated for about two years. A committee of three persons, appointed by the Governor and Council was provided by the legislature of 1863 to locate two normal schools, one in the eastern and the other in the western Part of the state. The aims and purposes of these schools were interesting. CD They shall devote themselves to the training of teachers, QD Courses of study shall consist of such branches essential to mental, moral, and physical education of their pupils, C31 The best methods of government and management shall be included, QD The normal schools shall be opened to persons of different religious connections on terms of entire equality. The superintendent of the common schools acted as superintendent of the normal schools also. In the meantime, the normal courses in the academies had been abolished and the Western State Normal School was opened at Farmington on August 24, 1864 with an enrollment of fifty-nine students. Three years later on September 7, the Eastern State Normal School was opened at Castine with thirteen pupils enrolled. In the same year, a training school for teachers among the French speaking people of northeastern Maine was provided for. In 1887, the Madawaslca Training School was permanently located at Fort Kent. Since 1900, two other normal schools have been established in Maine, the Wash- ington State Normal School at Machias, and the Aroostook State Normal School at Presque Isle. The attendance of these schools has rapidly increased in recent years. There have also been established professional courses for teachers in Bates College, Colby College, and the University of lyiaine. With the exception of the Madawaska Training School, where an equivalent of only one year of normal training is given beyond the high school, the normal schools 22 ' 'ef V' 'et - -f -u-.x.f.f--fi--. ..i1,A.,.,,- , , ., 7 ,Q AA-A--Mf--- Y- - a f- -. .0 WM-fb. ., 1930 75ffz effnnziversafy of the state maintain regular courses of two years. In addition to these two-year courses, at Gorham Normal School a course of three years in manual arts and one of three years preparatory to junior high school teaching, as well as a two-year course for kindergarten, are offered. Thus, we can see that, in common with the other New England states, rapid strides have been made in Maine along the lines of professional training for teachers. The Professional Training of Teachers in fem Ziaampsbite ERNEST NV. BUTTERFIELD, Coinmirriofzef' of Edzzcatiafz OR a considerable time, we have thoroughly believed that teachers are not a gift, but a crop. When we have given to us some gift, whatever it may be, we feel obliged to cherish it without too great use and keep it always, as long as we live. Teachers are not a gift to be cherished in any such way as that. The State's position is to regard teachers as a crop. Regarding teachers as a crop, also means that there must be the nurture of the students during their period of preparation. We have two normal schools in New Hampshire. These normal schools must be maintained upon a status that makes it possible for the homes of the state to contribute their daughters without a financial burden that is beyond their power. They must keep within certain standards ofliving, so that the girls may associate with each other and yet keep life on a somewhat humble status, in order that the standard of living may not become such that many are prevented taking advantage of the opportunity that should be theirs. We also must help them to find positions in the state. And so we give the crop care during the first year or two. 't A When our first normal school was founded Q1 8702, and our second about 20 years ago, the wisest educational leaders stated what the purpose of normal school was to be. They made this statement in the laws: C'That there shall be two courses of study, one which shall include the branches of the common schools, and the second which shall include the branches of the higher schools. You know how the pendulum swingsgthe pendulum has swung back from its former position and we have had a desire to have it definitely known what the normal school should do. A committee of experts were secured to conduct a survey, a committee of three most excellent men were given the task of determining what the object of professional education might well be. And so the survey was made. The conclusions were three: I l. We are led to believe that in high vocational subjects there may be a possi- bility of training teachers, but in such subjects as English and history, never. H 2. Although we are ready to admit the truth of the statement-'The medical college trains doctors, a liberal college does not-'when people make the state- ment, '-'A normal school trains teachers, a liberal college does not'-we protest. . H3. It is probably true, we agree, that for younger children there is such a thing as a profession of education, but, above the elementary school, absolutely no. Question: 'How do you know these things? Answer: 'Thus saith the Lordf 23 -,,.,1T- . ,,. ,aw ,.., .. .,.. ....-.... .. ..-..:....-.. ...,. We.. .-,. tv. ..: .., --. ,. .. .,,, ,.,,,,.- .,,,.,,,.,.,.,,-,.,,,,, .. .,, .-.,...,,,.-.. ., , ,,,. ,.. .,., . .N .,.,...,.....-.......f.- .-f- v H- H ----W f- - r 1 1930 75171 efQz71z'fvefm fy V S We h,1Ve Seen a tremendous change in our schools through the 7 L . . . . , coming to them of trained teachers. I can speak of that with indix idual feeling because in the list ten or fifteen years I have seen all of the rural schools made over. And we are . . . ' l f t ' going to See, lust as Soon as We are ready Wlfh gi Suppl y of teachers ful y rained, our high 55110015 reorganized just as our elementary schools have been, and this is not very In spite of thi far in the future. ilibe Professional Qitaining uf Qieatbets in Vermont CLARENCE E. DEMPSEY, Conzwirfiofzef' 0fEdzzcuti01z T is indeed a privilege that I have in bringing to your institution and to your princi- pal the greetings of the State of Vermont. We all know that the relations of the New England states are very intimate. I had the pleasure of having a model teacher from johnson in my list of teachers in Malden. Rhode Island must acknowledge its debt to Vermont, for Dr. Alger obtained a good deal of his training and practice in the normal school at Johnson, Vermont. These are two of the many instances of the intimate and interesting contacts and associations which we have had with one another. I come now to the historical part of my speech. In 1823, Rev. Samuel R. Hall asked to return to his pastorate in Concord, Vermont, stipulated if he did so, he must have the opportunity of establishing a normal school. His request was granted, and his school was the first fairly organized school in the country. He began at once to write treatises on the teaching of arithmetic, English, and other subjects and these were among the first writings that pretended to be a systematic or logical presentation of the art of teaching. Shortly after this the first public state normal school was established in Massachusetts. During the succeeding years of 1823 to 1870 the only teacher training which Vermont could boast was found in the so-called teachers' meetings and conventions. In 1914-1915 a commission was appointed for the thorough study of the educa- tional system of the state. Among the experts who took part were Dr. Nelo B. Hille- gas, and Dr. William C. Bagley. They made a thorough study and offered some very specific recommendations. In 1921 the state legislature passed an act authorizing the State Board of Education to establish courses of teacher training and set up certain standards. That was the year of reorganization. The normal schools have grown in number and efficiency until for the past three years we have had the best system of teacher training in quantity and efficiency that the state has ever enioved. What is Vermont aiming at in its teacher training program? In the first place. that teachers shall have a standard training of at least four vears of high school and ITWO YGFLFS of normal school, Secondly, the course of study must be the best organized IU the content of work which can be put together. Thirdly, the ohiective is to have the training particularl ada ted t th -k 1 ' f, Vermont is doing. Y P o e woi w iich Ntrmont should do, not to what Rural Edu t' 1 H ' -- CH 1011 IUUSC be emphasized in the normal schools, but if the normal schools r ' , ' , . . . ,- A C IO be 162196115 10 GClL1Cdt1on, there are two things to be borne in mind: QD 24 1 930 75 M Qfffrnzazersczfy character and content of school program itself, QD the belief that the normal schools must be intimately tied up in that program. The normal schools themselves, build up, follow through, and promote the edu- cational program which is to be carried out. One of Vermont's fundamental concep- tions of education is that in order to fulfill its function, the normal school is to help the teachers develop all of the educational activities that will help the children. Qlbe 3J9.utmaI Stbuuls uf Qlunnettitut DR. ALONZO F. MYERS, Director, Divirian of Teacher Prepfcmtiofz of Connecticut AM very happy in having the opportunity of presenting the congratulations of the Connecticut Normal Schools and the Connecticut Board of Education to the Salem Normal School on this occasion. . Appreciation of the contribution of the State of Massachusetts in the field of edu- cation, in particular the field of normal school education, might reasonably be ex- pected from those who reside in Connecticut. One of the chief contributions that the normal schools of Massachusetts have made is that they have held steadfastly to the purpose for which they were established -that of being teacher-training institutions. Since the present situation in Connecticut is one in which we have more people trying to enter the teaching profession than can be admitted, we will try to promote the idea of elevating the standards of the teaching profession, CU by careful selection, QD through securing a much better prepared faculty. . Connecticut is also about to embark upon a step Massachusetts has already taken. In order to handle elementary teaching in Connecticut one must have more than two years' training. - I assure you that we have a very real feeling of indebtedness to Massachusetts and we turn to Massachusetts' normal schools to meet some of these problems. greetings from Maine DR. AUGUSTUS O. THOMAS, Prefident of W01'ld Fedemtion of Edzcccztiamzl Afrocicztionf T is a great pleasure to participate in the celebration of the Seventy-Fifth Anni- versary of the Salem Normal School, and to congratulate the principal, the faculty, and the state itself on the fine service the school has rendered and its high standard of efficiency. The school is to be congratulated on the long service of the Principal, J. Asbury Pitman, a man of fine friendships, of sound education and ideals, and of the utmost integrity. , t It seems fitting at this time to speak a word on the achievement of women during the last generation. A few years ago, woman had not emerged from her obscurity, She was not generally deemed worthy of education, and had no political nor property rights. At present, however, they have entered every business or profession which was formerly assigned to men. They own 4272, of the property in the United States. 25 75ffz uYf:1f1z'fversczry g 1930 They occupy prominent placesin political affairs. It is not amiss to say that the achieve- ment of women, since the doors of the college swung open to them, is the most brilliant page in history. U just now, there is considerable discussion as to the effeminizing of the generation by having a majority of women teachers in our schools. I have never considered this an effeminate age. Things are being done by this generation that do not.evidence timidity, cowardice, or lack of initiative. This is an age of miracles. It requires as much stolid courage to sit at the stick of an airplane as to drive an ox-team. This appeals to me as a virile age. The swift moving pace of our daily life necessitates strength and vigor. I can think of nothing better in the life of the average boy than the influence of a fine woman. There are two things in present day education that are especially worth mention- ing. The first is the fact that a generation ago a woman could not handle the winter term school and not all men were capable of doing it. When the winter came, the woman teacher stepped aside. It is a very great compliment to the youth of to-day that a gentle woman scarcely out of her teens can teach them with higher civility. The youth of the presentday is not fully appreciated by his elders. The second im- portant thing in education isithat out of our schools comes very little of the juvenile crime. It might be added that the scholarship of today is, in a measure, back of the scientific discoveries and research that are adding so much to the material improve- ment of our times. 'In closing, I wish to congratulate the governing board on establishing a policy or program of permanence in the administrative and teaching ends of the Salem Normal School. . Qlibe Relationships hettneen the ibigij Qtbnul ani: the ,ilintmal Svtbunl FORREST BROVVN, Prerident of the MdIJdCZ7ZZJ6ffI High School Principal! , Arracifztian HE Relation of the High School to the Normal School. I interpret this subject to mean a consideration CID of the obligation of the high school to provide such a program of studies, such instructions, .and such guidance, as will enable those of its graduates who gain admission to the Normal School, to relate themselves readily to teacher training, and C25 of the responsibility of the high school principal of recom- mending for admission to the normal school, only thoseiwho have the qualifications requisite to render adequate returns to society in effective teacher service. However, I prefer not to follow the beaten track, but to blaze a trail into the realm of a relation- ship that exists as a result of new influence. It is my belief that the relationship existing between the normal school and the high school principals is of a distinctly high ethical, personal, and professional order. Today with a general increased public interest in education, there have developed improved educational organizations, educational agencies, and trained educational leadership that, recognizing the necessity of frequent and varied professional contacts, have created a relationship based upon cooperation and understanding. 26 ' ' '1 - - VALL. -,,-A, ,,A,L 1 930 75th Qfffrfzzivefyczfy Cooperation is a world trend today and the adoption of its policy is being urged in all fields of human activity and relationships. That it does exist between school men is necessary and highly important. But equally significant, equally important, is the fact that this fortunate situation has resulted from very definite influences. Among the causes and influences operating to bring about an understanding! of the necessary relationship towards a better functioning of the high school in its relation to the normal school, may be found: S Improved state department organization. Summer normal school work. Annual conferences of principals. The present plan of admission to the normal schools. Demand for improved skill and methods of teaching. Improved facilities and equipment. V Urgent public demand for improved education which shall produce a better school product generally. A change in attitude toward the broadened curriculum. With the development of the Commercial Department in the Normal School, the High School principal had to make a new contact with the Normal School. He real- ized that if his graduates, trained in commercial work in the Normal School, were to be found later teaching in high schools, his own perhaps, that in preparing and recom- mending pupils for admission to the Normal School, both the obligation of his school and his own responsibility were increased. Closer relationship with the normal school was both necessary and imperative. ' The normal schools of Massachusetts, originally designed to train teachers for the grades, today train not only for grade teaching but for Junior and Senior High Schools as well. Originally regarded as independent schools, today these institutions are vitally a part of a great public school system, to the work of which the high school principal must relate himself and his school, understandingly, conscientiously, if the normal schools are to function to provide society with teachers of superior skill and character. What the fountain sends forth, returns again to the fountain. Gibe Professional Training uf Tlliearbers as Wietneia hp the Quperintenhent uf btbunls DR. S. MONROE GRAVES, Prefident of tire Marxzzcloufettf Superintendentf' Arfocizzfion OUR score and ten years ago our educational forefather, Horace Mann, idealized and promulgated a natural but carefully thought-out plan for the professional training of public school teachers. At the present time, however, a new note should be sounded in the educational world and all who would join the truly progressive teaching class must harken to the new call. For the last two or three decades American schools have been content to make progress more largely in one particular field, a field typifying in every respect similar 27 1 I 75ffz 047172 zafefrafy g I 930 progress in the industrial realm. A million, aye, literally millions of boys and girls the educational mills and like the product of those Detroit factories have become shining examples of the new era. As the highways of civilization stretching out before them have changed so they themselves in the educational process have been transformed partly to meet the possibilities open to them. There are those persons, however, here and there, real thoughtful persons, who have passed through have examined the results with careful scrutiny. They admit the desirability of quick action. They admire the beauty of new developments. They take pleasure in the adaptations of the youth of the land to meet the new situations surrounding them. At the same time they question with considerable degree of assurance the results ulti- mately to be achieved. They behold a great country, rich beyond dreams in all that wealth can buy or produce, a country which is a veritable empire in its territorial expanse, in its mineral and power resources, a real paradise for great industrial de- velopment, yet, withal, dependent upon the youth of the land in its realization of its highest ideals as well as in its HIOSIZ complete unfolding. In our own beloved country are we building safely for the future or are we con- structing a flimsy fabric which shall be torn by disrupting sociological forces and be totally destroyed by unforseen- and unexpected elements in our national life? It is well for us to study this great mass production in the educational systems of our countrv. The leading part in this large undertaking must of choice be carried by the teach- ers of our youth. What, then, do superintendents expect of the professionally trained teachers? First of all I believe that the superintendent expects of the individual aptitude for the work which the individual is to undertake. Next I would ask of the prospective teacher fh01'0ZLgblZ8J'.f and willizzgneff to toil assiduously in the chosen profession. Aptitude without hard work never may hope to achieve the full measure of success. Also every individual going into the teaching profession should have in high degree the quality of tefztbfzblefzeff. I In a truly successful teacher I also would ask a deep and abiding inferert both in the childrenwhom he teaches and in the subject which he is presenting to them. . The teacher in our school must be thrifzy, thrifty in the use of his time, thrifty in using the most economical methods, thrifty in judging his Opgfatious as vgyell nsihis resources. I close contact with great humanitirians in cfh QCP elffmnzing made Sympaihetlc bl' keen in its perception by a study of natural ffirlcvol ci nstolyi im understimdmg made Standing widened in its applimtion b - 'ld esqan natural consequencesg an under- . ' ' 1 y woi travel and world contactsg an under- standing reverent 1n its worship of the Creator and His llluuifestutions- And with understa Siflsjliile llgigi filcgitxe for the best in heaven and earthg a devotion fast in its led t ' . t P ge 0 the AIHGFICSHI home and to the opportunities of American child- n ' - Cllng I would ask that the teacher possess a real sense of P P merican democracy, a devotion remaining stead- 28 I 930 751th exfrarzzbermry hoods 21 Cl6VOfiOn Calling for a true pledge to the ethics of the profession followed, a devotion to give all the realization of the best results possible from the talents given into the individual's keeping. And with all these qualities you will agree with me, I am sure, that there should be found in the schools of our country men and women rich in erlumtionfzl experience, men and women, who, having passed under careful supervision through the training classes of our teachers' colleges, shall have ripened during the years of work which they have carried on, so that they may stand out clearly in the future, lighting well the lanes of progress for the younger men and women who may enter the teaching profession. Summarizing the qualities which I have just considered, you will find that taken together they will spell that one great quality which may be tested with scientific alchemy, and if not found wanting will always mean so much to the successful teacher. A-t-t-i-t-u-d-e. Aptitude, thoroughness, teachableness, interest, thriftiness, understanding, devotion, educational experience, all may be included in the one word, A-t-t-i-t-u-d-e, a word, however, which loses its significance unless properly con- structed. I would have the men and women in charge of the instruction in our schools possess all these qualities developed in high degree, then I believe we can refine our great educational undertaking. I think- then our mass production can be crystallized in the process of refinement so as to produce those qualities which the founders of our nation considered very desirable. The Training uf Teachers in the Svtiente uf Tihutatinn g DR. CHARLES H. JUDD, Director, Srhaal of Edzzcrzlian, University of Chicago HERE has always been something of an antithesis between two markedly different tendencies. On the one hand there has been the tendency to perpetuate in the next generation that which has been carried on by the earlier generation. Many of the courses given in the American normal schools have been courses in the form of dictated personalities that the younger generation has been told they should adopt. There have been, on the other hand, the teacher training institutions, by themselves the best possible centers for the introduction of new methods, and I can find an example in the educational history of Massachusetts perhaps better than any example that can be found elsewhere which will illustrate what I am saying. That same educational statesman who contributed so largely to the establish- ment of the early normal schools in this state, Horace Mann, in a report he made in 1838, introduced a discussion which created very widespread disturbance in his day. He stated that he had consulted the superintendents in charge of the schools in this commonwealth, and he found that eleven our of twelve children in the public schools did not understand the words they read. He did not stop here, however. He would not have been the leader of American education that he was if he had been so discouraged with the fight that he had given up the profession, or said, That is the best we can do. The children must be stupid if 29 75ffz eff7172z'fvermfy I Q30 eleven out of twelve cannot understand what they are reading. One of the most common practices of teachers is to attribute the difficulties in the schools not to them- selves but to their pupils. Horace Mann, however, saw with perfect clearness that the difliculty was not with the pupils, and in other parts of that report and subsequent reports that make him what he was, not only a great educational statesman but a great political statesman as well, he pointed out the fact that we must teach the people of this nation to read if we are to have a substantial democracy, for, as Mr. Wright has said, Democracy is produced by education, and Horace Mann saw that with clear- ness. He pointed out that it would be impossible for us to have an intelligent citizen- ship in this country unless we maintained the teaching of reading, and made it possible through that instruction for all to participate in the thoughts that must be carried on by our legislators if we are to have a safely organized government, so he planned in his mind the question of devising some way in which reading could be successfully taught, and he made a new analysis of the reading process. It is very interesting to see that in that new analysis he did not follow the superlicially apparent logic of the others. He did not say, the printed page is made up of sentences, the sentences made up of words, and the words made up of letters, therefore let us begin with the letters, but he asked a new type of question. He said, lt is the meaningful unit with which we should begin instruction, and he pointed out with perfect clearness in that report that a letter is not a meaningful unit and therefore not a valid unit, and the superficial analysis which had led pedagogues to teach reading by the a b c method gave way to an entirely new idea, the idea of a meaningful unit as distinguished from an ap- parent unit. Horace Mann pointed out that the meaningful unit of this printed page is the word, not the letter, and he said we ought to begin teaching little children mean- ingful units and we ought to use meaningful units, not only because those are the legitimate units for the teaching of reading, but because those are the units that will excite and arouse in the children themselves the interest necessary to the success of the etlucational processes. Do you see what Horace Mann did for American education? He took the results that had been established and supposed successful and he scrutinized the results with perfect impersonal justice and willingness to face the consequences which issued from this earlier practice, and when he found it defective, he turned his thought to the discovery of a solution of the problem of a new and valid method, When Horace Mann turned his mind to that type of analysis he made himself the first exponent of a movement that had been going forward, not rapidly at first, but going forward steadily. It is the moment that you and I enjoy in modern form when we measure results and face those results with perfect frankness, and modifv our practice as a result. And we try also to discover those new methods of procedure that shall guarantee success in the type of teaching necessary in a democratic school svstem. NOW When yOu face the analysis in a dogmatic way, as men had proceeded to do in an earlier generation, and the careful analysis of the situation, you have introduced, as l said a moment a of the Past: but 21150 the fufufeg fOr if we can carry forward the opinion of Horace Mann ' d 'f c ' ' - , - - - - . an 1 We an study our results with impersonal justice, if we can he willing to face gO, HH 2L11F1fhCS1S that is of major importance, not onlv to the historv the criticisms of our own failure and then if we Czlll turn courageously to the analysis ' 30 , l 1 930 75171 efffzfzzavefsary of those processes that must be carried on, we shall have a school system that is constantly alive and constructive, and we shall have the type of training of each generation that makes for progress instead of a mere continuation of what has been one of the most fundamental facts in the history of American education. The science of education in recent years has made an effort to find out, if possible, what are the meaningful procedures to some of these children. Let me give you an illustration. There was a boy who was about to be judged so incompetent in his fourth grade work that he was told by his teacher that he was probably a moron, and couldn't go on. But his father did not believe that. Now, parents don't believe such statements about their children, and the father took this boy, who was going to be a failure in the fourth grade, to a specialist. He said, Find out what is the matter with this boy, he doesn't look like a moron to me. And he didn't look like one to the specialist either. He could do a great many things that a moron couldn't do. Do you know what the difficulty was? Nobody had told that boy that you read a line of printed matter straight through to the end. He would look at a line and glance back and forth and when he got through that line he went down on the next line or perhaps if he was lucky, every now and then he could read a line and tell you what was in it. That boy was not stupid. We found out the history of that boy finally. Down in the first grade he had been so competent in listening to his classmates and teacher read that he could recite anything that the teacher asked him to read. All he needed to do was to look at the picture on the book, and he knew what was expected of him and he proceeded. He got on pretty well through the first and second grades, and then the water began to get a bit deeper, but the genius knew how to get onp He took his-books home and his parents read them to him. He kept on and into the third grade. Then they gave him a geography, and nobody read the geography out loud, and this boy didn't succeed as well in the third grade because the time had come when he had to read or be discovered, and they discovered him and classed him as a moron, a boy that could remember everything that was given him in the first and second grades and got on tolerably well in the third grade. You know who the moron was in this case. Horace Mann was not there. ' Now, my friends you can teach reading by the a b c method, and eleven out of twelve will not understand what they are pronouncing. You can teach arithmetic as the ancients did, and more children will fail in the third grade than failed in the second, more will fail in the fourth than in the third and so on, or you can turn your- self to the problem of finding out how the human mind does work. When you find this out, you will adapt your methods of procedure to the human mind. You will not insist that pupils minds follow artificial patterns. Well, now, our normal schools have been oscillating between the science of teaching and the giving of instruction according to rule. I knew a normal school years ago that taught children how to teach school. Those young people were taught exact- ly how to arrange their blackboards, and what to do the first day school met. They were told to hold the chalk in their hands, and what to do with the children, and the theory on which that normal school proceeded was that everything could be reduced to the reflex art, if you stuck to it long enough. That is true, if you persist in 31 , . I i 75171 QXQZU zrverm 731 g 1 930 the matter. And if you went down to that normal school that you can't find, you could identify those teachers the moment you stepped into their classrooms, because every- thing has proceeded exactlyas it ought to proceed, and more children fail in the fourth than in the third etc., and things go forward exactly as they should go forward. You can hnd classrooms in teachers' colleges, schools of education, and normal schools, where that sort of thing happens today. Yer, Inevei- gee a group of young people just entering this work without realizing the fact that they come with that type of enthusiasm and an eagerness for the profes- sion that is sometimes lost in the somewhat discouraging activities of mature years, when one has been teaching for a time and grown discouraged with the difficulties en- countered. We should say to these young people, 'AHere are the practices that are the best that we know, and these are the reasons why we believe these practices to be valid, and these methods are given to you as the inheritance of the past and are the best that we can contribute to you, and it is your duty' to do this progressive thinking and when you find a group of young children approach it with all that the science of education. The normal school is not a static institution, the educational scheme is not a static scheme. There is nothing about our public practice and private endeavor that can stand still when the great foundation of our social life is that same public educa- tion that has made democracy. And, democracy means that wherever you can find improved methods and new ways of doing these things, there is the science of educa- tion. That is what has come to rejuvenate 5.11 that type of education which is met in this institution and its relatives in all parts ofthe world. Zlautn jautmal Qthuuls Map Qlltmtrihute tu the btiente uf Cfhucatiun DR. CHARLES H. JUDD HE achievement period-or the- period of the application of the science of educa- tion to the modern development of schools-has a relation to the normal schools which I think we ought to try to understand both with reference to the normal schools and teachers' colleges in other sections of the country. D116 haS tO recall that there was this bridge between the common schools and higher schools throughout the earlier period of our national historv, as well as the colonial period which preceded it. The common school was not the institution which prepared for entrance to the colleges of the country, and the reason for that is perfectlv Cleat if W6 6X2L1T1ir1c Out history. Our history is based upon the practices of an older civilization where there is a very distinct division between the aristocrats and the common people. Even today in Europe, you will hnd this distinction between the UPPCT 01215565 flHCl the C0IH1T1O1'1 people who are supposed to be of a tvpe unable to have the opportunities and advantages that come from a higher education. This distinction iflijfsi bilflrgfjlghfehi uipeslpiasses and the common people whopattended the common mon education was itgigthe lireiicued im. zind Secured hlghfl' education' Tom- this Country democmcvwlls extend. y neager, wut it became essential to enlarge it. ln 1 , 4 ing the common school which demanded that they 32 1 930 75 M effm2z'fzJersw'y should be taught and controlled by those of adequate special training. As Dr. Winship has said, when Horace Mann came on the stage, everything was ripe, not only in New England, but in the country at large, for a realization ofthe fuller possibilities and op- portunities ofthe common school, and when the common school expanded upward, it expanded into an institution which was not a college, in the first instance at all. It expanded into a training school for teachers who were to give instruction in the common school. And that higher institution connected with the common schools was absolutely separate in its origin from the higher organizations-the Colleges and big universities of this country. The normal school began as an outgrowth of the demand for an enlargement of the common school, and it did not develop from the higher institutions that were no doubt imitating the medieval universities of Europe. Now all through this eastern part of the country, that distinction between the upper level of the training of the common school, and the universities, persisted for a long period. There was organized in the new Northwest Territory, in the second state that grew out of that territory, a new type of institution. That new type of institution was the University of Michigan. The great Northwest Territory was organized out of that area which we know today as the North Central States. When Michigan organized a state university it was an institution with an entirely new conception of public education. lt was to have the relation to public education that we sometimes think of as the ideal relation-a secondary school related to the common school. It was in 1873 in Michigan that the first great progress was made with regard to tax-supported secondary education. It was found that the finances of the state would not permit the establishment of secondary schools as a branch of the state university, as had been anticipated at the time ofthe organization-of the institution. The second- ary schools of the State of Michigan were ultimately organized as independent local in- stitutions growing out of high-schools or out of the common schools, but in one of the centers, there were to have been secondary schools related to the state university of Michigan. In the City of Ypsilanti, there grew up an institution for the training of teachers which was thought out as part of the general educational scheme of the state and as related to the university as well as to the common school. This same sort of thing happened throughout the Northwest Territory. In Missouri, the normal schools were organized as state institutions, and very shortly became rivals of the state universities. They were the highest institutions in the public school system of that area, and because of their desire to excel the state universities, they admitted pupils who were unqualified for the state universities. They admitted a great many people who had no preliminary training for the common conception of college admission. The principals of many of those western normal schools were monarchs in their own domains. They admitted whom they would, not only that, but they graduated whom they would, and we find it necessary to be critical of some of those institutions in recent years because of their utter lack of regard for that which are considered to be legitimate standards of high education. These normal schools that grew up in the Northwest Territory were from the beginning a part of the higher educational system as well as part of the lower 33 75171 Qfffznzvfersary 1 930 educational system and today we find all over this country agitation within the do- main of the normal training institutions because many of them are demanding full recognition of their work as college work at the the same time that the work is to be recognized as professional work. This demand is vigorously expressed in many of our states. The results of this historv are in the first place when the normal school was asso- ciated only with the lower school it was content to consider only those subjects that were to be taught in the common school. On the other hand, the moment these institutions in the Northwest Territory began to rank as higher institutions, they began to demand an opportunity to give to their students all of the subjects that were given in many of the universities and colleges. And so we find extreme emphasis, in some cases, in the normal schools in the Micldle West upon the academic subjects. These schools gave higher mathematics, and foreign languages in exactly the same fashion that those subjects were taught in the higher institutions and the struggle was on to maintain in some of these newer normal schools the professional training of teachers. In fact, it has come to be one of the great problems in many qu arters whether teachers shall be trained for the common or secondary schools. This ambition to pre- pare teachers for the secondary schools has come to be one of the ambitions of our institutions to the extent that it is not altogether unusual on the campus for a person to be ashamed to confess that he expects to teach in the elementary schools. Now in the midst of that situation, it seems that there is an extraordinary oppor- tunity for a new development to be emphasized. There is a possibility of making the training of little children in the elementary schools a subject of the most intense scientific study. There is a possibility of carrying on in a professional school a type of intellectual activity equal in intensity, quality, and virtue to any of those new sub- jects that are cultural. If there is any subject in the world that deserves scientific study, that calls for human insight, it is the subject that deals with human nature as its material. If the normal schools can realize the fact that they are dealing with one of the most significant phases of civilization and the new type of civilization that is to result from their own efforts, they can develop a body of scientific material that shall equal in importance and significance any scientific material that has ever been culti- vated in universities or higher technical institutions. Let us refer to two or three of the problems that face the science of education. We have found that the higher institutions of learning are dominated in many of their social theories by a science which antedated the social studies. All of those views were cultivated with biology when it operated in somewhat simpler fields than those which we have to deal with when we think of human life. There are a great many students of human life today who have said to us that human life can be explained in exactlv the terms that apply to animal life-this cannot be done. No animal has ever had a language, and without a language there is no possibility of the transmission of social institutions. When we rise to the level where we have a general understanding and complete explanation of human life, we shall find that it is necessarv to supplement a biological evolution by one that recognizes the major importance. of language. If there is any field in which productive activity for hu.man life can be carried on, it is 34 1930 75 lfz exYf172z'fversafy in the higher investigation of that type of adaptation that goes with the cultivation and use of language. How are the teacher-training institutions of this country to equip themselves to carry on this higher type of scientific work? The public of the United States under- stands fully that schools are places where experience and knowledge must be dispensed to the next generation, but the American public does not realize that there must be places where that experience which is to be dispensed is collected and organized. There is no place where that doctrine can be more adequately embodied in actual practice than in our teacher-training institutions. These should be the centers where material is collected and organized for purposes of instruction. We ought to train ourselves in these institutions, and we ought to train the public with which we come in contact to realize that the culture in the schools of the United States depends upon the training of those who shall progressively and continuously bring new and vital material into the curriculum of the schools.. The second thing that we have to recognize is that the teacher-training institu- tions must become centers for the testing of the results that have been achieved in the schools. We must have as exact a scientific knowledge of the outcome of our practices as we have when we deal with ma supply in the localities in which they are located that spirit and attitude of exact determination of the outcome of their education that will make them centers for internal criticism of their own operations. Normal schools will rise to the level of achievement which they desire only when they become scientific, and they can be- come scientific only when they become productive and critical. To become productive and critical is the ambition of a specialized institution. What we ought to have in the teacher-training institutions of this country is a realization of the fact that the am- bition to rival any other institution is legitimate only when it expresses itself in that type of activity that shall refine the Work and render those teacher-training institu- tions higher institutions, because they contribute to the knowledge of the world and control types of activities that no other institutions can afford the time and energy to cultivate in an equal degree. It is the business of the teacher-training institutions to become higher institutions in the largest possible sense by the cultivation of that science which is their natural specialty and their recognized duty. terial resources. Our normal schools have got to T Qignifitant Qltenhs in Qlieatbetzflltaining DR. WILLIAM C. BAGLEY, Proferfor of Ellumrion, Teachers' College, Columbia Univerrity T is both a privilege and a pleasure to be present on the occasion of the seventy-fifth anniversary of the founding of the Salem State Normal School. It is a pleasure, for ' of a sister institution, the Teachers' College of me to bring to you the cordial greetings - Columbia University. We wish for you abounding prosperity and a continuance and ' f enlargement of the service that you Massachusetts and to the cause of education. have rendered and are rendering to the State o 35 wy-mv - -- V -.--- .-A,, .... ...,.,,... ,,,,-in-,.,.,,,....,...... ,,.,.. A . . . f 75 fi Qffzazavefrafy I Q30 I have been asked to discuss with you this afternoon some of the significant trends in the training of teachers. The trends that I have selected for discussion are I think clearly evident in our most progressive American states, The hrst is a very significant movement toward higher standards in the normal schools and teachers' colleges. Ten years ago, in most of these institutions, the prepara- tion of teachers for the elementary schools was limited to two years at the most. Today, there are six states that require at least three years of pre-service training for elementary-school teachers while one state and several cities have made four years the minimum, thus doubling the requirement that represented the maximum ten years ago. This movement toward extending the period of preparation for teachers in the lower schools is particularly significant because of the very low status that our country has held until recently with regard to this important function. As a people we had long been committed to the policy of public education. We were sending even in 1916 a larger proportion of our boys and girls to school than any other na.tion and keeping them in school much longer. We were far more lavish in our expenditures for school buildings and equipment than any other nation. And yet, taking the country as a whole, we were the most backward among civilized nations in the standards required of those who entered the public-school service as teachers. The present movement to- ward extending the period of training, then, has long been overdue. Massachusetts has the oldest and one of the very best systems of State normal schools in the United States. You share with Rhode Island, California, and Arizona the distinction of having the smallest proportion of untrained teachers in your public schools. The wealth and strength of Massachusetts do not lie in her fields or her forestsg the wealth and strength of Massachusetts lie and always have lain in the trained in- telligence of her people and it is this trained intelligence that the State normal schools by supplying the public schools with trained teachers have done so much to feed and form. A people whose faith in education is apparently unsurpassed are still fairly in- sensitive to the fundamental truth that the quality and fiber of the education that is provided depend not primarily upon the machinery of administration and supervision, but primarily and fundamentally upon the character and equipment of those who do the first-hand work of teaching. The present tendency toward the advancement of standards in the normal schools and teachers' Colleges is a gratifying symptom that this fundamental truth is beginning to be recognized. With the extension of the period of training, this weakness can, in a measure, be corrected, and it is gratifying to note that this has been the general policy in the states where a longer preparation is required. It is not alone that the teacher needs a rich- ness of knowledge and breadth of horizon for the personal and individual values that these bring, far more important are the opportunities that this equipment gives him to open new vistasto his pupils, to give them a keener appreciation of the finer things of life, to help them to climb to higher planes of understanding and tolerance and sympa- thy. ' It is my conviction that just in so far as the school, and particularly the element- HVY 531001: CHU fake its CUC fl'O111 the good home, just in so far will it be able to sup- 36 -W -.. -Y.. .-.--..-...,,. . .., . -, -W in ,YVVVV k A in -AFK in A- TAA A I Q30 75 M exffifzifuefmry plement the educative influence of such homes and Cwhat is perhaps more importantD just in so far will it provide what is lacking in homes of other types and so increase the proportion of good homes in the next generation. If this inference is correct, it adds tremendous weight to the significance of the teacher. If, in every classroom of the land, we could have a teacher who is cultured in the best sense of that somewhat abused term, if we could have a teacher with a broa- outlook on life, a rich acquaintance with what mankind has achieved in science, art, literature, and industry, a clear understanding and a keen appreciation of the social and economic problems that mankind has struggled with in the past and is struggling with today, and a keen desire to have every member of each oncoming generation share this outlook, this acquaintance, this understanding, and this appreciation, if we could have in every classroom of the land such a teacher some of the possibilities that the pioneer leaders of mass-education dreamed of might measurably be realized. The ideal is probably impossible of attainment in the full, but every little step that can be made toward it will count, and for this reason primarily I welcome the present tendency to broaden and enrich the programs of study in our normal schools and teachers' colleges. And it is this connection that another tendency in the professional education of teachers has its chief significance. I refer to the increasing recognition of the lie of the school itself as forming an important part of the curriculum. The qualities that I have referred to are to be attained not only, perhaps not chiefly, by pursuing formal courses of systematic instruction, important as they are. To achieve the best results, I believe we must enlist more subtle forces, and some of these can be reflected in the life which the students lead during the period of preparation. Many of the dynamic qualities that a good home inculcates are caught rather than taught, and the same is true of the dynamic influence that a good school may exert. The personal and informal contacts of instructors and students may be made a most effective means to this end. It is a distinct advantage for the normal school or teachers' college to have residence halls in order that the life of the school may be organized on a full-time basis, so to speak, and not be limited to the few hours that the students attend classes. . Closely connected with this general problem, too, is the question of selecting students for the normal schools and teachers' colleges. Within the past few years in most of the cities and many of the industrial states there is now a surplus of teachers who are qualified in accordance with prevailing standards. This has been one of the reasons for lengthening the period of training. In the meantime the normal schools and teachers' colleges are given an increasing amount of attention to the problem of correcting as far as possible those traits in students that have been found to be serious handicaps in teaching. The good teacher, as we all know, must not only have scholarship and character and teaching skill, he or she must also have a most important and elusive quality which we call a good teach- ing personality . As a matter of fact, most teachers who fail are not notably deficient in either intellect or scholarship, nor are their failures due to moral defects in the usual sense of the term. Their deficiencies are rather in the lack of such qualities as tact, sympathy, firmness, leadership, courage, and the like. Everyone knows that these 37 75 ffz efffm z'fvef'rczfy pp I Q30 qualities are important, but no one knows just what they are or how to go about to develop them if they are lacking. The problem is being studied, however, and so far the results of experimental procedures in this baffling field are encouraging even if they still fall a long way short of solving the problem. In an ever-increasing measure our normal schools and teachers' colleges are engaging in the work of preparing teachers for the high schools. In taking up this function these institutions have often been accused of overstepping their boundaries and trespassing upon a field that properly belongs to the liberal-arts colleges and universities. Within a generation, then, something has happened in America that is entirely unprecedented in history and unparalleled in other countries. Secondary education, by tradition aristocratic, has become thoroughly democratic, heretofore distinctly a phase of class education, it has become a phase of mass-education, heretofore rigidly selective in character, it has become virtually non-selective or open to all. The story is told in the rapid expansion of the high-school enrollment. Since 1890 this enrollment has grown ten times as fast as the population. Within the past fifteen years, the high school enrollment has trebled. Educationally the most that the other enlightened nations of the world have done has been to make elementary education universal, but we are carrying universal education to the secondary level. This is only another way of saying that, as universal education expands upward, as the higher institutions become mass-schools rather than class schools, the problem of teaching increases in difficulty, and the adequate training of teachers becomes of paramount importance. As long as the high schools-and colleges could select the pupils and students who were by nature adapted to the programs that had been long crystallized and the methods of teaching that had become matters of tradition, the professional training of teachers was not an important matter. The institutions could employ teachers who had themselves been through the mill, who knew their subjects, and could teach their subjects as they had themselves been taught. But with the coming of the masses into these schools and with the responsibility placed upon them to keep and not eliminate these masses, another type of teacher or at least an- other type of teaching was demanded. What the future will bring forth in the training of high-school teachers I shall not venture to predict, but it seems fairly clear to all that the strictly professional schools for teachers,-that is, the normal schools and teachers' colleges,-have in their traditions and in their historical background certain assets and advantages which their present day rivals in this field will find it hard to duplicate, I C2111 not Close without again expressing my warm admiration for the service which the Salem Normal and its sister-institutions in Massaclitisetts have rendered. To these schools have been due in no small measure the educational achievements that this state has to its credit. And these achievements are of no small magnitude. I had Occasion a few years ago to compare our forty-eight states on the basis to ten different HIGHSUTGS 1'CHCCfiI'1g intelligence, leadership, economic efhciency, and relative freedom from crime. On all of these m combining all ten measures, she ranked first among the forty-eight Stateg, Thar Magga- easures Massachiisetts stood very high and on a scale 38 l I 930 75 ffz 115172 z'fz1e7'.va7j1 chusetts has achieved and sustained for so long a time her leadership among American commonwealths is due primarily, I am convinced, to the excellence of her public schools, for this record has been made in the face of an immigration handicap heavier than any other state except one has been called to meet. lt is the public school that has turned this handicap in many ways into an asset. And it is the normal school that has made possible this achievement of the public school which in its turn, more than any other force or factor, has made your state what it is today. The iautmal Sarbuul uf the :Future DR. XX'7ILLIAlVI JOHN COOPER, United Tmtef C0l72l72lJ'J'f072El of Edzzcfztiofz I OMMON schools will never prosper without normal schools. So wrote Horace lvlann. We have a school system started with a religious motive, a teacher training system growing out of a secular motive, and a philosophy of education rapidly de- veloping in this country which discards as injurious both of them, and says that it is the duty of the teacher to study the nature and capacity of each child that comes before her, and to develop that child to his highest possible state of development. Without ever thinking of a religious motive, we have long since accepted that in the public school system. Perhaps our purpose may be described as enabling the child to meet new situations, and perhaps modify the environment with which he comes in contact in an intelligent way. In 1904 approximately ren percent of the eligible age group to be in high school were in high school. Last year over fifty percent of those eligible to be in high school were in high school, and in one of the states in the union it was very nearly seventy- five percent. No need for me to explain why that was-you know it is due to the better economic condition of our people-due to a greater zeal for education-due to better educated parents-and finally due to the invention of machines which have taken the burden of toil off the backs of men and transferred it to water force and to coal, as they are applied to machines. That is the reason. There will be more people in school next year than last year, and the cost of education will go steadily upward. There is no doubt about it. Does this have any implication concerning the function of the teacher? It means that at the time this normal school was established few parents had even a high school education. Very rarely was there one with a college education. It means that in the next quarter of.a century the teachers who are coming out from this normal school will serve the children of parents practically all of whom have a high school education and great numbers of whom have a college degree, and the normal school which sends out teachers into the schools to teach the children of college people will themselves have to be. college trained people. In a short time all the people in the elementary schools and the kindergartens will hold the bachelor's degree, and the curriculum of that normal school or teachers' college presents very serious problems, because you have the difficulty of attempting to do two things-to have the teacher an educated person reasonably familiar with 39 f 1 1 i i l i 1 I 1 l j i 4 i A i 75171 Qffnfz Z.'U6f'56l 731 I Q30 astronomy, history, biology, etc. and at the same time trained in this special body of knowledge which is necessary to the practice of the profession. u What are the problems? They are the same old problems which we have been through for the last ten years-the problems of reconstruction, the problem of the old liberal arts college which says we are going to give those things and offer that kind of training which tends to set the person free from his prejudices, and we care not what the end is or what use he makes of it-with the idea of a professional school which says, We have a specific objective and we reject those things that do not develop that objective. You are bound to have that conflict between the men and women in the sciences which will constitute a very important element in the teacher's training, less of it with those who sit in the chairs of the social sciences which constitute an equally important element in the teacher's training and those who sit in the chairs of education, who have the specific objective of training these people how to teache- that is the work which is ahead or beyond the normal school a quarter of a century ifl am seeing at all correctly. I anticipate great things from these institutions in Massacliusetts. They were pioneers. The duty which rests upon those who now administer them and who now teach in their faculties, is not to fall into the way of so many older societies-resting upon laurels of so many families the better part of which are underground, and so to allow some newer community to take the leadership away from you. You are just as much aware of the work that has been done in education as anybody, and you ought to be just as much aware of the unsolved problems in the teaching of many of the subjects that have been in the curriculum a long time. You are teaching history, and most of us are teaching history all over this country, with the Prussian or French idea of inculcating a narrow nationalism. It was put into curriculum for that purpose. We have to revise all of our thinking on the social studies. Who has the courage to do it? Has the Salem Normal School and its faculty the courage to undertake some experi- ment to point the way? That is the problem as I see it, or the challenge which comes to Massachusetts on occasions of this sort-not merely saying kind words about those who went before-not merely saying things about those who need no praise. In the light of a new problem, we must develop a system for the next three- quarters of a century. Upon an occasion of this kind, then, let us not only look back- Ward, but let us agree to look at least a part of the distance into the future, and then settle down to just as hard and self-sacrificing effort as the men who founded these institutions, having in mind an enthusiasm and love of our fellow men. 40 . 1 .eww 7 ' L' Qi 4' ' W 1 qw- . ' fu x 5 if JE .J '- mm-Y ur jarultp QAM ra? hx 9 Q .mu yr v 1 wi I A E 13. .,, - g l:::::' ll' I' E, 12 , f' 5 5' is F . ,.. L- 5 A ,P - , ,uni .. - , . 1-:gf , 5-' '- C' '- ' 'l ' A ' . ' A A -1 7Ze'TkafCB00f 1930 J. ASBURY PITMAN, Ed. D. Principal SU mild, so merciful, so strung, so gnml, So prlrium, peaceful, loyal :xml loving. 42 ii illtgql 1930 Faczzlziy GERTRUDE B. GOLDSMITH, M.A. Nature Study There is but one book for genius, Nature. urmul School CHARLES E. DONER Penmzmship The forceof his own merit makes his way. WALTER G. WHITMAN, A.M. Science His high-erected thoughts looked down upon The smiling valley ofhis fruitful heart, l VERNA B. FLANDERS, B.S. LENA G. FITZHUGH, A.B. ALEXANDER H, SPROUL, M.S. Geography History Director Commercial Education ...I-he inbom genigliry of some people Patience and gentleness are power. Good sense, disciplined by experience and amounts to genius. 43 inspired by goodness, issues in practical wisdom. -y-mf Irf Tie Tear B005 1930 ,Q ffffv , 5 fix' . 1. I 4-?f5 FI ?' 7 X-,ifflwy ,qw 9 AIYIL 0 W 4 MARIE E. BADGER Typcwriting She has the two nuhlest of things, sweet- ness and light. ALICE H. EDWARDS, A.B. Shorthand 'Great minds, like heaven, are pleased in doing good. FLORENCE B. CRUTTENDEN, A.M. History Firmncss of purpose is one of the lnosr necessary sinews ofchnracter antl one of the best insrruments ofsuccessf' MAUD L. HARRIS, A.M. Literature Genteel in personage, Conduct and equipage, Noble by heritage Generous and. free. V I ' AMY E. WARE, M.A. Geography Gu forth under the open sky, and lisr To NLlELlfCi5 teachings, 44 CAROLINE E. PORTER. M..-X. Rezuling The woman who is fond of hunks is nsx ll :1 wnlnzxn of lofry thought untl elcx A c opinions 1 , ow 1930 Faczzfzy HAROLD F. PHILLIPS, M.c,s. MILDRED B. STONE, B.S.Ed. MIM WALLACE Accounting Arithmetic physical Education Ability in gt man is knowledge which ulinowledge exists to bei ipgl e . A me,-ry hem-t doeth goudlikeamedjcgm,- emanates from divinelightf' i 776-1554. Q'- 'i-YH-H' .-I JEAN F. BAIRD, B.S.Ed, LEON H. ROCKWELL, A.M. DOROTHY M, LYONS, A.M. Drawing Psychology English 'AHnbiIiry, mildness, tenderness, and good Worth make: the man. Deep sighted in intelligences, idez nature are the bread of mankind, and the toms, influences. stal-foflifef' kwwiffk-JWAWLMJ QP rf Tie Tern' WOM 1930 ye? CLARA M. GALE, M.E. Dr N 1: It is the glory um toot! of Art that Art remains the one xx 'pgssibleoffpctiking truth. WI joufj. LILLIAN M. HOFF, KLA. Special Education The surest way not to fzxil is to determine to succeed. 'Z C. FRANCIS WOODS Music The song thut we healr with our cars is only the sung that is sung in our hearts. ,fl ' - A J VIOLA J. RUST Physical Education Ami:lhiIity shines by its own iight. ELIZABETH ROBERTS, M.E. Snlesmnnship 'ARCQI worth requires nn intcrprctcrg its everydny deeds fnrm its hlnzonrvf' LUCY S. BELL, li.S, Lihixlrlgui Shes good that dum gmnl ru nth:-rf. 155029- i X 1930 F6Z6'ZlZQl Tliraining 5:13091 GEORGE F. MOODY, B.S.Etl. Director of Training 'Crowned with all gifts that conquer and endeai-. i l HAZEL E. ROUNDS Grade S She looked for the best in others, and gave the best she had. LILLIAN M. BESSE Grade 6 To those who know thee not, no words can paintg To those who know thee know all words are faint. MARY L. PERHAM Grade 5 Without cnrnesrness there is nothing to be clone in life. 47 ESTHER L. SMALL Grade 7 'The heart to conceive, the understanding to directg And the hand to execute. MARY E. HUTCHINGS Grade 4 So well to know Her own, that what she wills to do or say Seems wisest, virtuouscst, discreerest, best.' 'ry-wg: If Tie fear 2005 1930 f if f , , ,, , 5 M,-my E, JAMES MARY F. WADE SYBIL I. TUCKER Gmdeg Grade 2 Grade 1 Of:1ll thenrts,gre:1t music is the :xrt Nature has placed nothing all high that Kind words are the music ofthe world To raise the earth nbuvc ull eirthly storms. virtue can not reach it. MARGARET A, HENRY Assistant Grlde 1 ETHEL V. KNIGHT ELEANOR E, WALKER Kinder nrt 5 en Spccinl Class , Chnrmb Nlrllsc' C :Ig I, Ulf merit YY Ins Streu gladness in tht p.1ths of men- Thy purpose hrlu is equal to the tleetlg th 'o l. ' f f - '- ,, ,. - -- . . . 0 5 U X Ou H lll not pins this xx .ty Again. Who does his best his circuiustunce allows, Does well, ncts uolwly, angels tnultl tlu no more. 48 1 1930 Fa CZZZQ1 FLORENCE ADAMS, B.S.Ed, Household Arts Whntever's worth doing :it all, is worth doing well, Qhministratiun GEORGE W. LITTLE Practical Arts Tac: does not remove difhculties, but dilh- culties melt away under tact. 01. FREDERIKA MOORE, MD. LOUISE C. WELLMAN ANN K. CLARK 'AThe secret of success is constancy to pur- Regmmf Secfemfl' I pose. The only way to be loved is to possess and The best portion of a wom:in's life-her display kindness, benevolence, and little acts of kindness and helpfulness. tenderness. 9 I Zj L .1 - , io.-. 'A l Y 'I ,al Ji Tie Tear 3005 1930 Qlcknutnlrhgmrnt is hue the fuilutning memhrrsz uf the facultp fur their assiztancr in the preparation uf the Bear iBook uf 1930: jillilr. 19itman Miss lpnns iililr. iBiJiIIip5 ani: tu E jIBIr.?!K!EIbitma1itur group pbntugrapbp. r iililiss ifaarris fur class histuries, tnills, anb prupbetirs. a Miss Qgale fur art. I iililiss Qahger fur typing. 50 Z X ifie Yfeaf 5300! 1930 ANNE WERNICK T7'64lJZiI'E7' Qlllass Qbffiners JEANNE Dozols SEL'1'6f.6ZIQf MARY HARRISON Prefident 52 CARRIE TANGARD Vice-Prefirlent 1930 Sen ferr Qiummertial Qnzninrs 'GLADYS BIXBY September 2 11 Victoria Street, Lowell We .raw her charming, hnz' we Jaw not half The eharrnr her dozunearz' nzederfy concealed. Girl Scour C1115 25 W- A- A- 1, 2, 3, 4, Ring and Pin Committee, Chairman Class Day Chapel Committee 45 Champion Newcomb Team 45 Captain Champion Volley Ball' Team 4, Basketball 4, Geography Club 4. FLORENCE ISABEL BRADLEY May 8 18 Beacon Avenue, Newburyport The milder! rnannerr and the gentlert heart. Commercial Club 1, W. A. A. 1, 4. JoHN MURRAY CANTY ffikff' May 25 51 Russell Street, Charlestown Where McGregor' rits, there is the head of the tahlef' President Junior Class, Cooperative Council 1, 2, Editor-in-Chief S. N. S. Handbook 3, Cooperative Council Play 2, Commercial Senior Class Play 4, Commercial Club 1, M. A. A. 1, 2, 3, 4g Secretary 2, Basketball 1, 2, 3, 4, Men's Glee Club 3. JAMES FRANCIS CARLIN November 15 16 Warren Street, Peabody Young jamie, pride of a' the plain, .Yae gallant, and .rae ,gay a retrain. ' Men's Glee Club 3, 4, Commercial Club 1, President 4, Secretary 1, Basketball 1, 2, 3, 4, Captain Basketball 25 Advertising Manager Log 2, Commercial Senior Play 4, Chairman Banquet and Dance Committee Men's A. A. 2, 3, 4, Men's A. A. 1, 2, 3, 4. 53 M6 JM? ,. MIS' at WJ' - , Q The Tenn feed 1930 l ISABEL GERTRUDE CHISI-IOLM August 3 Riverside Avenue, North Dighton IKE the .rengf ye Jing and the .rfniler ye weezr, Thdfr el fndkinl the Jnnihine e11e1jywhere. Tfimu 1, 2, 3, 4, Treasurer 2, Girl Scouts 2, W. A. A. 1, 2, 3, 4, Treasurer 4, Commercial Senior Play 4, Basketball, Baseball, Field Ball, Newcomb, Volley Ball 1, 2, 3, 4, EX6CUiiV6 COHIIDUFCC COUI' mercial Senior Class 4. T1-IELMA MAE COOK May 24 Woonsocket, Rhode Island Ap,17drentbf .fo mlm and Jweet, 'Yazfd never realize Ther! el nzixehierzenf little Jelf Deep within her lies. Trimu 2, 3, 4, Commercial Club 15 Girl Scouts 2, 3,, Commercial Senior Play 4, Basketball, Baseball 1, 2, 3, Field Ball 2, 4, Champion Newcomb 2, 4, W. A. A. 1, 2, 3, 4. ELIZABETH RITA DESMOND June 18 A 51 Wildwood Avenue, Nevvtonville And her nzedeff eznfwer eznd ,graceful dir, Show her were eznd ,good ar rhe if fdirf' W. A. l, 2, 3, 45 Trimu 1, 2, 3, 4, Commercial Club 1, Chapel Committee 4, Newcomb 1, 2, 4, Volley Ball 2, 4, Basketball 3, 4. JEANNE MARIE DOZOIS November 29 210 School Street, Lowell When she will, .rhe will ezndyon cezn depend on't, And when ,the wont, ,the won? and the1'e'J an end ozft. 'Senior Class Secretary 4, W. A. A. 1, 2, 3, 45 Head of Tennis 45 Field Ball All Star 2, 45 Basketball All Star 1, 2, 3, 4' Vollev Ball Baseball, 1, 2, 3, 4 l ' l 54 1930 Sen iam V IOLA MAY DRISCOLL July 21 3 Suffolk Street, Cambridge A little zvanmn, though ez uely little thing, If ,tweeter fm' than Jllgtlf, arjlowerf that blown in Jprincg. W. A. A. 1, 2, 3, 45 Log Reporter 45 Assistzmt Literary Editor YEAR Booic 45 Senior Class Gift Committee 4. 161 S ABRAHAM SIDNEY GALPER February 15 7 Harris Street, Salem None hnt hizmelf mn he hir parallel. M. A. A. 1, 2, 3, 4, Treasurer 45 Basketball 1, 2, 3, 45 Commercial Club 1, Geography Club 4, Men's Glee Club 3. DORIS ADELINE GILBERT November 17 19 Wisteria Street, Salem She if pretty to walk with, And witty to talk with, Anal pleezmnt too, to think on. W. A. A. 1, 2, 3, 4, Commercial Club 15 Volley Ball 2, Newcomb 1, 2, 3, 4, Commercial Senior Play 4. HYMAN KATZ April 13 47 North John Street, Pittsfield In hir lexicon ofyonth, there Lf no meh word nf 'fnilfu Commercial Club 15 M. A. A. 1, 2, 3, 4. 55 f.8Jy ,W wf 203' tile .rl l:?l.fff'rC Hg,-63' Q4-fg, pwfl, X W2 44 , tfjefllij Sfaf X if 4, . I , f 1 , ...jf J, N ,i gd V my , .I , ,n,, v--f f if - W' f i . fxl 1. f I ' Nr i'Vqi'f' ' 'IS' al. 'VV4' I Z ffjxu-jig .jyggg gbfj l.,.i4.x ' ,fl t: 4-K fgtfy 54Z4M,,jg3,-f1,,7 A f W , ,-gl,g,fg1f' ,.ff.f N . ,rLc.Q --'- x f '- M 1 ,- f 27L.,f '47 K, XR, -...,-gf if! 1 cr f iEhe Yfonf igooh 1930 MARY THOMASINA LOONEY July 11 16 Elm Place Swampscott The king hlfnfel hm ollowefl her When .the hm walked he ore. Commercial Senior Play 4' Champion Newcomb 2 4' Commercial Club 1. l W. A A. 1, 2, 3, 45 Class Gift Committee 4, Chapel Committee 13 l AUGUSTUS PAUL MAcIoNE ' January 30 2 South Street, Peabody Al happy heart, A Jnzilintg nee Anal .rofne ronnelf o lnnghzer in hetween. Commercial Club 1' M. A A. 1 2 3 4 Secretary 4' Basketball 1 2 3 4 Captain 4' Men s Glee Club 3' Executixe Committee Com- mercial Senior Class 4' Council Welfare Committee 2' Middle Class Representative 3. - EVALYN ELIZABETH MANN July 6 High Street East Templeton She if ,gifted with fgeninx who knoweth nznch hy imtnrnl talent. Girl Scoutsl 2 3 4'Trimu1 2 3 4-W. A. A. 1 2 3 4-Council 4' Business Manager YEAR Booxc 4. - MARY AGNES MURPH1 HUU2117 20 River Ro id Topshelcl Hef .rtepsr wefe zoeztcheel hw 77251717151 war noted Hef .rezyzngf wefe eatfefnebf quoted tee4 Champion Newcomb 2 4 g Ommlt f ,, 4 a 9 9 1 7 V x 7 I L 7 3 Y 7 I 3 .. ,, I 7 7 3 7 3 5 3 l I D I 5 7' .l ' 2 , .. A , 3 . V . , A ' . ,. . I C0mme1'C141ClUb1iW- A- A- 1, 2, 3, 45 Chairman Rin C A - 1 , . l I ' 56 1930 ALBERT JAMES ORTON November 16 159 Boston Street, Salem A keen wit, a were look, and an anrwer alwayr ready. Commercial Club 1, M. A. A. 1, 2, 3, 4, Vice-President 4, Men's Glee Club 3, Basketball 1, 2, 3, 4, Log Reporter 2, 3, Commercial Senior Play 4, Advertising Manager YEAR Book 4, Chairman Execu- tive Committee Commercial Senior Class. ANNA MARY REGISH December 5 15 Knipfer Avenue, Easthampton And rtell they gazed, and Jtill the wonder grew That one .rrnall head could early all she knew. Trimu 1, 2, 3, 4, Secretary 2, W. A. A. 1, 2, 3, 45 Girl Scouts 2, Business Editor YEAR Book 4, Nominating Committee 4, Champion Volley Ball 4, Champion Basketball 4, Champion Newcomb 2, 4, Chapel Committee Secretary 4, Senior Reception Committee 4, Council Constitution Amendment Committee 4., Commercial Club. IC7, MARION VICTURIA SMITH May 8 8 Halmstad Street, Worcester FriendJ .rhe har many, Foes,-haf .the any?', Trimu 1, 2, 3, 4, President 4, W. A. A. 1, 2, 3, 4, Treasurer 2, Commercial Representative 35 Field Ball, Newcomb, Volley Ball, Basketball, Baseball 1, 2, 3, 45 Geography Club 4, Council 4. RUTH INMAN SMITH October 15 Great Hill, Marion Who praetired what .the preached without pretenre, The fret of Yankee oirtner, Conznzon .S'enJ'e. W. A. A. 1, 2, 3, 4, President 4, Head of Games 2, Track and Field 3, Trimu 1, 2, 3, 4, Executive Committee Commercial Senior Class 4, Field Ball, Newcomb, Volley Ball, Basketball, Baseball 1, 2, 3, 4. 57 , ,lk QVEAL7 x' 1, ,z-w-'UT-'S I, . Toe Tenn Woof 1930 ., rl .P lvvdkjlf . fn ,A ef up-1 Q .ff , 'Tl' NJ, .zluwf , .Ly DHL, gtk , M, MLK 1 -fffl ,a ..- ' ,it-lf' ' f V A 1 YYM .PSB Gall, ,'.f',i! I 1 eff , ,vw oefflfje- 1 1 f ' J ,J SAMUEL WAXMAN November 20 246 Boston Street, Lynn 'iHe is ii scholar, and iz ripe and good 0126, I H Exgmiingbf wire, fair-.rpoken nno' perrnniiing. . Commercial Club lg M. A, A. 1, 2, 3, 45 Business Manager Log 45 Chairman Class Day Pageant Comm1ttee 4 ANNE WERNICK December 1 1861 Northampton Street, Holyoke V. Looebf .rlae tom, ont half ber looeiinerr V V Yon never knew nntii yon laeizrd ber Jing. H Trimu 1, 2, 3, 4, Orchestra 15 Glee Club 4, W. A. A. 1, 2, 3, 45 j Commercial Senior Play 4, Field Ball, Newcomb, Basketlall, A Volley Ball, Baseball 1, 2, 3, 4, Student Council 3, Senior Class V Treasurer 4, Sunbonnet Girl 3. 'Wan ZBpkz'5 SKLIIBSA fur sutures in life I Learn to desire nothing in the world so much but that you can be happy with- out it. II Seek what you desire only by such means as are fair and lawful. This will lead you without bitterness toward men or shame before God. IH Take pleasure in the time you are seeking even tho' you obtain not immediate- ly that which you seek for the purpose of the journey is not only to arrive at the goal, but to find enjoyment on the way. IV When you obtain that which you desired-think more of the purpose of your future-than of the greatness of your skill. Training is the discipline that teaches man to set labor above whim' to recov- ' b nize the connection between present toil and future attainment-so that the hope of future attainment creates pleasure in present toil, to understand that nothing can be mastered without drudgery, and clrudgery in preparation for service, is not onlv re- spectable but beautiful. ' '-DEAN BRIGGS The teaching process is the link that unites the undeveloped child on the one hand with his social heritage on the other. ' 7-TURNE R-Eryentinlr of Good Tenrlaing 5,8 1 930 S en iors Zluniur Zlaigb ieniurs' GRACE ELLSVVQRTI-I BATCI-IELDER . 1 f. December 18 193 Lynn Street, Peabody The only may to have ii friend if to he one. Club Activities: General Welfare Committee 1, Chairman 2, Council Representative 2, Geography Club 2, 3, Newcomb 35 W. A. A. 1, 2, Chapel Exercises 1, 2, 3, Class Day Chapel Committee 3. 1 f JULIE MARY CLAIRE BOURKCN ll E May 30 33 Central Avenue, Everett A ,goodly maid both ceilne and steady Her willing heznder are ever ready. W. A. A. 1, 2, 3, Art Club Secretary 2, Field Ball 1, 2, 3, All-Star 3, Volley Ball 1, 2, Newcomb 1, 2, 3. ABBY ELLEN BoYD .S mf? April 25 15 Main Street, Essex Honor and confeience are in her And the doeth well their which .the doeth. W. A. A. 1gLog Staff 2, Editor-in-Chief of YEAR Boox 3. AGNES MARION BRENNAN October 17 65 Crescent Avenue, Chelsea .S'inceritjf, truth, fizithfzilnefs come into 6060 euence of friendfhip. ' ' Newcomb 1, 2, 3, Class Day Chapel Committee 3. 59 fer' aff fvff f'7S'5' wow. ion eeewjiit WM WM f and wf , .4f, P', ,WL jg , 7011 w6V - Meow Zfoewv The Tent' 6B00h 1930 Mn ijjy l MMA Aeeffiff , QWVJQ .' ifwl We M 1 A ,114 X ' I f Af ' fail .Af ' l 1 ein W ewwflfjy nh .M AAF? WN Zinn ft... at , -tingle Jfofefio CWM, 'Q was , l l , g SEGRID HELENA CARLSON AQQWZW, ' Y' lil March 30 380 Broadway, Saugus The tene Jtnntiezrei 0f egnetlnjf if .rented in the fnineij Th0.fe who think nahh ezre n0h!e. W. A. A. 1, 2, 3, Glee Club 2, 3, Newcomb 1, 2, 3, Chapel Choir 3, Chapel Exercises 3. X. ,179 MILDRED ANNA cHAIssoN March 14 27 Blaney Street, Swampscott What tnkef enff heetrt fnnft fnerit 0nr efteefn. W. A. A. 2, 3, Geography, Club 2, 3, Field Ball 2, 3, Newcomb 2, 3, Volley Ball 2, Basketball 2, 3, Chairman Junior High Party 3, Chapel choir 3. ig, MARGUERITE MURILLA CONNELL May 23 8 Washington Avenue, Stoneham There if nothing 50 kintgbf nf lzineineff, And nethincg .ro Mynl .nf tenth. W. A. A. 1, 2, 3, Newcomb 1, 2, Volley Ball 1, 2, Baseball 1, 2, Basketball 3, Camera Club 3. RUTH CHARLOTTE COREY APYU 9 6 Miltoil Street, Beverly AJ enemy nf the tiny if long. 3 A. 1, 2, Newcomb 3, Daisy Chain 1, Chapel Exercises 1, 2, . 0 , , g faff 2, 3, Geography Club 2, 3. 63 1930 Seuzofy LILLIAN ANNETTE DAHLIN July 22 25 Kirtland Street, Lynn Her uir, her fmile, her motions toll! of ZUONZHYZQ' complete- ueff. Student Council 1, W. A. A, 1, 2, Newcomb 1, 2, Chapel Exercises 1, 2, Art Club President 2, Camera Club 3, Class Day Luncheon Committee 3. 1 95 A AGNES KATHRYN DELAY f f? 57 February 12 F9 1-'v-26 Marathon Street, Arlington 3 Hcr'Jmile if like u ruiuhozo ONQK kr W K Flmhiug from u fumgf day. 1 NV. A. A. 1, 2, 3, Art Club 2, Field Ball 1, 2, 3, Volley Ball 1, 2, 3 Newcomb 1, 2, 3, Baseball 1, Chapel Exercises 2, Ring Committ e 3 K Bas:etball3. 3 'LOW DELFINA ANNA DE STEFANO August 28 9 Trowbridge Street, Belmont She tour made for happy thoughts For playful wit mul laughter. W. A. A. 1, 2, 3, Art Club 2, Newcomb 1, 2, 3, Volley Ball 1, 2, 3 Baseball 1, 2, Manager, Basketball 1, 3, Field Ball 1, 2, 3, All Star 3 Captain 3, Chairman of Class Day Committee, Chapel Exercises 3. HELEN THERESA DILLON February 11 383 Highland Avenue, Malden Good heulrh und good Jeme are two of life'J greutesr hlem ingot. W. A. A. 1, 2, 3, All-Star Field Ball 1, Z, 3, Newcomb 1, 2, 3 Captain 1, 2, Volley Ball 1, 2, Coach 2, Basketball 1, 2, 3, Baseball 1 2, 3, Class Day Chapel Committee. 61 I I I I I i. I I I 'I I I I I I II Ii II II Il 'I Is I II 'I ,I II Il In I+ ,I I, ,I In 4. I I The fear fgooh 1930 Irlofofwvllfwi PGA IQ031 or - 7 I '1 .15 ICP S DORICE SAFFORD EVANS December 21 21 Tyng Street, Newburyport 5'eaJon.r may roll Bat the trae foal Baraf the fame wherever it goeff' Geography Club 2, 3g Chairman of Senior Reception 3. . 107640 . C MARY CATHERINE FALLON 1 Uoegx' I October 13 30 Hancock Street, Salem , ,L V -A For hlenzingr wait on oirtaoaf aleealf, mufyilx I I W F Ami thoagh a late, a .rare rewara' .raeeeeel.r. N' ,IMDUL . W. A. A. 1, 25 Camera Club 3. ' . -eg., A Augmgi' W e Us-Q,Cii.' ' I M HY? g t5,,,f,4U J I oLGA GENEVA FERGUSON Wa egg october 16 so Rockland street, Roxbury' it J I have a .foal that like an ample Jhiela' I Heavy Carr take in all anal oerge enough for more. nj' ' - I Camera Club 2g Newcomb 1, 2, 3. m7L2M2',1,, Q4 f ffetmoag ' M04 J 1 , l S fr S 1214, ' 'AM ' oqofafgw AL AI OM Wir WI MARY DOROTHY F INN March 29 28 Acorn Street, Lynn Thy .rmile can make a .ramrrzer where alarkzzefs elfe wozelel he. W- A- A- 1, 2, 35 Glee Club 3. 62 I I I I , 1930 MARGARET KATHRYN FITGZERALD February 2 2 Beacon Street, Salein PerJevereznce and .rtrengtlo ef clomwcter will enable zu to bear nnzcla. W. A. A. 1, Glee Club 3g Newcomb 1, 3, Cooperative Council 3. JULIA FOGEL A November 13 20 Wave Way Avenue, Winthrop Her lfldj'.Ibf17'.l'. lrnin if perfect mill for prajectff' Glee Club 1, 2, 3, Chapel Exercises 1, 2, Chapel Choir 3. . 14797 . DOROTHY REED FOSTER January 25 10 Plainfield Street, Lexington Patience if ez necefmry ingredient to genimf' Orchestra 1, 2, 3, Chapel Exercises 2, Daisy Chain 2, John Bur- roughs Club. ABRAHAM NATHAN GILMAN October 12 84 Endicott Street, Peabody We live under el government af nzen and nezu.rpezperJ. M. A. A. 1, 2, 3, Basketball 1, 2, 3, Manager 3gJohn Burroughs Club 2, Representative of Middle Class. 63 i P l .1 .. , I f ,fyfjy Q . A My A T V I Q30 'WW X 712 ,of 5 Sc 1 5 ,347 B l PEARL GoLDBERG A X , une 5 187 Exchange Street, Athol 7 D U , f 35' A'The metric in my heezrt I hare O Long ezfter it wen heard no more. X Q, 0 W. A. A. 3, Giee Club 25 34 Newcomb 34 Lee Staff 34 Chapel EL' 97 Choir 3gChapel Pianist 3. I go L0 Q UW I9 iff, ' ' 3 Q - , y 0 0 ,eve-if My MARGUERITE GOLDEN - Aggugt 1 724 Broadway, Chelsea 5 The heft thing et mem oem have to do if nothing, Next to thot, perhopf, good work. N W. A. A., 1, Camera Club 25 Science Club 3, Newcomb 1. W in A J, . r B -2, F li JW SZ I . PAULINE ELLA GOLDTHWAITE 1 'Q November 22 247 Lynn Street, Peabody 31 I 5 fx The tezee, Jtrong, and found mimi if the mind that em: y lx x . ,, Q x emhmee eqzeezlbf great thzngf. QR Social Committee 3, Class Representative 3, Geography Club 3, I Tl Glee Club 2. SS if TQ U 'xml Q Q MARTHA YETTA GORDON . wi' i l N0V6IHl'J6f 5 28 Blossom Street, Lynn Q qi Q - 'N H A ' , h E I neoef found the compeznzofz that zofzr Jo cozzzpwzfozmhfe at Q rolztzeeie. - l 5 V7 is Q Geography Club 2, Newcomb 3. -O E so i 'P 1 l l l, ik' 1930 SIDNEY FREMONT GORDON , August 24 52 Poplar Street, Danvers HI! if trimgziil people who izetomplixh much. M. A. A. 1, 2, 3, Basketball 1, 3, Track 3, Glee Club 2, , 5' GRACE ISABELLE HARKINS f 17 August 26 10 Sargent Avenue, Somerville At .right of thee my ,gloomy Jozel eheerf zip My hoper revive fmil ,glizelneff ilfnom within me. XV. A. A. 1, 2, 3, Field Ball, All-Star 1, 2, Basketball, All-Star 1, 2, Newcomb 1, Volley Ball 1, 3, Log Staff 2, 3, Glee Club 2, Camera Club 3, Chapel Exercises 1, 2, Play Committee 1, Usher at Senior Reception 2, Senior Prom Committee 3. VERONICA LOUISE HARRINGTON G'j'O'Y l?76UV, July 20 29 Mountain Avenue, Melrose Who mixed eemon with pleemire emi! ioifilom with mirth. Geo ra hv Club2 3 W A A 1 2 3 Field Ball 1 2 Volle gp, f,,3s y Ball 1, 2, 3, Newcomb, 1, 2, 3, Basketball 1, 2, Chapel Exercises 3. f C? J J 5 W5 9 ELEANOR FRANCES HARTIGAN Dona rcwx September 27 1 King Street, Peabody '57 Her zoordf, like Jo memy nimble emi! eiiiy .reroitorf, trip ezhozet her at commemel. Geography Club 2, 3, Chapel Exercises 3. 65 I ,K x The Tear fooh 1930 f ' 'Wars K Q' , , , ,, p, , p . 2 . W, 'flu I, L' A NELLIE THERESA HORGAN 1540 Vjf XL February 5 33 Warren Street, Peabody ' l l WL 0'riff'Qf A The rntltleft rnetnnerr with the hrnvert rninelf' W. A. A. 1, 2, 3, Glee Club 1, 2, 3, Newcomb 1, 2, 35 General Welfare 3, Chapel Choir 3. 1 fl--fra A at If lf 1 L. 1 ,Z 0 A, ID of ' s . K XQ JW, l '35 coNsTANcE ELoRENcE JOHNSON A September 30 23 Wedgewood Street, Everett . fvvv-A3 C322-OLJAQ 3 aj.. Authority heoorner her well. 1 ,WM M 'Glee Club 1, 2, john Burroughs Club, Vice-President 3, Log Staff' ! 1, 3, W. A. A. 2, 3, Vice-President 3, Newcomb 1, 2, 3, Volley Ball 2, V . , Basketball 2, 3, Field Ball 1, 2, 3, Chapel Exercises 1, 2, YEAR Book , 'Qb Q, Staff3, Photograph Editor, Chapel Choir 3. , I I . 1 W fi ' ' 5- -i ew Qfcjjgd . ALICE AGNES KELLY 1 5 59,2 ' November 13 64 Essex Street, Salem 3 - ' Ek I Wzth etjjteotzon hecornlntg ln one gre and eezlonleztion Jhining I' . I out of the other. F 1 . .B Q W. A. A. 1, 2, 3, Field Ball, All-Star 1, 2, Basketball All-Star 1, 3, I , M Newcomb 1, 2, Volley Ball 3, Camera Club 2, 3, Log Staff 3, Student 6 W - Council 3, Chapel Exercises 2, Usher at Senior Prom 2. l ll ' ' , f xW 0' gr . K , X, f if KATHERINE c. KILROY ' Z1 August 28 28 Collins Street, Lynn 1 my - Hong .rorrowl Core will kill ez mt, 'i Anal therefore let'f he rnerr + X J ll ,, Q, W- A- A- 1, 2, 3g Field Ball 2, Baseball 2, Camera Club, 2, 3. li fl fi fm ff- -riff sf l iui 1 930 Seniors CAROLYN GRAY LARKlNf'w: October 4 206 Loring Avenue, Salem A peffect woman, nobly planned To zoarn, to comfort and to command. . Newcomb 1, 2, 3, Orchestra 1, 2, 3, HV? MARY JOSEPHINE MARKS November 13 46 Bassett Street, Lynn 'Tir not my talent to conceal my tlaonglatf' Newcomb 1, 2, 3. . la' '7 DORIS BIRDELLE MARTIN January 10 80 Rockland Street, Roxbury Mario laatla claarmf to .rootla the .raoage breart, To .roften roekr, to bend a knotted oak. Newcomb 1, 2, 3, Camera Club 2. isis 6' REBECCA cARoLYN MEKELBURG MMR June 16 67 Marlboro Street, Chelsea No one if zefeleu in tlnif world who lltglotens the burden of it for any one elfef' W. A. A. 1, 2, 3, Newcomb 1, 3, Girl Scouts 1, 2, Patrol Leader 35 Chapel Exercises 1, 2. 67 we wwe , .Emi wicerklb :Vw ww-Q- vgfl1J'.7 Cbwmflitlc, 05,1 SV-F Esfcfl X -C9A.N5- B1-egltk t mic.. VL'-.A Veal-EW. The- bail' uma M-L.. eww lecowlfacgcl flTQ?f,M 71 pygmy, -CL ' I I CSCLITJ r l on fs J4 C, +14 J l eWlM+4wWatQ. r , The fear goof ' 5 1930 1. S ' ,f q Y , ,,, I I-Q7f1q X jtccaf fe'-Lim.. JMAQJZ N if MARGARET COSTEY MORRIS . WM X N ecpmber 27 37 Pearl Street, Quincy I WLM Q g AMA? f1frfta,!4,fvyLU U Aflfmvr WWA .1 lwm W-W5 tr 'd'3Ne,.ao.'5 I9 it 0' IWS7 'X In metric, ifzftrzement, and poetry' - E Htfhe taketh mort delight QT A A 1 2 3 I'rimu1 2 3' Glee Clubl 2 3 President 3 B. L-ffbglli,5,13as2ba111,zfN5WE0mb1,2.34i10l1e,7Be111,2,3Q 'Q Q 1 pu ch0if3,Fie1dBa11 1, 3gChapelExerc1ses3. k , , ? Il' - MARION FRANCES MUGRIDGE ElC!'eG!7e' ,lv November Z9 130 Holten Street, Danvers From the crown of her heezel To the .role of her feet She if all mirth. W. A. A. 1, 2, 35 Newcomb 1, 2, 35 Glee Club 1, 2, 3g President of Cooperative Council 3. M. if ttf LX X I-ff? l Q4 5 FRANCES ELEANOR MULLEN f ,fly une 16 19 Dell Street, Somerville 1 J tx, , V l fyffy j mf 'ffimplicety of ehorezcter if no hifzelrezfzee to Jzehlezjf of then'- J W ezeter. Volley Ball 35 Chapel Exercises 3. si 7 l I 7 3 to 0 glqww ,955 EILEEN PATRICIA MURRAY I 10m5qJMarch 26 11 Webber Avenue, Beterly f If the heed eng' fetzeltf .the hm left of in elozehtg p ,mem W0 W0 of . l At leezet in three years we could zzotfml them ont. W- A- A.1,2, 35Newcomb1 2 3'Sociul Committee 1 ' Geogmplmv A Club 2, 35 Chapel Exercises 1, 2f3Q15i1isvcl1.1in 1gLoq Staitlilg Etlitor- in-Chief 3. ' ' 68 1930 Sammy 1 MARY ELEANOR NOLAN December 12 23 Linden Street, Lynn Bl1z.rhZ12,g ir the color of virtue. W. A. A. 1, 2, 3, Newcomb 1, 2, 3, Chapel Exercises 3. Z? . C70 fa!f4fL4 1Af Hp Ln, W G 0- 1977 f ' M MARIE ELEANOR o'HEARN J!! July 9 861 Washington Street, Gloucester ! . - Ffzire.rt lgfzrden in her lanky JJ' D I. , Ami, in her mind, the zuifert hookff' ,,.,M,4Lj Art Club 2, 3, YEAR Boorc Staff 3. ' i Mitt A Wig' 1f22?:.i MARY ELIZABETH PETRUCCI i Jf 7 AQ I October 9 29 Paine Street, Winthrog Q M: 1 k.f-- How near to ,good if what ir fair. - W. A. A. 1, 2, Chapel Exercises 2, Camera Club 3, Geography Club 2, Newcomb 1, 2, Volley Ball 1, 2. MAE GERTRUDE PRIEST September 29 8 Stocker Street, East Saugus Fine art if that in which the hand, the head and the heart go togeiherf' W. A. A. 1, 2, 3, Newcomb 2, 3, Chapel Exercises 3, Art Club, Secretary 3. A g,a.aJ' +HMl'-A' .MMM . ,441-91.211-. wmil' M 13: Q5,,L,3l,l fllwehf 4145 Os ,Mx Q-.JTCMV-f 69 S LFVJ' t ! W 01 in 51 The fear goof 1930 'lfMvrZ0u,'QL5Zf ,neo JVM -are-e J7C,a4'V!7c hafvwvew ,errata eiwaef 6 Ute 5'!f?2V'taa PIM ana? ow. oar Dann Og ipmiifgsmw Ib.. '5.w-n.-if Ukuw L AN-L. aan., qi? EMM M .1 ff! A , RUTH ESTELLE RANEN fly September 29 125 Lawton Avenue, Lynn Nothing if .fo nfefzel of repntntion, and nothin tg winr it ,ro .rnrebf ttf merit. 1 w. A. A. 1, 2, 3, Girl Scouts 2, 3, Head ofl-1andicraft,Field Ban 1, 2, 3, Baseball Manager 1, 2, Newcomb, ,Captain 1, 2, 3, Volley Ball 1, 2, Basketball 1, 2. ,AC WW ' GLADYS JENNIE READNJ ' Qi November 18 9 Bennett Street, Manchester With the henrt to conceive, the zcneierftezneting to direct and the hnnd to execute. Art Club 2, 3, W. A. A, 1, 2, 3, Newcomb 1, 2. FRANCES BERNARDINE ROACH July 29 9 Gould Street, Wakefield When neztnre hits work to he done, .the crenter ez ,genizcf to do tt. W. A. A. 1, 2, 3, Newcomb 1, 2, Manager 3, Geography Club 2, 3, Chapel Exercises 1, 2, 3, Log Staff 1, Literary Editor of YEAR Boolc 3. lb? H4 O HENRIETTA HELEN SHERMAN May 11 14 Curtis Road, Revere The joy of youth and health her eyes dirplizyed, And entre of hectrt her eoefjf look conoefged. W. A. A. 1, 2, 3, Newcomb 1, 2, 3, Geography Club 2, 3, Chapel Exercises 2, 3, Log Staff 2, Literary Editor 3. 70 I 930 S en iam cLAR1cE MARY SMITH ' . June 8 67 President Street, East Lynn i'Here am If from care I'1n free, Why aren't they all contented like nie. W. A. A. 1, 2, 35 Glee Club 1, 2, 3. 1875 EDITH WILCOCK SMITH November 3 89 Andover Street, Lawrence A'W0l'lZJ are eary, like the wintij Faithful frieneif are hard to j5na'. W. A. A. 1, 2, 35 Newcomb 1, 2. GECRGE LAYVRENCE TALBOT November 18 87 Bristol Road, Medford Direction of Jpeeth if more than elognencef' Basketball 1, 2, 3, Captain 2, M. A. A. 1, 2, 3, Representative of Middle Class 2, Freshman Reception Committee. X97 GLADYS WALKER TILFORD November 4 22 Shore Avenue, Salem 'iYonr fair dircozerre hath heen af .rngar Making the hard way fweet ana' eielectahlefl W. A. A. 1, 2, 3, Glee Club 25 Camera Club 3. ' 1 5' I Wm JVM ' nf' .MPH ,fl 1 K , Q, ,V , VZ, ,1 y , C 1' I J I I I, I, 1- ,L , ' fl 7 - Y,., C10 C113 ,,.. ff l!V QfLf '7 l'u'f l,. . x-if' 1 ' ff 1 1 . 10,3 'f JT' ' f' X. ' 0- 61,-4.x.AxnMJv4f3,JIQ ftmeff aw' f A JJM. J 5719 5l1f1LlJ1,4,4,5 U'- T 520212, X 4' Jf ff f fy ,1 fth Vf'f' M fhfv, fliffyf, ALJ 2f'7W'5 FMA AAAOCbLQ fiiffffefr J dl! 71 X C42 - M JELVV -Mxflfy The 7.66571 fooh 1930 9437 JA M , tj W.. WMV Q ' ef .s MW M . UMW! .- it W kgflefwhtlj A , , Ji? . ,o if fl'f5'0Q W . l-, ., -, ,- f l f g'15 'UP JOHN FRANCIS TIVNAN August 5 32 Japonica Street, Salem A g6715I'UZlJ' fnezn if nlzonyr ez g677flB77Z4Z7Z. Student Council 1, 25 M. A. A. 1, 2, 35 Log Staff 1, 2, 3, Basketball 1, 2, 3gJohn Burroughs Club 2, HAND Boolc and Nominating Com- mittees 1, 2. CATHERINE VOTTA October 14 25 Essex Street, East Lynn Theron et wofnezn like ez dew-drop .S-lbglf Jo purer than the PIlI'EJ'l'.H Camera Club 2, 3, Chapel Exercises 2, Ring Committee 3. . Q , . . 'fb QMI5 LILLIAN MARTIN WALL Cd l March 3 36 Tudor Street, Lynn The nohleft onind the hest contentment hezf. Glee Club 1, 2, 3, Secretary 3, W. A. A. 1, 2, Newcomb 3, Fresh- man Reception Committee 1, Class Day Luncheon Committee 3. 'xgfl SOPHIE WEISSMAN We '5S'V 4U'N July 12 174 Congress Avenue, Chelsea Attempt the end eznd never .rteznd in donht Nothing .ro hard hnt Jeezrch will find it ont. W. A. A. 1, 2, 3, Girl Scouts 2, 35 Secretary 3, Newcomb 1, 2, 3, Volley Ball 1, 2, Field Ball, All-Star 2gBaseball1, 2,3,Bnsketball1. I 72 1930 Sermon' ESTHER LOUISE W I-IITEHOUSE November 19 134 Pearl Street, Reading A day for toil, an loom' for Jport, But for az friend, if life too abort? Orchestra 1, 2, 35 Glee Club 35 Chapel Choir 35 W. A. A. 1, 2, 35 Pageant Committee 35 Field Ball 1, 2, All-Star Newcomb Captain 1, 2, 35 Volley Ball 1, 2, 3, Captaing Basketball All-Star 1, 3, Captain5 Baseball 1, 2, 3, Manager. IRENE ANNA WILLIAMS April 15 Pine Street, North Amherst A'Neitber rhyme nor Vernon can expmrf How much lozzmar .rloe doth paiiefy. W. A. A. 1, 2, 35 Newcomb 1, 2, 35 Volley Ball 1, 2, 3, Manager, Trimu 1, 25 Senior Class Gift Committee 35 Chapel Exercises 3. God viewed the work of the Student And said, It is good. He took her hand And led her up to the mountain top. Below lay the Garden of Children. What do you see? He asked. Her eye pierced the haze And she answered: I see a myriad of children Happily playing. Here and there A group, surrounds a teacher, rapt. She tells them of the glories of the e Of the wonders of sky and sea, That the road to Heaven is Purity, Her face is inspired. And God, blessing her, said, Go thou, and do likevvisef, 73 The fear geek 1930 Wie lieth! ch ' r we 5 .es 4 A-5 ., bl' Zffg,l4fyb,v . yystmiiglkfbx Elementary Qeninrs GRACE GEORGIANA ANGELO November 22 19 Albron Street, Somerville 'lWhen the ezppenrt then tleziunf the elezy Anti when the elifnppenfxr heginf the nightf, John Burroughs Club 2. I JULIA ANGELA ARATA August 29 32 Wilton Street, Somerville It'tr enrienf what et .fight of geeel it little thing will de. Wf A. A. 1, Zgjohn Burroughs Club 2, Basketball 25 Volley Ball 25 Newcomb 1. AGNES MARIE BARRY September 2 67 Mirriam Street, Somerville Your jzleneztref .rpring like tlnisetr from the gran, Cut down and up etgnin ny hlithe nf ever, Franz your Ieznthe little treiehler pntrf Like little ripplef down et .runny river. Art Club, President W. A. A. 1, 2, Student Council, President of Freshman Class. MARY RUTH BINGHAM April 26 179 West Street, Lawrence Hfyinpttthy if the gelelen key that nnleckr the hearty of etherr. W. A. A. 2, Lag Staff2. 74, 1930 S022 Z'07'J' LOUISE BOYD December 15 116 Myrtle Street, Lynn Lifes ll Zl2'172J'0l726 77221151672 J22221i22,g 22p 222 y0z2. Student Council Representative lg Glee Club lg Newcomb 1, Volley Ball lgjolin Burroughs Club 2, Basketball 2, Log Reporter 2. RUTH FRIEDA BRANDE February 17 88 State Road, Revere I have f0222221 20222 222012 peaple 22222 2200222 221 1022ppy 221 219ey 22222ke 22p 212e2r 2222222275 20 be. W. A. A. 1, 2, Glee Club 1, 2, Basketball 1, 25 Volley Ball 1, 2, Chapel Choir 25 Senior Class Gift Committee, Glee Club Revue 2. ANNA FRANCES BRENNAN June 3 16 Hooper Street, Chelsea B1effe22' 202212 2002 c022r222, 2102 0e2'2222222y 20 ZJZECZJCH, YEAR Book Staff2, W. A. A. lg Basketball 1, Volley Ball lg Girl Scout Club 2. CECILLE DOROTHY BRINK May 11 10 Forest Street, Salem May 0222- get be 220 kee22e2' 2011222 20e 10012 2211071 212s f222212,r 0f 020025 2192222 2019371 20e .r222'0ey 0222' 02022. W. A. A. 2, Newcomb 1, Field Ball lg Basketball 1. 75 2-,N 252 De 22?-2 Q 1 by wvd ' 'l55+rWL '73 C0 Wi Q 3 0 x -vliffjl 'O Ki MQW' Q Q 1 1 KW, wa if W WMM' f Wyqvfvl xl Toe year fooi 1930 BLANCHE ELEANORA CAMUSO March 28 28 Sharon Street, West Medford Cfoee1fzelneJJ it an o jjcfboof of zofmlom. John Burroughs Club, Basketball 1, KATHERINE ERNESTINE CLARK October 26 48 Holyoke Street, Lynn I jimi the cgffelfdff lining in the world if not .ro mzzcb zobefe we Jtemei ees in zoloezt direction we are moving. Geography Club 25 Volley ball 1. MARY FLORENCE COBURN January 19 8 Hillside Avenue, Bedford I love treznqzeil .rolitzede mm' .mob .roriet-9' AJ ix quiet, were and good. W. A. A. 1, 25 Newcomb 1, 2, Basketball 1, 25 Baseball 15 Glee Club 2, Volley Ball 1, 2, Field Ball 1. ETTA COHEN December 4 106 Shuwmut Street, Chelsea A girl the feelin of Clwflflll'1'L'J'ft'l'l!,eU'J' D And eozzfdem' tomorrozof. Girl Scouts 25 W. A. A. 1, 2, 76 1930 Sen ters DOROTHEA ADAIRE COLBERT September 30 16 Andrew Street, Salem There if ezlwezyf Jmzfbitze, only we zmtft do 0ltl' part, we must move into it. W. A. A. 1g Volley Ball lg Art Club 2g Field Ball lg Newcomb 1g Basketball 1, 2g Chapel Committee for Class Day. GRACE HELEN CROSBY November 20 244B Masszlchusetts Avenue, Boston Rej9neei and nice and therefore .feleeteei To be knmwz ezr the lady pezfeetetif' Art Club 2. ALICE LORRAINE DAVIS January 16 20 Fairmount Street, Medford . Full of gentle kindneff Her looks and lezngztezge tzref W. A. A. 25 Art Club 2. MADELINE AGNES DAY December 26 26 Jefferson Street, Lynn The 1'0Zltgl7EJ'Z' road often leezeif te the mzootlaeft fartzmef' Glee Club 1g John Burroughs Club 2g Basketball 2g VolleyBz1ll1, 2g Newcomb 1. 77 Sw- 'W- hllln-ol,-l QMAU-Ml -it-'win-M mam ,gk vw-f gm. WML 0 all fyflfa fvwili. C,C'40fm.dfE' Iso' S-97-J, 7 l TQ ,7f.Lff wewe 1 WMKMWN ff ,I , V I X . - DDR. -' Quo NAOJ-UUISQ-lf-L' The Tear fool a we Tet? 565. TW W 3,4004 W www 1930 SHIRLEY REID DELANO February 21 182 Henry Avenue, Lynn FeezrlefJ fninelf cltfnh fooneft nnto crozonf. Glee Club 15 Art Club 25 W. A. A. 25 Council Representative 2. CATHERINE MARY DINEEN September 2 24 Rowe Street, Lawrence Her ooioe tom eoer foft, Gentle and low, on excellent thing in zoozneznf' Art Club 25 W. A. A. 2. MARGARET ELIZABETH DONGV AN July 8 82 Wallace Street, Somerville UnfelfZfh hecezzefe .the never refnenzherf herfelf, Ditgnzfetl heceznfe .the never fortgetf b5I'J'6lf.H W. A. A. 1, 25 Newcomb 15 Basketball, Volley Ball 15 Trimu 15 2' Art Club 2. x ETHEL FRANCES DOOLING December 10 27M Jacobs Street, Peabody Anti frame your nzinel to mirth and 7i76I'I'l7lZ672f, Which hom- ez thonmnel hezrznf, and len tgthenf li fe. Basketball 1, 25 Newcomb 1, 25 Volley Ball 15 Baseball 1, 2' Chapel Committee 25 Art Club 25 Field Ball 15 W. A. A. 2. 1 785 5 l 1930 Olly!! Z0 715' DOROTHY FRANCES DOYLE September 6 286 Washington Street, Peabody Her eyef elf J'fz1l'J1 of tzeilitghf fair, Like tzriljghfx too, her lllllfkrl' hair, But all fhilzgi' elye zlb0l!f her llllllfll From Nltgy-time alll!! the cheerful !fe!ll'Il.l' XV. A. A. 1, 2, .Iolm Burroughs Club 2 HELEN MARIE DOYLE July 5 6 King Street, Peabody lfVere I Jo ml! to zzzeezynre th: pale, Or gmfp the utemz with hey fpmz l muff lie, zzzeezizzred hwy Ney mul, The mizzeff the fz'm1ele11zl of the mem. Newcomb 1, 2, Basketball 1, W. A. A. 1, lg Art Club 2, Ring Committee 2. ABBIE JOHANNA DRAGO February 18 22 Elmwood Street, Somerville A cheerful life if what the Nlzzfef love, A J0fZl'f7Zg fpirjt jf their prime delight. Trimu 25 Newcomb 2, W. A. A. 1, 2, Geography Club 2. DOROTHY LOUISE EELLS August 9 7 Orchard Street, Revere Something if lemfrzed every time zz hook if apezzeeif' W. A. A. 25 Newcomb 1, 25 Basketball 1, Volley Ball 1, Geogra phy Club 2 79 1 11 4 1 l UQWEVBC X lfiffw 1 v B N 1- I vw P ms. .-, v , . X I -5,1 fi Y, 73 4 a l X . 6 4 . Q D 1 0 ' 4 Dittefjfl Mi ,WM WM Maehif- Qt ,W WWW eff-Yagi? We he Tear fB00h 1930 A MILDRED LOUISE EVANS February 25 Assonet ' The joy vfyonth and 'health Her get difplayedf' e Trimu 1, 25 John Burroughs Club 23 Newcomb 2. A ETHEL LAURENA FITZGERALD p March 1 A 715 Broadway, Chelsea A A contented .fpirit if the Jweetneff of exiftenee. W. A. A. lg Basketball 15 Newcomb 1g Volley Ball 1. DOROTHY MARY FLANNIG-AN April 1 20 Pleasant Street, Wakefield What hand and hrain went ever paired What heart alike conceived and dared? ' W. A. A. 1, 2g Newcomb, Captain 1g Volley Ball Manager 15 Basketball 15 Art Club 25 Nominating Committee 25 Chapel Exer- cises 2. GLADYS MAY GIBBONS May 21 18 Baxter Street, Melrose Oar deedf rtill travel with ny from afar And what we have been maker nr what we are. B A. A. 1, 25 Newcomb 1, 25 Basketball lg Art Club 25 Volley 21 . 80 I 1930 Sefzzors MARGUERITE ARLYNE GILHOOLEY April 4 15 Cushin Street Silem Gold that hzzyf health cfm never he 'll .tpent Nor hozzrir laid out in hczrmleff merriment. XV. A. A.1gArt Club 2. IDA GILMAN August 6 7 Willow Avenue, Salem That load ix light that if cheeffzzlbf home. W. A. A. 2. ' F752 X RUTH MARION GIRARD January 13 119 Cushing Avenue, Dorchester To he of me in the world if the only way to he happy. W. A. A. 15 Newcomb 15 Glee Club 1, 25 Chapel Choir 25 Trimu 1, 2g Field Ball 1. MIRIAM ANITA GLAZIER March 23 138 Walnut Avenue, Revere 'ffzznfhine hroken in the ri!! Though turned fzftmy-in .rzmshine ftill. NV. A. A. 1, 25 Glee Club 1, 2g Chapel Choir 25 Basketball 25 Volley Ball 25 Glee Club Revue Z. 81 fwewf L02 ,Q fwf- Mnjdwex Sl!-Wfw M11 The Tear Boo! 1930 Mew, were I 1 M rt rrlefefil AQWWQW l 1 ,jf l h jfyj' Jgffl . , .1 X . Olwifrf lfwelcy f .Ckjv ja V ' Ar! !,'!,'X1l mfr' 1 1 'XC JN ,H W 1, '1 1 lf of? f My 1 5 RUTH GORIN Qcfobef 3 82 Pearl Street, Chelsea Poreteoe12eJf if ee good gzedlizjff' Glee Club 1, 2g W. A. A. 1, 2, Field Ball 1, 2. MARION CAROL GRAYCE April 6 141 Main Street, Rockport S he if light-heezrfed med gay A general fezooreee Jo thy my. A Log Reporter 1, W. A. A. 1, 2, Glee Club 1, 2, Newcomb 1, 2, Manager Newcomb 1, Chapel Choir 2. RUTH GERALDINE HARRINGTON October 4 1 Carver Street, Somerville 'AThy meele ir like the ,remfhene rrealing through the clozedr. ' ' W. A. A. 1, 2, Glee Club 1, Art Club 25 Field Ball 1. MARY HARRISON NOVCIIUDCF 27 49 Boylston Street, Malden She hm ez world of ready wealth, Ozer mendf and hearty to bleu,- Sponrmzeozer zoirdow hreothed hy health, Truth hreezthed hy eheeffzdfzersf' President of Senior Class 2, Glee Club 1, 25 Literarv Managing Enli- tOr of Log 1. ' 1 560 qc Ma I .putt We fiahioff 1930 S efzzofs ADELINE MARIE INCOLLINGO Eeblufuy 25 216 Pletsmt X llley Street Methuen Bom 01 JIZCCEJJ Jbe Jeemeef W tb cgzezee to ze 72 zu fb been! to bale! W tb ah iz ng gg IJ that teak all eyey Glee Club 1 2 W A A 1 2 Cl ISS Du Clilptl Committee ClmpelCl1o1r 2 HELEN ELIZABETH JOHNSON Auvust 29 ll Forest Street Rockport L gb! J Z gb! wlaoevef fooleif tive mmileft ek W A A 1 Bmblxetlxtlll 2 GleeClub2 HELEN GLYNN KANE July 24 ll Thorpe Street, Somerville Yale have el nimble wifj I think it wax made of Atreleznreff lseek. W. A. A. 15 Pageant Committee 2. GRACE MARY KEITH October 28 3 Willard Street, Everett S 0 zenezffeefed, I0 competed ez mind, Firm and Jeff, ye! .ra refined. W. 'A. A. lg Basketball lg Volley Ball lg Newcomb lg Field Ball 1. 83 37' ef My M lege M .v lie 1 ole re W'5Ml3 WW' NAI . The Tenn fooh 1930 i HELENE CECILIA KELLY March 25 32 Appleton Street, Arlington 0nb he who live: ei life of hir ozon . Cnn help the liver of other inenf' Council lg W. A. A. 1, 2 Geography Club 25 Basketball 1. LUCY FAUSTINA KELLEY June 28 60 Harwood Street, Lynn Hee wizyf ore zoezyf of jileizfezntzieff, , Anil all her piifhf are pence. Geography Club 2g W. A. A. 25 Field Ball, Newcomb, Volley Ball 2. RUTH MARIAN KELLEY May 9 ' 250 Willow Avenue, Somerville Silence and inoilecrty nee the hex! orniznzentf of women. W. A. A. l, 2g Volley Ball lgjohn Burroughs Club 2. GRACE MARY KILFQILE g March 5 Stockbridge Then doth thy .rzoeet and quiet eye Look through iff fringer to the Jky, Blne,-hlne,-of if the .rky let fall f A jiozoer froin in cernleezn zoezllf' Tfimu 1, 25 W. A. A. 1, 25 Recording Secretary 2. 84 1930 6 efzzory HELEN PRICE LEARY And thy deep eyef mme! tbe gloom T V' November 3 21 Peirce Street, Arlington A .. 3 . 2 f ' 1 1' 1 A Sb ne Z ke jezzelzy ll ez fbiozed W. A. A. 1, 2, Glee Club 1, Field Ball 1. BERTHA BEATRICE LEVENSON June 30 104 Washington Ave., Chelsea The glory of fezffaiofz ond The mozdd of form The ooferved of all ob.reroerJ. Glee Club 1, 2, W. A. A. 15 Associate Editor of WYEAR Boo!-2, 2. JEANNETTE DOROTHY LEWIS I May 4 23k Washington Avenue, Chelsea No!f9incg ,great zoezf ever achieved zoifbozet enfZ2zeJiez.vm. W.A.A.1,2. 1 ISABELLA MARGARET LEYDEN July 5 21 Magnus Avenue, Somerville A But O, .the dancer .meh el zoezy! No .nm upon an Eezftef' dezy IJ half Jo fine ez fight. W. A. A. 1, 2, Basketball 1, Newcomb 1, 2, Volley Ball 15 Art M Club Z. 85 l l The IPEQ7' fooh 1930 cemugfjfjlf 112571 1 l 1 l 1 l l l v 1 Il r L l asa gfwalcl edoel WM LQSWJA 40 Lb- NA W , ,Q-, Q ,X me KATHERINE CHARLOTTE LITTLE June 6 151 Edgemere Road, Lynn Cheerezcter-ez 1'6J'c'l'1!66Z force which nerr directly hy prefence nnel without fnenns. ' ' W. A. A. 15 Newcomb 2, Glee Club 1, 2g Chapel Choir 2. GRACE ELSIE LOVEJOY April 26 21 Lovejoy Road, Andover L 4 Wealth, I nik not hype nor love Nor ez friend to knew n2e,' All I ark-the heewenr eehave Anel the fond helow fne. John Burroughs Club 2, Cooperative Council 2, Chairman ol Assembly Committee. ANNA RITA MCCAFFREY February 26 1 71 Endicott Avenue, Revere I count it hen' when thingy ,go wrong To hnfn ez tnne and Jing ez Jong. Class Day Pageant Committee, W. A. A. 1, 2, Newcomb 1, Basketball Zgjohn Burroughs Club 2, Council Representative 1, 2. ANNA LOUISE MCCARTHY , 'November 24 21 Nlorgan Street, Peabody Haw hlert the nzezid where heart yet free. Treasurer of John Burroughs Club, W. A. A. 1, 2. 86 1930 Seo io 7 .S' KATHERINE MAY MCCARTHY May 30 288 Washington Street, Peabody Tbezt bert portion of a good mmff life- Hif little, mzmelefy, 7HZl'87726772bEl'6ll rzctx of kfIIlllll6J'J' mzfl of love. W. A. A. 1g Newcomb lg Basketball lgjohn Burroughs Club 2. Qglgf M 7 1 l HELEN FRANCES MCKAY August 20 35 Oak Street, Somerville H Life if a jeft, fmrl all thingy Mow it, I thought fo once, out now I lzfzozo ft. XV. A. A. 1, 2, Basketball 1, 2, Field Ball 1, 2, Baseball 1, 2, Volley Ball lg Newcomb 1, 25 Art Club 2. 1 KATHERINE JOSEPHINE MCMAHON September 5 18 Proctor Street, Peabody HA lfzzzglo if worth et bzmolrezl groom in my mezrlzetf' W. A. A. 1, Newcomb 1, Basketl: all 1, 2, Glee Club 2, Welfare Committee 1. CELIA MADELINE MARCUS March 7 62 Thornton Street, Revere I met K1 little cottage girly .Woe was quite yozmg fbe .fezielj Her hem' zmf thick with memy ez curl Tbezt clzutered formal ber bead. W. A. A. 2, Geography Club 2. 87 f,le,e,e,l3.,,a'.. fleet , Y so Z 356126 42-'J 1. k The Tear fool 1 930 ELEANOR IDA MASKELL September 11 77 Campbell Ave., Revere I would reztloer loezoe the ezjjrectiofzezte regezrel of my fellozo men them I would loezoe beeepf and miner of gold. Glee Club 1, 2, Chapel Choir 25 W. A. A. 1, 2. EDITH FLORENCE MAYBUSH September 16 52 Fayette Street, Cambridge Our greeztert glofjf confiftx not in never falling but in flflllg EUEU time we fezll. W. A. A. 1, Arr Club 25 Chairman of Arc Lecture Committee. MARY ROSE MINGOLELLI DCCCHHDGF 17 298 A Highland Avenue, Somerville One loyes all the time tbezt be might employ to better pur- pore. W. A. A. 1, 2, Volley Ball 1, 25 Newcomb 1, 2, Vice-President Arr Club 2. MINNIE MARCH MORAN March 19 Revere Street, Malden Life if fl fflflfljf out of which we mold mul rlrisel and complete et cbeerezctcr. W. A. A. 2, Glee Club 1, 2. 88 1930 Sen tory ESTHER NAKASHIAN June 23 14 Princeton Street, Medford Intere.rtlnig, dependable, irzdnrtriozu, A combination rarely fonndf' Art Club 2. ' DOROTHY ELIZABETH NEWCOMB November 3 70 School Street, Salem The nnrpoken word never doef harm Speech if great, .rilence greater. Art Club 2, W. A. A. 1. MARY AGNES O'DONNELL September 9 8 Ridge Avenue, West Lynn Be wtfer than other people ifyon eanj hat do not tell thenz Jo. John Burroughs Club 25 W. A. A. 2, Field Ball, Newcomb, Volley Ball 2, Log Reporter 1. LUCY ELIZABETH OLIVER April 12 14 Columbia Street, Gloucester Play np, play np, and play the game. W. A. A. 1, 25 Field Ball All Star Team 1, 2, Captain 25 Newcomb, Volley Ball 1, 2, Basketball All Star Team 1, 2, Captain 2, Baseball lg Geography Club 2. 89 The Yqgdl' goof 1930 RUTH MILDRED OSTREICHER July 28 17 Elmwood Park, Malden You can never lead zmlen you lift. Geography Club 24 Log distributor 1, W. A. A. 1,2 MARTHA HoDGKtNs PATTEN A November 17 61 Revere Street, Gloucester KineZneJ.r it the golden chain hy which .rofieq if hound togetheff' Associate Editor of YEAR Boorc. ANNIE KAREN PEDERSON December 2 ' 37 Grafton Street, Greenwood Let her Jpeezk, and whatever .the myr Methink: I Jhould love her more. W. A. A. 25 Newcomb 1, 25 Volley Ball 1, 2g Basketball 1, 25 Geography Club 2. BELLA PERLMUTTER MHY 14 62 Locust Street, Winthrop Wire to re.rolve mul patient to perform. Glee Club 24 Chapel Choir 2g W. A. A. Field Ball, Newcomb, VolleylBall, Basketball 2. 90 1930 IRENE MARSHALL PETERS November 4 88 Hamilton Avenue, Lynn The parthf written! Clofe the hook On pager .rad and gay Within the fntnre do not look, Bat live today, today. Glee Club 15 NV. A. A. lg Basketball 1, Field Ball 1, John Bur- roughs Club Zg Associate Editor of YEAR Book 2. MILDRED ROSE POLANSKY May 28 23 Chester Street, Melrose There if more gold in one .rtar than in all the daft of the earth-Look np! . W. A. A. 1, 2, Newcomb 15 Geography Club 2, Associate Editor of YEAR Book 2. ANNE' MARGARET PRENDERGAST December 15 20 Crescent Street, Lynn Ufzirtice, fir, ir the great interert of man on earth. Art Club 2, W. A. A. 1, 2, Field Ball All-Star Team 2, Newcomb 1, 2, Volley Ball 1, Basketball All-Star Team 2. EDNA ELIZABETH QUIGLEY Qctober 19 2 Harvard Street, Gloucester Good nature giver one a well defired place in the world. W. A. A. 2, Newcomb 1, 2, Volley Ball 2, Geography Club 25 Basketball 1, Council 2, Art Editor of YEAR Book 2. 91 Seniors af-vvc ia, fr---61,5-ff Qibeflen1'5500b 1930 l JQSEPHINE FRANCES RANDO November 19 29 Archer Street, Lynn 1 l The eliinple ibn! tby ebin evntezinf Hem bennty in iff rennd, There never beef been feztbvfneel, yer By rnyriezel tbenfgbtr profozenelf' W. A. A. 25 Geography Club 2. MARION FRANCES RICH November 5 16 Robinson Street, Lynn My zvenltb if beezltb eznel peifeet eezyej My eonreienee elefer by ebief elefenfej I never reek by bribef to pleeeee, Nor by elerert te give offence. Glee Club 1, 2, Reception Committee 2, Executive Board of W. A. A. 2. MURIEL DOROTHY RUST June 3 Wenham Road, Topsfield A violet by ez merry Jtene, Half bielelen from tbe Qfej Fair eu ez Jtezr zvben onbf one If .rbining in tbe Jkyf' Treasurer of Art Club 2. MARY RUTKAUSKAS 4 November 29 7 Jefferson Street, Cambridge Per.revereznee is more prevailing fbnn violence. W. A. A. 25 Volley Ball 1, 2, Newcomb 1, 25 Glee Club 2. 92 1 930 Seniors EILEEN FLORENCE SHUTE April 1 V West Main Street, Georgetown Yon have a merry heart, Yea, rny Loralj I thank it, ' It keepf on the zvinely Jiele of care Newcomb 1, 2. CELIA SILVERMAN A July 28 83 Walnut Avenue, Revere Whore little hotly loelga' a nzifghu mind. Glee Club 2, Chapel Choir 2. FAY EUNICE SILVERSMITH February 14 283 Tappan Street, Brookline A .S'onnel of vernal fhowere On the twinkling grate, A Rain-awakened flozoere, all that ever was . foyonf, and clear, and frefh, thy nznfic eloth .rnrpa.f.r. ' W. A. A. 1, 2,G1ee Club 1, 2, S. N. S. Revue 2, Chapel Choiri RUTH IDA SINGER May 15 '61 Fourth Street, Chelsea fart of thy worel, in every thought sincere Who knew no with hat what the ivorlel rnitght hearf, W. A. A. 1, 25 john Burroughs Club 2, Log Distributor 1. A 93 ffhe Tear'i3ooh 1930 A PAULINE soRoKA August 15 49 Linden S For I haoe learned to look on life, treet, Lynn Not af in the hom' of thozrghtlerf youth, Bat to write oftentimef Of the ftill, fad marie of humanity. Glee Club 1, 2, W. A. A. 1, 2, YEAR Boorc Staff. ESTHER STALLER April 23 45 Tewksbury Street, Winthrop GeniaJ hetgim great workfj Lahor alone fnifhef them. Art Club 2. SOPHIE LEAH STALLER August 18 45 Tewksbury Street, Winthrop 1 Her heart war eoer in her work' Art Club 2. EDITH LOUISE STAPLES September 17 57 Essex Stre Uflmhition if the germ from which et, Beverly All ,growth of 'nohlenefx proceedff' Art Club 2, W. A. A. 2, Newcomb 1. 94 1930 S en io rs DORA SUPOWITZ June 8 64 Garland Street, Chelsea Be Jilent or let thy iooreif he worth more than Jilence. Glee Club 2. CARRIE HELENA TANGARD November 16 15 Library Street, Chelsea For she can .ro inform The mind that i.r within iif, .ro impren With qnietnen and heniizy, and Jo feet! With lofty thoiitghtf' Vice-president of Senior Class 2g Council Representative 1, 25 W. A. A. 1, 2. SARAH. TASHJIAN June 4 21 Bolton Street, Somerville Good neztiire is the heezmy of the mind. W. A. A. 1, 2, Art Club 2, EDNA MELISSA THOMPSON September 18 Gould Road, Andover Love g06J' toward .rchool df .rchool hoys From their hookf, But love from love toioezrei .rchool With heewy lookff' Arr Club 2, W. A. A. 1, 2, Volley-Ba1l2. 95 w K Tbo Tear Boob 1930 f . ..,..Q7.Q.....-1. . ' ., BEATRICE ISABELLE TOSSELL November 29 4 Burwood Street, Gloucester 44 I lfmgb not nt eznotber'J lon, I Lgrneltge not at eznotberhr going No ZUUFZKZIQ' wezoe my mind teen tory A brook tbezt if nnotber'.v bone. Art Club 2. DORIS MARIE VEZINA February 5 7 Wheatland Avenue, Dorchester May we nlwezyf look forzoezrd to better tbinggf but never be elircontenteel witb the prevent. Art Club 2, Log Staff1,2. ANNIE VIZNICK March 15 20 Highland Street, Gloucester 44 Your filence mort o jfendr me, And to be merry bert becomex yonj For ont of qneftion, yon were born In el merry boar. Glee Club 2g W. A. A. 1, 2, Newcomb 1, 2. MARGARET CECELIA WALSH February 21 139 Otis Street, Cambridge 'APer.rnez.rioe Jpeeob and more per.rnn.rioe .rigbr Silence tbzt .rpoke and eloquence of Qfer. W. A. A. 2, Newcomb 1, Manager of Newcomb 2. 96 1930 Sen ions NORA MARIAN WHELAN June 9 95 Cottage Street, Lynn Her face, ah call it fair, not pale. ' W. A. A. 2, Basketball All Star Team 1, Art Club 2. ANNA ELIZABETH WISCHMANN February 1 21 Bowdoin Street, Somerville .S'acceJJ doe! not depend .ro mach apon eternal help ay on .felf-reliance. ' ' A W. A. A. 1, 2, Newcomb 1, 2, Basketball 1, 2, Art Club 2. . HELEN JEAN WITTENHAGEN May 31 20 Rantoul Street, Beverly Let af not he zoeafjf in zoell-doing. W. A. A. 25 Basketball 15 Newcomb 1, Zgjohn Burroughs Club 2. HELEN WOODBURY February 14 50 Howard Street, Salem Thy are never alone who are accompanied with nohle thoaght.r. Art Club 2, Newcomb 2, YEAR Boox StalT2. 97 few chem . JL - 4 f ,Ii- lfvv wrbecollcm-VA, The Tern fooi Chairman of Ivy Committee 2. THE LIGHT GATHERER When I have freed my spirit of a song, And feel its pulsing cadence at my lips, I know that I have lived a thousand years Within some quaint and quiet place, One with the birds, the flowers, the warm, s I Yet restless,-turning ever towards the sun And all things bright with granted radiance. Perhaps some day I shall go back And gather light from their deep splendors. ETERNAL Youth . . . and dreaming weet earth, FAYE VIRGINIA WOODWARD October 10 36 Laighton Street Lynn 'iTl9e region frm, the fempemte will, I Enzimwzce, farefigbt, frrazzgtb rms! :le ll - Council Representative 2, Associate Editor of YEAR Book 2 Hopes . . . and gleaming, changing with the sky. Youth . . . and marching Life . . .and laughing, whirling by. Youth . . . and reaching Soul . . .and sweeping, lifting high. Youth . . . and growing older year by year, Full measured with its laughter, love, and tears. 98 H 1930 Spatial C!Ehutat1un GERTRUDE FRANCES DEVINE December 5 5 Cottage Street Marblel1ead The entent anel not the a'eea' If zn oar power anel therefere who elafex greatly Deer greatly LORETTA CATHERINE EICHORN October 17 57 West Selden Street Mattapan Exeeeelzngh fazr sh wax not anelyetfazr In that .rhe never Jtnelzeel to he azrer Than natnre rnaele her beauty cert her nothing Her vzrtnef were .ro rare AVIS BLENNERHASSET FINCH Apr1l 10 57 Lee Street Marblehead Trne happznen' z nneleretooel Confzftf alone en elozng goael MABEL ELIZABETH I-IANSEN anuary IO 844 Eastern Avenue Malden What gooel I fee I Jeek to ela Anal lwe oheelzent to the law zn trnft That what will come and mart came .Y hall corne well Senzors N Jfjdfffwfu ,df IW'-it-4fF l' 9 fp-AJ' W ffzfeffl JdMb' Jfvti :fr J ,fsfe WCC Det MM WWW Omiwf Cnmkfwhuail' 'j gj,ji.,Z2'WZQ't f64wfgefval,AA-17-0'1f'4'u'E -Av-AGM, fm- laweel MMM iw-Qf'c1 'W v0fUW'1l'd'W' -4jQM,o,jfL,Fo'v'7f2ftW QJQAAA-m wwf , , 0' 3 . Sl . ' A ' 4, A .I , ' 4 ,, T 1 A . M7 1 'I ' - ,- I , gurls-j Q it-Ig' ' Life . I all I' rf ,, 'I E1 4 , J - I 'r ' , 1 - . V 5' E I - 'f A , - xr- F7-4 -,L My af' ' T ' F I, A 7,1 ,F , . ,-.Q ... , , N 1, , - 1 er . . . J X bffi A . 4' e V ,'f-'- - ,I ,,' , 1 I , . , 'f'- f Q f' - J' - . I J',','A I . ,, . H . Y If 4, I, K 4 . f' 'X l l f X , L-I K . . by . J , - If . ,f If I R ' Q I V fr any ,. .4-f 4 , H - . ' ,4rL...- ' . A Cf D ,, - r I ' JA- A. I . . H 13,21 I f , . f fy. J, I .- Digi? 'I I f , eh . ,S Q 1,1 K: Q r 7, ...-'- -- V .tw 1 I 'fan-C A,.tr..n1v 'UU M .A-'S Y ' - . figyuff .,1Jq . 5-. -V, , , LJ: W X f .l , 1 , . H a' . . . ' 7 , . H , - . , - -: ' 99 I ' ' 0 'K - I , w f ai PI ' ' ' I . . I X X The Tent' fooh 1930 MRS. EULALIA CATHERINE JOHNSON April 13 19 Crosby Street, Great Barrington Would yon both pleezxe eenfl he inftrncteel too, Ufnteh well the rage of shining to rnhelne, Hear evefy ennn npon hir favorite thefne flnel ever he more knowing thetn yon tween. . RORA TOURAINE MELVILLE November 8 S2 Prichard Avenue, West Somerville Em-fh'f nohleft thing, et woznnn perfected SYBIL AVA Woon September 5 20 Alderman Park, Lynn In ielle wifhef foolr .rnplnely Jtezy, Be there ez will, eznel zvifeloen fnelf et zany. V ARDELLE SEAMAN WOODS A ' January 24 48 Chase Street, Danvers Who never tlonhteel, never half helleveel, Whe1'e tlonht there froth if-'ter her Jhezelozvf' 4 1 100 1.2-' 'ini 'l'E.. I ggi.:- BH ,L-2 'Q iiagw 1 l f 'bl ' l - i3 --- 1,1- ' ll 1 ' gr J Wwe A MQ 'Rx -fo df'-f 'I ' X ,,, Xi '1i zzz- N ky A is ' y . - Aiafdf , Gr 4' -,4-N,-S f' ' ' ' ED CIA Ad- i. - - . T, ' -..Q L- ii - - -l.f:. - -' --- - '- -- ' ' -i 1- 'li- - .. - Q , ,.. ,. ...-....... - M- Y , -- --- -. , - Y Y 1 , -.-.. 4-1.2.-. -,..ii . ' - Y ' , .iii --0 -- -. . , , ' -.. -.- - A..- - Y- 4 4 AV , Ul , :p-.-l i -11 in' - -1 ' 'U -Y ' 7 , - ' .-- - --H.. Y - - , E, 41 V ' f 4, . -Q-bl' f , ' -., -- ' -V ' .-.I f '-- - ur ,- 4... tif 'W L L A1-. 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EJ: ,A ..Ti l... - ' I ' U: ' . . - .V V Y v Q .. --' ff' ' - Kit'- i....' ,X ---- - rj Tffqf N T-:T1,. - -S -L:-S, ..-x ..f I 1 .. -4.1, , -, U, ll. .X XX --Q. .., - ., U, ,Z-'A 3. .3 5 .z . --7-3 - I- - A 4 : .rf f' - 1-1. ' .. L. E458 ' - . ' . . .y19'Q5' i-r 4211. -N X - T' ' gf - L+4O'-'. ' ff 513.4 Q P: - ,f'f' X'-.L-1 -f '- - -1.4---' ,-f . .-mg, hvi- ,mf - Tz tx 1?--? ?:- 1,f f fc' J .X -:gy ,- -,Lien 5.2293-.54-1-:,.fj1-tl. L . . Y 2X X I I I :fa .. . F N 3 jv K Xa, T :-::-'5':- ,g, ...i1g-LE ' 5 1 X -.dc I2 .- , :.,..c- .3 rr, -,,,f,T,:T:..-ff' ' QL xi -- xixx - ,' ' :'S-fmf-- ' - 4 'i -1. .- 1-i X 4 ,, 1. . - ,, f.5 -'-' -' -u, -':., Q. -Z 'T . X ' tix i ' xx k '44' .1 IA. X ff? -i' . 2.411 ' , - Q i H p -U - l. -. .' , L 1-ff . ,f Af-42. ' 5, ,..:.'::-'- 4 -,- .4,, Z' Y ' . - .. .-. I ' ' - Z X X- X V ' -, - ' ' tr' .: ' .fb -' ' 63 ffiftf ,. . - .-, , : - G' -Tf,,, - -Q f -' - X ---.- , '- 1-:ff Wi. f ,Q -A f ,J,3- , - - , .. -:LN X. 1, 7-xx' 5 V .g -1 -. 1,7-. ,. ' .X ? ' f ' XM ' . r Y - .- . N11 . N-f,-2.7 ,J . . - V- r:- Y , , ..N ' . 4 f - f- Q Si iff - Q - -.:- 'TQ S ' A - . 1 ' ' ' '62- , . .-R - - - - , F . N- .V - i ai?-5 1:-,.-L - , , Al- - The Tear' 2005 1930 Row 4: j. Canty, E. Desmond, R. Smith, S. Waxman, M. Smith, G. Bixby, A. Orton Row 3: A. Macione, T. Cook, A. Wernick, F. Bradley, H. Katz Row 2: Ll. Carlin, M. Looney, M. Murphy, V. Driscoll. A. Regish, A. Galper Raw I: D. Gilbert, J. Dozois, Mr. Sproul, E. Mann, I. Chisholm Qiummettial Qlllass 1 930 . iBtefate T is essential that the milestones of the lives of men be tabulated by their con- temporaries in order that their heirs may be able to account for the social phenom- ena about them. With this thought in mind:-the Commercial Seniors being the subjects of this tabulation, and the Commercial Underclassmen and prospective commercial students being the beneficiaries of this compilation of facts,-we set forth our thoughts and ideals as expressed through our actions and deeds. Further, the Commercial Seniors merely narrate the events of their lives at Salem Normal School in chronological order without attempting to analyze them as to their cause and effect. Until the events have been analyzed and classified this chronicle cannot be truthfully called a history. PART THE FIRST , On the 15th day of the seventh month of the Roman Calendar, the ninth month of the Gregorian Calendar in the year of Our Lord 1926, forty-eight youths of both sexes, unduly apportioned in favor of the sex immortalized by Shakespeare when he said Frailty, thy name is Woman, approached the portals of that institution known as Salem Normal School. In other words, on September 15, 1926, 48 freshmen composed 102 1930 Senzorr of ll men and 37 ladres came to Salem Normal School Not unlrke the plebes of other years and of other rnstrtutrons thrs group tn rts new envrronment was perplexed at the new surroundrngs For a trme the members of the group were the subjects of the taunts of therr older schoolmates Was not a male member of the group drrected to the women s locker room when he asked where he should Go? Agam on the 29th day of thrs same month was not the entrre group subjected to mockery and satrre under the d1rect1on of the senrors tn the presence of therr judges the faculty? Of course some of the group had voluntarrly gone through clownrsh antrcs before but never of necessrty Such humrlratron srnglng queer songs drrnkrng from a nursrng bottle publrcly proposrng marrrage to an rmagtnary sweetheart even berng tormented and angurshed on that proverbral ghost walk Ah but that was only the prrce of part1c1pat1on rn the danclng and entertarnment that was to follow NOVEMBER Along about th1s t1me we knew how we fared 1n our studres Much to our chagrm our parents also knew No we drdn t tell them but Mrss Wellman wrth the help of the U S Mall told them STILL NOVEMBER Apropos thrs trme of the vear the followrng One two three four tra la la Get that rhythm class Don t wrrte unt1l I tell you then etther wrrte true or false Aye Aye Class I don t know what I m gotng to do wrth you people rf you don t get your word srgns When I was down south we had frred chrcken and hommy cakes, etc and so on far far rnto the nrght How many pounds of steam can you get out of a quart of mrlk and a furnace e c Resprratron, 1nHALEat1on c1rculat1on and proper ratrons are necessary to good health I wrsh you people would t1e lf up w1th Gras An examrnatlon should not be a test of ab1l1ty to grrnd andto work unusual ly hard but rather ANUARY 13 the annual feud of the alumnr and male members of the school took place rn the form of a basketball game followed by a banquet and dance FEBRUARY 11 Untrl thrs trme no nottceable despondencres were occastoned but on thrs fatal day the semester report cards sounded therr toll and started the rampage rn sustarnrng the theory of the Survlval of the httest These demon edrcts lessened our numbers Sadness and gloom were drspelled rn the evenrng however when the freshmen rec1procated the goodwrll of the senrors rn the form of a re cept1on Hey hey , what a ntght entertamment refreshments dancrng and what have you 103 ' l a . I ' I an ' U . l I 5 ' 1 L , . H I- I 7 . . , . L u 3 . , 7 I . . ww H J 5 J 7 ' ' ' 'H , 7 1 ,. Breathe from the diaphragm, no-ne-na-nay-no. A 7 'Q Ll ' 3 t ,, . . . . 3 . . C . 7 ll 1! A 4 I . . . a . . . Q ' J L I - , . - - . Z- . 7 g , . Tfze fem' E005 1930 NIAY 15. That memorable trip to Baker's lsland conducted by the Commercial Club. This was probably theorigin of the now famous toasted hot dogs. JUNE. Then june came along Cas it does every yearD and our faculty still insisted that there were too ma.ny deadwood among us. They proceeded to burn it in the usual manner: viz. through the median of deficiencies. But, what of it, there are other places to go and other things to do, so let us make merry tonight at the Class Day dance on the tennis courts, for tomorrow our friends the seniors, those exalted personages, will be leaving us forever. NCETEI It is well nigh impossible to make complete annotations of the daily events of the year. Even so, Part I would not be complete without a word as to the affinities some members of the class were having for one another. Did not that eternal cherub, Dan Cupid, take his place among us and continue to nurture these aflinities during these years at school? PART THE SECOND SEPTENIBER 14. Three years to go boys, three years to go,-second downcoming. What has happened to the membership of our band-wagon. Look how many have slipped off. That bump we went over must have been worse than we thought. Only- 29 left. We had better watch our step for we are encamped among the enemy. But we ought to know the best defence by novv. Alot of chatter in the class room, a lot of fancy work on our projects,we, the ennobled suffermores, will join in the 1 chorus, although prematurely, of 1'll get by. Oc'roBER 3. Teacher-navigators were we, as we sailed down Boston Harbor on the Geography trip. Such an experience for some of us who thought a voyage on the ocean was a trip around the Public Gardens on a swan-boat. OcroEER 28. Revenge is sweet, even though it is exacted at the expense of an innocent party. The newfledged yearlings receive their floggings. That's the story, tonight is initiation night. You're right, it all depends on the point of view. We'll do the initiating, thank you. NOVEMBER 23. What's the sense of writing down every thing that goes on up in that Geography class, and have to typewrite it and surrender it in the form of a note book? DECENIBER 2. There we go, twenty-nine salesmen. Maybe we won't sell Henry Ford a Buick, or Edison a kerosene lamp, and Mr. Sproul a McKinsey bookkeeping text. Perhaps we won't at that, anyhow who cares? We had a month's vacation. JANUARY 19. Here comes Miss Wellman with those report cards. Why does she bgfher to take so much time and waste so much paper just to let us know what the teach- ers think we are worth? 104 1930 Sermon' MARCH 14 Uh doesn t she look cute 1 just loxe that dress Such are the comments at the style show under the Cl11CCI1OH of M1ss Brennan Of course we were well able to furn1sh our own models although the clothes were loaned by R H Whlte Company APRIL 12 Turn to the R1ght 1f you l1ke but that s the wav the Counc1l rarsed the money to send two delegates to the annual conventlon 1n New York UNE 13 14 Our 1nev1table pursuers report cards are w1th us 1ga1n But who cares we won t see them for another year Don t contradrct me I sa1d another year and not a half year as you m1ght th1nk Don t we go out to work for a half year? Good bye Salem untrl January 1929 well be seemg you 1n our dreams Who wants to hrre a good secretary or bookkeeper? PART THE THIRD ANUARY 28 The worldly experlence must have been too much for s1x of the class because we only had 23 come back Perhaps 1t was some other reason Who knows except that august body of jurors known as the faculty? FEBRUARY 8 AND 15 What soclal lrons we turned out to be slnce we left school last une Glee Club concert and Men s A A dance all 1n a week But d1dn t we work for a whrle to obtarn those means as would allow us to do such? MARCH 15 Another mercenary act was performed by the Commerc1al class of 30 welfare workers The Lag flnances were consrderably enhanced by the proceeds of the Annual Style show APRIL 23 It s about t1me Mr Ph1ll1ps kept h1s promrse We ve been gomg to take a tr1p to Boston for three years At last Glnn and Company Ford Company and The Boston Stock Exchange were grven a treat bv belng honored w1th the presence of 22 Commerclal Iun1ors MAY 9 It cost us twenty five cents to walk to the Salem Laundry to see how solled cloth1ng IS freshened What became of our 23 p1eces of s1lver IS st1ll a mystery but we at least know that we don t need to travel to Chlna because we can get our laundry done just as cheaply 1n Salem MAY 29 Everybody happy? That Tr1 Mu dance over at Plckman Park Manor was a huge success UNE 20 Th1s IS the last group of senrors we w1ll watch graduate because we w1ll be the center of attract1on next year Well th1s year IS over but next year aha and ahem we w1ll be the monarchs of all we survey exceptrng of course that on wh1ch the faculty has a pr1orl1en PART THE FOURTH SEPTEMBER 11 Brrggs certa1nly knew how to arnmate h1s cartoons when he sa1d What a grand and glor1ous feel1ng Them s our sentrments as senlors ust 5 . Y yr 14 - ,, ' 7 - 7 . : I ' L , ll . ,, . . , . , ' ' L L 1 J - ' 1 9 f ' Q v , . . . . , ' c . ' ' . . , . . . - L 7 , ' J ,, , - - 1 . . . . , - 1 , . . . . . , . ' 7 ' . - 1 , . ' 9 9 1 3 . 4 I , H . . ,, , . . J Tfze fear 3005 1930 imagine, by our tenure of office we are now the pets of the faculty, the envy of the juniors, the pride of the sophomores and the inspiration of the freshmen. SEPTEMBER 19-20. It sets us back a bit when we find that dear old S. N. S. is 75 years old this week, and we have only been here four years. But didn't we contribute materially to its progress and advancement? I don't know, did we? OCTOBER 25. Here is our last chance to avenge the humiliation we received as fresh- men. Maybe we didn't respond to the opportunity. Ask the freshies. Or, don't ask them, just look at them. NOVEMBER 1. We Certainly are a useful group. Mr. Sproul thinks so. Weren't we ushers and everything else at the Convention of the New England Commercial Teachers' Association here at school. i DECEMBER 13. The inauguration of the first real basketball schedule of the Men's A. A. and incidentally the Annual dance of the same. Such support as was given the men by the loyal Commercial Seniors. Oh what fun it is to ride in one of Michaud's busses. DECEMBER 18. A merry group of seniors and faculty took their places in the lunch room for the Annual Commercial Senior Luncheon. After the meal was over gifts were distributed in true Christmas fashion. JANUARY 16. We had to make our second trip to Boston because everybody didn't see us the first time. The Federal Reserve was fortunate in having us as its guests. Then, that's where our money goes, two theaters in one day. The Metropolitan and the Tremont. Oh yes, we had luncheon at Durgin Park's Restaurant. Remem- ber standing in Dock Square trying to decide how to spend the afternoon. FEBRUARY 18. Mr. Phillips opened his house to us and we certainly disposed of those waffles and cupcakes. MARCH 21. Ah, the application of our course in drama, And Mary Did and how, and who helped and all that. How did you like it? Oh, you did, did you, well that's fine. ' MAY 12. Practice teaching is what it is called but some of us can think of better names for it. We'll do better when we aren't supervised. 'IUNEA 13. Our story is almost ended. We, as a class, are about to become a memory. To- morrow, we will be a fading apparition. Let us strive on and cherish those four years which we spent together and which we meant to spend well. Let us ever remain the Commercial class of 1930 and dwell in its spirit. We of the Cap and Gown must leave to take up the work of the day at every point of the compass. Graduation tolls the knell of our parting school days. Good Bye, schoolmates and friends, we leave you to cherish our memories and traditions, we depart most reluctantly. E J. M. C. 106 1 930 . Se71z'0f'.v Qlllafs will E, the commercial senior class of 1930, being of sound mind, due to that group of people, sitting on the platform in chapel, sometimes held in awe and bewilder- ment by the freshmen, the nemeses of many sophomores, the despair of the juniors, and often the inspiration, subjects of admiration and causes of expirations of many seniors, and of sound body, through the efforts of the physical education department, the milk squad, the boarding house chefs, the lunch room epicures, the W. A. A.'s rigid requirements for numerals and the Men's A. A. 's equally rigid requirements for nothing, do this 18th day of December, one thousand nine hundred and twenty-nine A.D., about to .depart from this habitation of study, mental stress and distress, to enter peacefully or forcefully the realm of the elusive medium of exchange known as the dollar, to take our rightful places among men in search of a superintendent who will allow us to satiate our desires of proclaiming to the world and to our classes, Marry the fellow you love and let him support you,,' and You fellows marry the girl who sits next to you whether or not her father is in the dough, do hereby de- 'clare this our last will and testament. The intent of the individual testators is herein contained and will be presently disclosed, followed by their joint bequests. 1 1. Gladys Bixby leaves a retiring nature with an abundance of undisclosed knowledge, which if it can be obtained will prove beneficial to any underclass re- cipient. She is known to possess the aforesaid knowledge only through her effective- ly written theses and never through oral vaunting or loquacity. . 2. Florence Bradley leaves to the underclassmen the sublime confidence she has maintained for four years in Mary Austin. To that underclassman who possesses the self-complacency of Miss Bradley's venerable executive, Bossy Gillis, she leaves her present abode, that the legatee may be better able to understand what a newspaper headline will do for a person. 3. James Carlin, due to a greater incentive and at a great sacrifice, expects to cancel his negotiations with the Boston and Maine Railroad between Peabody and Swampscott, as he will be at home to friends henceforth, now, and forever at the latter town. In consequence of the above change of addressvhe surrenders the remaining three rides of his 12-ride ticket to that person who like himself can be convinced that there is another town in Essex County beside the one Mr. Carlin has faithfully worked to put upon the tongues of all students and faculty members of S. N: S. 4. Isabel Chisholm bequeaths her capability of filling the office of class committee worker, to that person who will promise not to make known the name of his or her home town if it is as small or smaller than the town of the aforementioned benefactor. No, you have been misinformed, Miss Chisholm does not live in Easthampton. 5. Jeanne Dozois leaves one powerful left arm to be used in competitive activities such as tennis and baseball to maintain the prestige of the commercial champions, and to subordinate the supposedly good male athletes. She leaves also, an equally good right arm to be used for cultural purposes and for training in motor activity such as penmanship and shorthand, but cannot be used so effectively in Old English writing. 107 The fem' 3005 1930 The legatee can only receive these bequests upon proof that she bears a name as diffi- cult for Miss Ware to pronounce as was Jeanne's. 6. Thelma Cook leaves an ardent desire that boarding student's home boy friends will be better able to commute in the future to the social functions of S. N. S. thus saving inconvenience and worry to the consumers of the Sweet Mystery of Life and Army Rations , i.e., hash and beans and soup respectively. 7.1 Elizabeth Desmond grants a willingness to adhere to the rules of the Milk squad, in order that the beneficiaries may be better able to cope with the strenuous demands of the Commercial teachers on freshmen, and in addition she grfmt: to some worthy underclassman an insatiable inquisitiveness as to what the class is always laughing at. ' 8. Viola Driscoll bequeaths a well tested and proven-of-its-worth vocabulary to be used in conjunction with the course in education, a vacant chair in chapellwhich has been dedicated to her by the Commercial Seniors, one-third of the rear seat in Broderick's depot taxi, and the privilege of being the first in the class to adopt the innovations from Paris such as the new style long dress. QNote,-When the chapel seat is vacant the taxi seat is occupied, and vice versa.D 9. Abraham Galper, leaves his stock of Scotch jokes and conundrums, his ability to modify the latest eccentricities of the Terpsichorean aft which he considers worthy use of leisure time, and his ability to extract dues from seemingly defunct members of the Men's A. A. 10. Doris Gilbert bequeaths her unassuming nature coupled with the poise ob- tained from her constant attention to educational ideals, and one crop of perfectly blond hair set aside six months ago to be used by the S. N. S. Dramatic club. lf Dot becomes boisterous before the execution of this will we shall have to retract the above bequests. 11. Hyman Katz leaves his skill in adapting his body to ill-shapened. seats in the various classrooms by such means as only a professional contortionist might use, thus assuring himself of the utmost comfort and relaxation in those classes where it is often necessary to allow the body to become dormant in order that its possible restlessnesss will not tax the mind and curb its alertness. 12. Mary Looney, contrary to the purposes of this will, leaves no material or tangible grants to the underclassmen. She takes with her Peabody's contribution to S. N. S. for better or for best. lt is her earnest hope and sincere wish that any un- derclasswoman will never suffer her fate of being left alone at a social affair while her better half is busying himself performing the administrative duties. 13. Evalyn Mann bequeaths the honor of representing the Commercial Seniors in the student council and on the year bookgstaff, and in other capacities upon consider- ation that her successor will uphold and maintain the accepted bestowals by volun- teering in the class recitation when the rest of the class has exhausted its knowledge of the subject. 14. Augustus Macione solemnly bequeaths to any student who owns, maintains and propels his own Model T and can keep the same in running condition when all 108 1 930 V Sembrs other backyard chariots fail to locomote, that spot of hallowed ground on the campus next to Mr. Pitman's parking area. Of course the beneficiary of the above bequest cannot expect to inherit Gus's Happiness as she will depart from these portals at the same time and in company of the above donor. 15, Mary Murphy concedes to underclassmen who spend week-ends away from home, a portfolio of excuses likely to be accepted by Miss Wellman for absences on Mondays. All interested parties who wish to compete for this concession must be able to prove before an notary that he or she actually heard or knows of someone who actually heard Miss Murphy voluntarily recite in any class. 16. Albert Orton confers his salesmanship line now in use at a local market place and his ability to confirm and approve of all statements, especially when asked Isn't that right, Mr. Orton? For suflicient consideration in the form of a promise never to be outsung, Mr. Orton leaves to a certain Junior a voice which is heard in chapelfwhen Mr. Orton is presentD above all others, a voice as melodious as any heard in the school, and which is sometimes thought by those on the other side of the hall to be that of the Marblehead fish monger. 17. Anna Regish grants to Mr. Doner the privilege of exhibiting her budgets to the prospective penmen of S. N. S., and to Mr. Phillips the right to exhibit Cbut not to publishl her bookkeeping, organization, and banking themes. To the underclassman who proves herself to merit it, Miss Regish will. relinquish a most prized possession, a complimentary ticket to the A. O. H. 'coffee party, such merit will be in the form of rendering a solo to the approval of the class, entitled I'll Get By. Furthermore the legatee must claim Easthampton as her home town and be ever willing to ack- nowledge the fact. 18. Marion Smith transmits to some worthy underclassman two well used and slightly depleted front seats, namely, in Mr. Phillips' room and in an aforementioned person's car. The former conveys the privilege of having the first call on all stencils and books which are to be distributed and the latter is but a figure of speech. The title Happiness is to be left to that girl who bears an expression indicative of the name and who is so designated by Mr. Sproul when he asks some such question as, Mr. M. have you found your happiness?-' Is she your happiness? 19. Ruth Smith bequeaths two dimples and a ruddy complexion the latter obtained from her many years of research in an attempt to solve that great household problem of what makes Ivory soap float. Also, any student of S. N. S. bearing the name of Smith becomes the beneficiary of Ruth's athletic and scholastic ability, one-half the Cough drop twin's bed, the other front seat, the administrative duties of the W. A. A.. and the necessity of hurrying down Lafayette Street at noon time to prepare the ra- tions for emaciated non-commuters of S. N. S. 20. Samuel Waxman imparts his convincing argumentative abilities, and his individualism in reflective thinking, the keynote of which may be found in his ubiquitous briefcase. The recipient of the latter may find all of the above qualities and many other potentialities therein contained, if such be the case he will know neither sorrow nor grief -at the time when others are unpropitious recipients of de- ficiencies. A ' 109 Tfze Tear' fBo0k 1930 21. Ann Wernick confers her ability to master her subjects and her self-assurance to effectively put across her assertions even though a bit confused. The above carries with it the right to obtain and infer new sayings for the compilation which is now being prepared for publication and will later be entered in this testament. Also, Ann transmits her skill in manipulating that machine made famous by Rangora and her interest in the works of Eugene O'Neil. - ,jointly and collectively do we the Commercial Senior Class bequeath to the following: 1. To the Commercial ,juniors we leave one Gilt-edged volume of Famous Sayings, which is to be elaborated and expatiated by them until it will be necessary to revise it and publish it in two volumes, thence it is to occupy a conspicuous place in the school library. We do also transfer to these our faithful proteges the keys to the desks in the bookkeeping room, the room itself, its contents and environs that they may make diligent use of them for study purposes only, as we have done, and lastly do we transfer our twenty-two front seats in chapel that they may always be occupied in the future as they have been by their predecessors. . 2. To the present sophomores, we bequeath the right of freedom of debate in all classes which right vve fully exercised and set aside a fund for the purchase of midnight Edison oil, that they may prepare themselves for the concentration on canned know- ledge during their junior year. 3. To the present freshmen, we bequeath our professional attitudes, the privil- eges of typing perfect budgets, of taking shorthand speed tests, of writing acceptable lesson plans, of preparing a new Department of Agriculture Year Book in the form of a geography notebook, and any other nightmares which may be new in the curriculum. 4. To the incoming freshmen, we bequeath deficiency slips after class confer- ences, projects Clook up the definition and see if your teachers agree on itD, full and unrestrained privilege of keeping the typewriters clean, and the prerogative of coming to school on the 7:04 train and going home on the 5:46, thus accompanying Mac to and from his work. , - Last but by no means the least among our bequeaths, placed at the end because of the time needed to choose appropriate ones, we grant the following to our faculty. 1. To Mr. Pitman, we do give and bequeath the honor of sharing in our ideals, traditions and memories and in addition a fund, the interest of which is to be used for the payment of police protection in order that he might have full and unre- strained use of a certain spot on the campus to park his car, and also a fence is to be erected enclosing this spot, said fence is to bear a tablet with the following inscription: This spot was the joint parking space of Mr. Pitman and Mr. Macione, from 1926 to 1930, but now is to be occupied only by the former. 2. To Mr. Sproul, we leave our edition of What Education Wil! Be After We Modify Ir. We leave to him as to our other teachers the sacred memory of having been affiliated with us the future Paragons of Righteousnessf' Directors of Learning, Store- houses of Knowledge and other terminologies which our prospective students will consider more fitting and appropriate. C 110 1930 Semors 3 To MISS Edwards we do grve and bequeath a new office tram ng worker 1 e a capable young man who can be trarned to move offrce and school furnrture and fixtures at her many soclal alfalrs 4 To MISS Harrrs we do grve and bequeath out certrficates of brrth stat ng our natronalrtres and ancestrres 5 To M1ss Cruttenden we bequeath full rrghts and trtle to furnace number three 111 the borler room to be used expressly for the c1emat1on and dlsposrtlon of the dead wood 6 To M1ss Badger we do grve and bequeath some latest jaff records to arouse the rdeals and mterests of her freshmen 1n the staccato touch 7 To Mr Doner we grant the rrvht to exhlbrt our papers mentron our names or use any other methods whrch wrll make h1s students strrve to become the penmen we are 8 To Mr Ph1ll1ps we grant the r1ght to find new ways of upholdrng and mam ta1n1ng h1s Scotch methods of savrng money or evadrng payment provrdlng he for wards to us the methods employed 9 To Mr Woods we grant the rrght to devlate from all convent1ons and rename the Men s Glee Club replacmg the word glee w1th some such antonym as Agony 10 To M1ss Rust we grant the r1ght to frnd a place rn the currrculum for a Men s gym class that they may atta1n more graceful postures and at the same trme she wrll cause to be lessened the after dmner tardrnesses due to the men s conceptrons of what a gym class should be Lastly we do appomtj M Canty executor of thrs our last wrll and testament In wrtness whereof we have hereunto set our hand but for undrvulged reasons not our fingerprmts thrs 18th day of December 1n the year of our Lord one thousand nme hundred and twenty nme Wzrneyyey J M CANTY Eacecutof Frederlck Lumlev WILL ROGERS Notary Public Samuel Chester Parker Roy B Kester Frank Chandler Wrllram Zaner John Robert Gregg Edward Harned . - 4 ' 1. c 1 ' ' . . . Q . . 1 - 1 L . 1 . , C- . . .bp Q , 1 .44 S 4 . - ' 1 33 - a 1 I , - , J . . , V - , . . 7 . . , . , . . 2 -7 ' . . . , . , . . , . 1 a a 7 . . I . . . ,. . 7 . , The Tear foo! g 1930 The Qlummertial Qeniur iBIap Quia :mary ZlBiiJ THE CAST MARY STERLING, a modern 'Ioan of Arc . . . Mary Murphy LAWRENCE GREY, a modern Launcelot . , . John Canty MRS. STERLING, an understanding mother . AHI16 W6l'1'11ClC DRESSA RAND, a girl that men remember Mary Looney DANIEL GREY, an ambitious father . ,IHIDCS CHFIID EDITH SMITH, Mary's chum . . . Evalyn MQHU WILLIE STERLING, Mary's little brother Anna Rf3glSh BETTY STERLING, Mary's little sister . Doris Gilbert O. G. WITTAKER, a modern Carrie Nation . Thelma Cook MATILDA, Mrs. Sterling's housekeeper Q . . . . . . Isabel Chisholm HENRY, the gardener ............. Albert Orton Ac-r I-The Sterlings' Living Room. Late Spring ACT II-The Same. Late Summer Aer III-The Same. Late Fall Trivia: The present PLACE! Marysvale ND MARY DID, a three-act comedy drama, was presented at the Training School Hall by the Commercial Seniors, March 21, 1930. The scene of the story is laid in the little town ofiMarysvale where Lawrence Grey and Mary Sterling have grown up together and are practically engaged. Nlr. Grey, Lawrence's father, desires to see his son elected mayor of the city. At this time, Dressa Rand, a young heiress, returns to Marysvale after a few years' stay in Boston. Mr. Grey, Lawrence's father, much impressed by Dressa, secretly hopes that his son will forget Mary and confine his attentions to the young heiress, since a marriage to her would mean social, as well as political success. ' I Mary, aroused by Mr. Grey's attitude and by Lawrencesapparent preference for Dressa, determines to win Larry. She makes a proposition to Mr. Grey that Larry be sent away on a vacation and that, during his absence, she conduct his inayorality campaign for him. If Larry is successful and really cares for her, they are free to marry. If, on the other hand, Larry is defeated, Mary agrees to give Larry up. This proposi- tion appeals to Mr. Grey's sporting blood and he agrees to the wager. 112 1 930 Sem'0r.v Mary proves a success in making political speeches. She is ably assisted in, this by Mr. Evans, the mysterious Gentleman from Georgia? ' who has come to board with the Sterlings. Mr. Evans is as eager as Mary for Larry's victory and makes such eloquent speeches in that candidate's behalf that he is invited toibe the principal speaker at the rally to be held the night before election. On the evening of the rally, Dressa demands that Mr. Evans take her to a night club for dinner. By her scheme, Mr. Evans will be prevented from making his speech at the rally. This will mean the failure of Larry's entire campaign. Mary, however, learning of this, races to the club and gets Mr. Evans out just before the police raid. They return immediately to the rally where Mr. Evans delivers such a forceful address that Larry is elected mayor. The following day Larry makes his appearance and reveals himself as the Gentle- man from Georgia. Mary has won her wager from Mr. Grey and Larry, like Barkis, is willin. Mary Murphy, as charming Mary Sterling, was a lovely heroine. Her clear, sweet voice and graceful manner received much well-deserved praise from the ap- preciative audience. John Canty proved again that he was a versatile actor by his splendid portrayal of Lawrence Grey and the Gentleman from Georgia. iThe ease and artistry with which he played his part is to be commended. Anne Wernick was a dignified and convincing Mother Sterling. Her -efforts to curb the antics of her angels were greatly appreciated. . Mary Looney left nothing to be desired in her portrayal of Dressa Rand. Stun- ningly attired, calmly poised, infinitely sophisticated, she was a distinct success in her role. - Daniel Grey was admirably played by-James Carlin as was the part of Edith Smith by Evalyn Mann. The comedy parts taken by Albert Orton and Isabel Chisholm could not have been improved. Betty and Willy, as played by Doris Gilbert and Anna Regish, were a pair of lively, mischievous rascals. A The entire cast is to be complimented upon the excellency of the performance. 113 TZ! ze fem' foci 1930 .F ' ' vN.,Myi -.N ,W X f-. 'SLEU' aff 1 J if :J J. . ' . f, Q N GTG The Be r'0T3 'ni A If , r X, I, 1 ,fr 1 W ffff5w?73f-a4fZf'- 1 4Vun11nmf1 uf f 1, , ' . ,- 'L . JP-,mo Tm-.j'II an Bg , Ouv' . 1 Q? fyfq. -L J ff' -QL 1' if ,V . ,. j ,au A ' X. 4,5 - V -. ,I . The Mule If I 1, I V Disgushcl ? EJ 5 fuoluTn'on - ig I . X' - V .IS-.f f .f ,Our Mein-g's V , . I P A P K' 3.53, 1' .Z ,J H A7 91+ , M f,'?'h1 ' 1- 2' , f T 'V Hx . A .gf 1-AFI Mixed 5EX+er A ,' A X Wiz V H ow g ,,, -.ff x ,sl ff 'I xx v .A Fail, 1 1? . Trimu T1'iYnmimgs WL105 SCORM? 114 I f 1930 S67ZZ.07'.S' v 9 5 f 1 15 The Tear Woof 1930 Qlummertial Serum' ibrupbetp Plate: REVERE BEACH Time: 1940 OME closer, come closer, my voice won't carry far, announced the barker. What's in a name? For twenty-five cents, one quarter of a dollar every name known, since the time of john Smith and Pocohantas, is diagnosed in this miniature Treasure Island. -this and all the rest of the spieling that goes along with the tac- tics of such novelty salesmen. You can't go wrong for a quarter. What do you want to know about your friends? Will they marry or will they have a clear divorce court record? Will they be wealthy or will they be immune from the income tax collectors? Every conceivable question pertaining to your friends' futures is embodied in this stupendous, unequivocating volume. i ' Sold, says I, and my companion and I sought out a secluded spot and set about to see what this intimate seer had to say about the future of our classmates. P First, on the class role, came Gladys Bixby. Strange to say she just came out first, according to our analysis, in secret service examinations, and was appointed to that bureau. She was always good on civil service exams, anyway, said my friend, besides being secretive in many ways. V Next was Flossy Bradley. She just culminated a practice made perfect by her four years experience in Normal School by winning an endurance contest. She sat still for seven days without saying a word. Flossy never wasted words while at school, but she sure could write in our English class, I said to my companion. j Now for Jack Canty. I-Ie's writing books on accounting and conducts a business college. Evie thinks he teaches rhythm in typewritingfhere by playing a harmonica which he learned to play in his early years on his Charlestown farm. He just bought a barn to run a few dances for his business college students. I wonder where Jack is going Friday night, said I. Fishing? ' V Isabel Chisholm, who'd a thunk it, is now the president of the Dighton Cooper- ative Bank. She gained her banking knowledge at home and in school. As for the cooperation part, you'll have to search far and wide to find anyone so willing to help any and all in anything. ' Oh gee Whittaker, Thelma Cook is next. She's at Marblehead. It doesn't mean that she has a marble head, she met someone in Marblehead previous to her practice teaching, saw that person more during her practice teaching, and decided to make it her place of permanent abode. ' Betty Desmond is playing the part of the leading lady in the new show hit, That Happy Go Lucky Girl. They could hardly get a better girl to take that part. just previous to this the University of Chicago School of Education picked her for a type study. Their topic was A half-inch memory in a two-yard girl. Jeanne Dlozois is the director of physical education in a girls' high school. Her famous left-hook arm has made her famous among tennis notables. I wonder if she 116 I 930 g ' Sefziafs still can get mad in less than a second's time, if she disagrees with what is said? I inquired of my friend. Next is the mighty atom, Ted Driscoll. She's in the same show with Betty, and although she only walks across the stage, that cute little walk has won for her much fame. - Since the retirement of Bozo Snyder, Sid Galper has become the uncrowned king of The Great Comedians of the Hlllegitimate Stage. Sid started to get homesick once, so he had one of the girls pull him around by his tie, this cured him of his home- sickness and recalled to him that day we took snapshots with Ann posed on the hot box. ' Dot Gilbert, who was teaching in New York, took an extension course at Co- lumbia to gain her Doctor's Degree but she did not succeed in this because the refer- ences she used in working out her final thesis were rejected by the board of examiners. Who could forget that day in class when Dot smiled so sweetly although her report was torn to threads by criticisms for the same reason. Her present address is now Some Place, 'n the South West, near the Great Divide. - Hy Katz is working as a model in Chicago. He poses as Lincoln, and when not doing this, he poses for Earl Leiderman, the physical culture expert, giving a perfect example of incorrect posture while sitting. The Peabody woods have become the Mecca of the antiquarians of the world. Gus Macione as proprietor of the great Happiness museum got his start with the old Model T that blocked the passage of many a Rolls Rough on the SL N. S. campus. Evalyn Mann has risen high in girl scout ranks. She believes in that old idea that a uniform attracts the opposite sex, and it also gives her an excuse for hiking in the hope that she'll lose a little between New York and Baltimore. .Mary Murphy, the girl from the little village, but one who possessed big ideas, is teaching her favorite subject, History, in Topsfield Night School. My companion remarked, HI 'wonder if she still has the sniff, sniff habit or does she use the red ban- danna given to her by the Senior class? x Al Orton, All America hard luck champ, just can't seem to eliminate the per- petual deficit of the bank account, due to a wreck here, a flat tire there, and a stolen car, goodness-knows-where. My friend then said, Wonder if Al is still willing to .welcome any Cinderella with open arms? 1 Ann Regish was elected to the House of Representatives from her district for two reasons. First, because she could draw up those lengthy reports on tariff and other subjects and do it in such a way that it would convince an- ordinary citizen that he knew nothing of the subject, and second, being a Democrat andain the minority, she made up for this fact in a vote of Ayes and Nayes. She could yell Aye or Nay louder than twenty Republicans. I wonder if they have A. O. H. Coffee Parties in Washing- ton or has she found some other amusement to take the place of her nightly dance. Marion Smith is still Gus' Happiness which is proven by the fact that he named his museum after her and has made her sole manager of his domestic responsi- bilities. ' 117 The Tear iBook 1930 Ruth Smith just won a trip to Europe as a prize for her ascending mentality in a reaction test. During the year she teaches Personality in one of the leading New York high schools. ' Sam Waxman is TAKING another course. I wonder if it is free, was my remark to my companion at this point. Sam's mind, similar to many of the streets in the big cities, only ran one vvay, but vve will have to admit that that way was usually right. ,Ann Wernick is touring the country giving lectures on Sophisticated, Bored and Superior Looks. Her characteristic saying appears many times in her lectures It seems to me, but she still has her charming smile which overcomes many things. Well what do you think ofthe results? I inquired of my companion. Never mind what I think, but I have an idea what some of the classmates would think if they could see them, she said. Well if they should ever see them they must remember that they were derived from a twenty-five cent book, and too much cannot be ex- pected from a source such as that, was 'my reply. We then set out for the penny arcade to go in for a little squandering. ' M. T, L. J. F. c. -11- ' -t 1 -x l ii- if -11-11 fl -iii i' 1 A-nnll- EJUFIIOD rl CQ The Tear 33005 1930 JUNIOR HIGH SENIOR I Row 3: L. Dahlin, G. Tilford, A. Brennan, A. Boyd, M. Petrucci, R. Mekelburg, Fogel, M. Connell, M. Fallon. Rozu2.' S. Gordon,j. Tivnan, L. Wall, C. Votta, S. Weismann, M. Chaisson, F. Roach, A. Gilman, G.-Talbot, Mr. Whitman. Rawls C. johnson, G. Barchelder, C. Corey, D. Foster, A. Kelly, G. Harkins, R. Ranen, M. Golden, H. Dillon. JUNIOR HIGH SENIOR II Raw 5: E. Smith, E. O'Hearn, E. Murray, C. Larlcin,J. Marks, M. Finn, A. Delay, V. Harrington. 'Row 4: M. Mugridge, M. Priest, C. Smith, I. Williams, D. Martin, F. Mullen. Raw3.' M. Morris, N. Horgan, M. Nolan, S. Carlson, M. Fitzgerald, O. Ferguson. Raw 2: D. DeStefano, P. Goldberg, H. Sherman, Miss Ware, P. Goldthwaite, E. Whitehouse, M. Gordon. Raw lxj. Bourlon, D. Evans, F. Harrigan. 120 1 930 Sm ion' Junior leigh 68115155 Ziaistnrp ACT 1 ' ITH faltering steps, an awkward, unsophisticated group of seventy-two pro- spective teachers made its way to the portals of this revered institution one gloomy morning in early September. Inside the building, they eyed one another ap- prehensively and then stared open-mouthed at the lively spectacle before them. Suave, well-polished upperclassmen strolled by nonchalantly, calling out greetings to acquaintances and casting glances of ill-concealed amusement at these gawky new- comers. Once arrived in chapel the group sat spell-bound gazing at the grim faculty, the serious upperclassmen and the kindly principal who bestowed on them some words of valuable information, regarding the school and the studies thereof. The next few weeks flew by on rosy wings. The ,freshmen regained their lost confidence and assumed a cloak of blase worldliness and ultra sophistication. . But alas, pride goeth before a fall. The freshmen fell with a sickening thud. They were invited to a welcome party to be tendered them by the haughty Junior High Seniors. They attended en masse, much to their horror and disillusionment. Ghostly figures clutched the unsuspecting ones with cold and clammy hands, and whispered dread tidings of imminent misfortune to one and all. Shrieking phantoms glided through the darkened gym leaving in their ghoulish wake a trail of quavering, gibbering freshmen who inwardly vowed eternal vengeance on these malicious upper- classmen. ,Their better nature rose to the front, however, and returning good for evil, in characteristic manner, the two divisions united to give a delightful party for these same vicious seniors, entertaining them with a mirth provoking play and stuffing the greedy ones with all kinds of tempting refreshments. ' Two months passed, gaunt, haggard 'freshmen tottered through the dark and dismal corridors. Dark circles, sunken eyes, drawn faces, stooping shoulders-all bore mute testimony of the countless hours spent toiling through' the intricate mazes of new subjects. The grim grey shadow of Marks stalked into the midst, breathing its dread spell over all and claiming a few of the unprepared for its victims. P V The annual rock test was given with the usual disastrous results.. -Fertile minds labored long and diligently, producing by the sweatof furrowe-d brows, original, astounding and even breath taking history charts. Feverish, wild-eyed freshmen wracked seething brains in quest of startling inspirations for English themes. Panting, exhausted groups lurched and stumbled through deser.ted fields or on the top of pre- cipitous hills searching for evidences of glacial drift and igneous rock. X gg A ACT II - The curtain rose on a joyous scene. Merry shrieks of greeting, laughing, joking groups, tanned, sunburned, freckled faces instead of the white strained ones of the previous spring. Yet underlying the frivolity and hilarity was a reserve, a dignity 121 The Tear' 33005 1930 that hitherto had been lacking. Gone forever were the giggling, scatter-brained fresh- men of the previous year, and in their place stood the junior High Sophomores, calm, steady, prepared for any emergency. They beheld with preoccupied looks the childish antics of the Freshmen, who capered about like lost souls. As workers, their capa- bilities knew no bounds. Their masterly themes caused all readers to shake their heads at the brilliant wit and analytical powers these gifted Sophomores displayed. The beautifully tinted and minutely detailed garden plans, over which they spent painful hours, astounded even the most exacting observer. Their prowess, however, was not only of any intellectual nature-their athletic abilities were a source of continued admiration and wonderment for all. lngeniously contrived chapel programs, peda- gogically perfect lesson plans, uniquepartieseall flowed with equal ease from their powerful, ever-productive brains. Again springtime breezed around and with her came Class Day. The pageant depicting eloquently the story of Salem Normal' School from its founding, was a model of dramatic, as well as Terpsichorean art. Needless to say, the Junior High School Sophomores featured prominently in their elaborate production. - ACT III The Junior High School Seniors-fifty-eight strong-entered with a flurry, ac- companied by the clashing of cymbals and the blaring of trumpets. After much due deliberation and consideration they had divided into two groups. The one-historical- ly and geographically inclined 5 the other-with a natural bent for science and biology. Together they struggled through Drama in its most intricate form, they scaled in- trepidly the lofty heights of Spelling and Appreciation lesson plans. Gloriously united, they resisted the persistent foe, marks, and the enemy retreated in ignominious defeat. The dread obstacle of Training presented itself, but the dauntless seniors, summoning their wholestrength, remained invincible to the endy The struggle is over, Healing Spring casts her soothing spell over all. Reluctantly the Seniors watch their eventful stay at Normal School draw to a close. Class Day- a green Campus thronged with admiring parents and marveling freshmen, who watch with unswerving attention a beautifully enacted pageant describing the illustrious' history of Salem Normal School Graduation-serious young graduates, precious diplomas, tearful farewells. U How pleasant now seems the insignificant tasks, 'over which they had groaned so long and loudly. Grimly and purposefully they set their faces to meet the uncertain future, with a firm resolution to profit by all that their Alma Mater had revealed, with a gracious gesture. T Curtain 122 1 930 Sefzzwxv Zuntur iiaitgh Qllass will D1sTR1cT COURT or SOUTHERN ESSEX EST ye forget we, the Junior High School Class of 1930 at Salem Normal School, in the Commonwealth of Massachusetts, being of sound mind and memo- ry, do hereby declare this to be our last will and testament. To OUR IVIOST PATIENT, COOPERATIVE AND SYMPATHETIC PRINCIPAL AND TEACHERS NVe leave our most profound expression of gratitude for their sincere aid in leading us to our professional goal. They are also to be endowed with our fondest hope that they will find, in the course of time, a class as efhcient and original as the said Class of1930. Apart from our creative power and ourlegisla- tive ability, we feel an inner urge to also bequeath to them a Mack Truck into which may be piled a written testimony of their weighty and comprehensive opinions of said class. To oUR CAPABLE AND DEPENDABLE FRIEND, Miss VWYELLMAN We feel justified in bequeathing our appreciation for the joyous delivery of the famous potato from the well known Aroostock County to Miss Ware the day before our Christmas vacation. To Miss CLARK Webequeath everlasting memories of her earnest endeavors to collect our ten dollar entrance fees. , To THE FACULTY 1. To Mira HdI'7'iJ'A copy of all creative work which our fertile brains pro- duced during our sojourn at this institution. 2. To Mir: Wallace-we leave our Class motto, 4'There's always room at the top' '-the top ofthe ropes. 4 3. To M251 Flamiefzr-an elevator express to the third floor. 4. To Mira Wa1'e-we leave a complete laboratory capable of quenching the ever increasing thirst for knowledge of the biology students. 5. To M1'. Whitman-realizing fully that we cannot carry them with us we leave our cherished pieces of work,-including a somewhat battered steam engine, a telephone instrument-seventeen pieces including the cord, a conglomer- ation of screws and nuts, the only mortal remains ofa once perfectly good flatiron. To him we also bequeath a-telegraph outfit provided he find it hidden among the many drawers and cabinets in the chemistry room, away from the prying fingers of would-be telegraphers. 6. To Min Bell-A sound proof library. 7. To Nliu Goldsmith-All material begged or borrowed for use in biology. 123 The Tear E005 1930 8. 9 10 11 12 To THE 1 2 3 4 5 6 7. 8. 10. 9 11. 12. To THE To Min Stone-Our geometry and algebra work books with which to cheer incoming seniors. A To Marr Cmrtendefz-scattered memories of our spontaneous recitations on STORCK and FLICK. To Mr. Moody-the other fellow's viewpoint. To Min Lvom-a bottle of Sheaffer's Ski-ip and a workable fountain pen so that she may write her impressions of the Junior High Senior Class. . To all the faculty-an unlimited supply of A's to be distributed generously among the students. SoPHoMoREs: The front rows in chapel. Sixty pairs of wings to be used while endeavoring to climb the ropes. Reserved tables in the lunchroom. A miscellaneous assortment of charts, graphs, themes, second-hand books over which we spent many painful hours. An abundant supply of health material. Autographed copies of the book on How and Where to Obtain Gym Out- f1ts,f' by Harkins and Kelly. Irene Williams and Esther Whitehouse leave their athletic prowess. Abe, jack, George and Sid leave their enviable places as the only men in the class to Ted Nolan and Leo Lecker. , Pearl Goldberg leaves an advantageous place before the locker room mirror. To anyone so desiring Dot Foster 'leaves her penchant for teaching science in the training school. A To underweight freshmen, Vera Harrington and Clarice Smith joyfully be- queath several pounds of surplus weight. Ruth Ranen leaves her originality in chart making to future hygiene classes. FRESHMEN: We leave lots of grit and determination to succeed in reaching the dignified state attained by us-that of haunting various teachers agencies. In testimony whereof, we hereunto set our hand and seal this thirteenth day of June in the year Our Lord one thousand nine hundred and thirty. In the presence of said witnesses we hereby declare this to be our last will and testament. A Signed THE JUNIOR HIGH CLASS or 1930 E. P. M. A. M. B. 124 I 930 Sefziafs Ziuniur Ziaigb .Btupberp T is a Warm spring afternoon in the year 1954. Stately buildings rear their proud and lofty heads into a tranquil, blue sky. Shrieks of gayety and laughter suddenly interrupt the drowsy stillness that envelops all. Groups of rollicking students are making their blithesome way across the smooth Campus, some burdened with golf equipment, are hastening to the links, a few are rushing to the newly-constructed hangar to obtain their gliders, which will carry them off into the blue expanse of sky, others while away the golden afternoon by revellin g in the warm sunlight. Suddenly, a figure is seen approaching the main building, slowly, hesitatingly, as if he were treading on unfamiliar ground. A smothered cry escapes us. It is none other than our Mr. Pitman, former principal of the school. Two frolicking children dash up to the stranger who regards them in a puzzled way. These children are the promising and enterprising offspring of one of our gifted members, Mr. Abraham Gilman. In answer to his inquiries, Mr. Pitman discovers to his 'evident chagrin and dismay that this immense community is the much-discussed Salem Abnormal School, which was erected on the site of that ancient temple of learning, Salem Normal School. Mr. Pitman begs the children to lead him to the President of the school, to his astonishment, he learns that the School is without a head-it is controlled and direct- ed by the complete jurisdiction of the student body. Although he realizes that his request will end in disaster, he implores the children to conduct him through the remarkable school. Slowly and with faltering steps he accompanies the little Gilmans, gleaning from their childish prattle the cold facts of the case. Abraham Gilman, father of these little ones, is the Dean of the girls, and, from all accounts, he is doing nobly by his job. His wife, the former Mary Petrucci, acts as psychology instructor in the school and performs all manner of interesting experi- ments on the children, this accounting for their very noticeable eccentricities of speech and appearance. Alice Kelly, grown buxom and stalwart, is the revered Dean of the boys, the reasons for girls, attending Normal School, having increased to immense proportions. V As for the faculty-Mary Nolan and M. Josephine Marks have blended their talents -and lyric voices and are the heads of the promising music department CMary takes care of the radio while Ted cranks the Victrolaj. Doris Martin and Olga Fergu- son, well-known in bird circles, head the nature study and biology departments. Professors Sophie Weissman and Ruth Ranen lord it over all in the geology. classes, save when they become excited and hurl rocks from their famous collection at the innocent bystander. i ' Up in the art department Jack Tivnan, who has delighted us all with his clever chalk talks, holds sway with the able assistance of Pearl Goldberg. Mary Fallon can be seen at all hours washing the paint brushes which Jack, while in the throes of artistic temperament, strews around. - 125 The fear 3005 1930 Agnes Delay and Del DeStafano. preside in the math room and throngs gather each noon to catch the pearls of wisdom which fall from their lips. George Talbot, and Katherine Kilroy, always shining lights, daily expound their wild and erratic ideas in the history room to a startled, and somewhat bewildered, group of students. Down in the gym a class in rope climbing is in progress and, under the expert super- vision of exuberant Mae Priest and vivacious Eleanor OT-learn the class has learned- to climb up and down the ropes with ape-like agility. In the spacious, brilliantly il- luminated ball room, Peg Fitzgerald, who has at last forsaken the footlights, is giving an exhibition of clog dancing for a crowd of amazed underclassmen. Downstairs in an elaborately equipped suite of rooms, Mrs. Edward Cody, nee Lillian Wall, explains her theories on the science of home making, while, in the wood- working room, those cwo master cabinet makers, Lillian Dahlin and Gladys Tilford, explain the intricate details of manual training to an open-mouthed freshman class. A placard on the bulletin board draws our attention to the pleasing and unique oppor- tunities offered by the Plumber. Farm School for Boys and Girls, a summer camp owned and operated by Irene Williams, Esther Whitehouse, and Marguerite Connell. U The elevator, which whirls us up to the third floor, is under the expert control of Edith and Clarice Smith, who present a box of Smith Sisters cough drops to all pas- sengers. A sudden sneeze or cough annoys these girls considerably and they have been known to froth at the mouth when thus aroused. Helen Dillon-, pinch hitting for Miss Wellman, holds sway in the office and per- forms everything, from dashing up and down stairs with the attendance book to remonstrating with irate educators. Over in one corner of the oHice, surrounded by a battery of telephones and newspaper reporters, Frances Harrigan informs a waiting world as to the hourly progress of this unique institution. Margaret Morris reigns supreme in the luxurious, book-lined library. Dorothy Foster and Frances Mullen expert guidance Mildred Champagne of the schooll in their vice to the love lorn, the impecunious, or Martha Gordon has blossomed forth into public speaking are thronged. Mary Finn, presides over the peaceful teachers Qalso the Dorothy Dix and the remote sequestered corner, hand out ad- what have you. The once shy, retiring a fiery magnetic orator. Her classes in and immaculate rest room, comforting both the sick of mind and body by a flash of her radiant smile. Two determined figures stride along the cheerful corridor. They are Charlotte Corey and Pauline Gold- thwaite, who, formidably armed with vacuum cleaners and dusters form the efficient janitor corps. Woe betide him who unthinkingly drops a candy wrapper! Down in the well ventilated, airy cafeteria an appetizing luncheon is being pre- pared by Chefs Marion Mugridge and Grace Batc-helder. Thevegetables used in this up-to-date kitchen all come from the thriving school farm of which Sigrid Carlson, alias, the girl from Saugus, is the manager. Out on the campus we see a group of nymph-like maidens darting hither and yon in graceful abandon, it is the aesthetic dancing class taught by Marguerite Golden, the Anna Pavlowa of the age. Across the lawn comes a dignified figure-a man in a bowler ' 126 1 930 Sef1z'01'.v hat with a flowing mustache. We recognize Sidney Gordon as the school detective. Detective Gordon can trace everything from a lost airplane to a misplaced eyebrow. Signs of disturbance are noticed under one of the spreading trees. The omni- present Julie Bourlon, well known woman pacifist, is forcefully pleading the cause of that time worn subject-Disarmament. A grim looking person marches up to the unsuspecting Julie and chides her for disturbing the peace. You might-have known that Eileen Murray, the formidable guard of the institution, would be on the spot to quell any suspicious characters. Grace Harkins, Principal of the Training School, hastens across the green. Hot at her heels are two irate parents-Mrs. Philip Schwartz and Mrs. Benjamin Garber fthe former Julia Fogel and Rebecca Mekelburgl Julia and Becky pay at least one visit a day to Grace to reprimand her for abusing their offspring. A low slung roadster drives up to the door of one of the dormitories, carrying Gladys Read and Agnes Brennan, those promising and piquant chorus girls, who are out on the road with Hit the Dock. Abby Boyd and Catherine Votta, one and in- separable, rush out to greet their favored protegees-Abby and Catherine are the House mothers of the dormitory. , . Up the street comes a noisy, bulky contraption-the school bus, operated by Nellie Horgan and Henrietta Sherman. Nellie collects the fares while Henry presides at the wheel. Of course, whenever Henry gets an inspiration for a poem, bus service is suspended until the agony is over. ' Over on our right is the little drug store into which Carolyn Larkin and Mildred Chaisson, chief soda jerkers, concoct delicacies to tempt the palate of the most exact- ing connoisseur. Vera Harrington and Dorice Evans are chatting here, over some un- known mixture. Vera is the chaperon at all school activities Cmany a culprit has bitter remembrances of Vera's horny hand tweaking his earj. Dorice, on the other hand, is the Texas Guinan 'of the school-no function would be complete without her lively PFCSCIICC. Into our view stagger two pathetic figures-Frances Roach who is joting mean-1 ingless nothings down on a pad of paper and Connie Johnson with her inevitable camera. The task of working on the year book proved too much for them and their minds gave way under such a tremendous strain. Mr. Pitman gives a last long lingering look at the scene of his former happiness. His face grows old and haggard, his shoulders are stooped, his jaunty air is gone. He groans aloud, sighs, and totters down -the street. K 127 Tfze Tear 9900i 1930 128 I 930 Sembfs L 129 1930 Ki- I 14- ms I, SV' N I 13 W 1:1 w 4 Hi ww H ,,, .51 gs Mgr! l'5 9 l .U w ,vw. 1 4 Ll: Ili, 131 iN MQ' hi ' lp r i if Sf f ' hw 5. , wiw wg' W l - UM L UH? ii' 55 1 V ,i , , 4 W Nw, 2 ! , . '44 n+ EH g NI 'j?1 I I i ji ES 1 W' , I V1 , Q1 . Q J li ' EM i WY, V A 1 W N .U 1 The Tear 33005 1930 ELEMENTARY SENIOR I ' Row3.' M. Polansky, R. Ostreicher, M. Patten, R. Braude, I. Peters, D. Vezina, K. McCarthy. Row 2: D. Colbert, M. Day, E. Maskell, L. Boyd, A. Wischmann, R. Girard, M. Glazier. Rawls A. Clark, H. Kelly, E. Fitzgerald, A. McCaffrey, K. McMahon, H.,johnson, M. B1ngham,VI. Arata V., Vy- - - . :. -. - -4. ,V2f75f 'GW 57 - -L' at Fi'-' ' V' .f - .V I .V VV . - . -r wg, :I V, V ,st gf- V: ..,.. V - ' . - j Ky-f -Vg' gg, , , A V4-:Q - ,ew-. 7. , V .. - A - fwfr'-ZV, , V49 V ,V W' f, V I if - , 4zff-VS'V- -V ffiilwf -A ... 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' Vi,-ff A . H ,it V111 '1':- Ll. V ELEMENTARY SENIOR II ' V Row 4: I. Leyden, VI. Lewis, R. Kelley, B. Camuso, A. Brennan, D. Eells, G. Crosby. Rami' K. Little, H. Leary, H. Kane, I. Gilman, C. Dineen, A. Incollingo. R010 2.- R. Harrington, H. Witrenhagen, E. Dooling, S. Delano, G. Angelo. Rawls C. Marcus, M. O'Donnell, B. Perlmurter, Miss Harris, H. McKay, D. Supowitz, C. Silverman. 132 I 930 Sen ion f ELEMENTARY SENIOR III Row 4: G. Lovejoy, C. Tangarcl, P. Soroka, B. Levenson, M. Harrison, M. Evans. Raw 39 M. Walsh, E. Shure, A. Visnick, R. Singer, R. Gorin, L. McCarthy, D. Doyle. Raw 2: D. Flannigan, M. Rich, S. Tashjian, I. Tossell, E. Thompson, G. Kilfoile. Row Rando, E. Cohen, F. Silversmirh, Mr. Woods, D. Rust, A. Drago, A. Barry. ELEMENTARY SENIOR IV ' R 31. E. ' 1 j H' W db V, M, C b n, S. Staller, M. Moran, L. Ohver, A. Pederson. R:1j2.'G l?elI51elM.RL1tk?L?1sk5s?M. Misgolzlli, G. Gibbons, M. Donovan, A. Prenclergasr, H. Doyle. Row 1: E..Nalcasl1ian, E. Smller, M. Gilhooley, M. GrayCC, D- NeWC01T1l9, A' Davis- 133 The Tear 23005 1930 iiaistutp uf the fflementaties PART ONE AME the great day when we must arise, clad ourselves in armor, gird on our sword of knowledge, and go forth to win. Were we not Freshmen at Salem Normal School? No longer lordly seniors we, but-mightiest of mighties-pro- fessional beginners. A little of the mightiness was lost when we had to ask the way to class in the next room, and when the haughty upperclassmen answered in a hopeless tone, Oh you, freshies. Next door. Still we survived it and CZIITIC through very well. We learned in time that a flight of stairs always leads to the same place, and that the bookstore was permanently located on the right. On the whole we were a normal class-flunked the usual number of exams, gave the usual excuses for unpreparedness, and lost the full quota of locker keys. V Time passed, and pleasantly enough. What energy we could spare from our studies went into sports and one heard such remarks as these: l've walked every day but one this week. Does that count? Field Ball practice this P.M. Going out for Newcomb? or See you at the gym. Breathes there a woman who gossips so little that she does not know that Freshman 3 was the League Winner in Basketball? If so-hear itnow. ' Lest old times be forgot, let me chronicle the social events. We made our debut in a reception and tea sponsored by the seniors-one would not imagine that these lordly ones could be such delightful hostesses. At this time we were presented to the faculty. Our next social effort was a Christmas party-we again being the guests of the seniors. I Let us margin this next chronicle in black, for a time of mourning fell upon us, and there was much weeping and gnashing of teeth. We were beset on every side by marks. They dealt us a vicious blow, but it was not fatal, and as time went on our unconquer- able spirit was again in the ascendency. Then again were caught in the whirl of engagements. Our glee club gave a joint concert with the Technology musical clubs. The glee club was good, the audience delighted and we surely made the most of a good thing. I After a while came that curse of humanity, spring fever. It was a time when every student revolted at the thought of studying and the very soul seemed called by every breath of warm air. Finally-the last day of school with its rush and hurry, fond farewells, frantic exchanges of addresses, and rash promises to write. Everyone was asking everyone else what she was going to wear to the coming festivities, where they were going for the summer, and-if they were coming back. Class Day came and went with its glorious pageant. Those of us who saw it reveled in its vivid portrayal of old Salem Normal School, Then with a little farewell to the Campus, and a last lingering look, we put our babyhood forever behind us-we were onward and upward! 134 I 930 Seri iam PART TWO School again. Once more we entered Salem Normal School in quest of knowledge. A crowd of girls rushed up to us with Oh, how good to see you back. 'AI-las anyone seen Helen? Did you have a pleasant summer? Another group came up to us with, Can you tell me where the reception com- mittee is? g'Where can I find my locker? Has anyone seen my Senior? e Was it possible that we were once as green as that? Of course not, remarked a senior near me, we were different. With a daily decreasing cheer and energy we pointed out rooms, hunted up lockers, and scattered consolation freely. - Our first diversion was the Welcome Party, where everybody met everybody else, and all had a good time. ' ' c Then Senior I came back, and they were the reigning powers overflowing with enthusiasm and professional dignity, on all sides they expounded the latest pedagogi- cal theories. Questions concerning Discipline, that monster which strikes fear into the hearts of all seniors, were answered in a superior way by the all-knowing ones. ' The next glittering event was the Man Dance. How we thrill when we hear those magic words. To us they spell a good time on the Great White Way, which we shall not forget. A , ' At the other side of the Delectable Mountains we fell into the Slough of Despond, called by the ruling sovereigns, deficiencies This slough, although most of us succeeded in wallowing through, left' its murky traces on many. r But the darkest hour came just before the dawn. Christmas was the dawn of our hopes. Senior III presented a beautiful Christmas Pageant in the Training School. The dramatic and musical talent of this class were utilized to their fullest extent and the result was charmingly effective. t There was also a party in the gym. The mirth provoking favors, delicious re- freshments and irresistible music can tell the tale more eloquently by far than we. The grand finale was a visit from Santa Claus, in person. Although he was not as buxom as usual 'and his whiskers seemed to be precariously unstable, we certainly gave him a jolly welcome. It has been said that coming events cast their shadows before. Not in vain was it said. For a week the air seemed like one huge bubble, ready to burst if you breathed freely, and marks, the master whiphand, reigned supreme. Sink or swim, said the frivolous. Survival of the f1ttest, and the struggle for existence, ' ' Miss Goldsmith's classes said, gravely shaking their heads while perusing ap ponderous volume of Dar- win's. Finally we bearded the lion in his den, learned the worst, and Salem Normal became again a normal school. ' ' Then came the real excitement-the official photographer. His presence was felt more than seen. Seniors were inevitably flufiing their hair, straightening collars and asking weary friends for the three millionth time if they looked all. right. Results were awaited with high hopes. However, it shall not go down in history whether or not they were satisfactory. Personal opinions are the only positive proof. With Class Day, Graduation and the Senior Reception looming on the near hor- 135 The Tear 3005 1930 izon, what more can we ask of life? What a new world they will open up to be con- quered! ' We regret leaving the many friends who have made our Normal School life pleasant and profitable. We thank Mr. Pitman and the Faculty for their guidance and the encouragement they have given. Our sincere hope is-may they never have a worse class. The end has come, as come it must To all things, in the sweet June days, The teacher and the scholar trust Their parting feet to separate ways. They part, but in the years to be Shall pleasant memories cling to each. As shells bear inland from the sea The murmur of the beach. C. B. Elementary Qlilass 19rupIJetp I. RRHUNN-W e leave the roof of the New World Building and swing down to the strata of air passage allotted to the Archer Street Air Service. Using the telcharo- scope, I survey the icicle like structures between which we fly. Man in this new era of building has successfully combatted germs by condensing sunshine through tempered glass. ,My instrument pierces the shield of this scintillating material and leaves to my penetrating glance the problem of analyzing the Normal School Alumnae of the Elementary Class of 1930. A flashing glitter strikes the lenses: something shining, glowing-ah!-1-focusedl e The Aerovox Theatre-Ruth Girard, the captivating star of Hello Min, is combing her golden tresses again. There is Elly-still singing her mammy songs and CCan I Believe my eyes?D she has in her chorus of vivacious girls Helen Johnson, Miri- am Glazier and Cecille Brink. In the audience is Madeline Day, now Mrs. Van Cult wife of the famous Darwinian evolutionist. There is Anna Wishmann wearing big black goggles-a regular schoolteacher. Doris Vezina has just strutted past on Flo Ziegfeld's arm. He starred her in his last show, Whoa, in which Dot Colbert did a spectacular Egyptian dance. ' Shifting the position of the telcharoscope, we look south and behold Helene Kelley and Ethel Fitzgerald who are earning their living by being chained together and diving from a two-foot platform into an ocean of tea. Look at Ruth Ostreicher, now known as Professor Humdrum, lecturing to the starving Indians on Why the Breath Should Be Preserved. Her two assistants are Mildred Polansky, who acts as press agent, and Louise Boyd, who entertains. the lonesome Indian chiefs with her stories from Travels to Lynn written by Katherine Clark. 136 1 Q30 Sezz iam' Speaking of lectures, Kay McCarthy, the world famous debater and Mary Bing- ham, are giving a course on How and When to Speakeasy, in the palatial home of Kitty McMahon. Kitty married immediately after graduating from Salem Normal School and settled down to a peaceful life in Vermont. That reminds me-The Pine Tree Limited has just been purchased by Ruth Braude, who takes great delight in travelling back and forth to the wilds of Vermont. Edith Maybush is busy in Constantinople compiling material for her new book, Why Do They Pack Sardines So Tightly? She and Julia Arata have just received their F. I. S. H. degree. Accompanying them is Irene Peters the only old maid out of the whole class. Irene operates a home for wandering goldfishes in China, Martha Patten, famous statistician, has discovered that bananas are known by same name in California, that grapefruit still squirts in your eye, and that Bologna is a composite substance. There is Anna Mack, well known woman scientist, who has just completed her book, The Value of the B. T. U. as Applied to Swiss Cheese. Here comes Anna,Brennan, Editor of Haoperkr Mfzgazine,' Anna employs Dorothy Eells to locate back numbers. An article in this magazine states that Blanche Camuso and Grace Angelo are tracing the genealogy of a potato bug. There is also an article by Helen Whittenhagen, who has recently returned from a flight over the Con- tinentalcountries. While. on her travels, she found the eminent archaeologist, Ruth Kelley, unearthing gondolas. From Ruth, Helen obtained much information concern- ing her former classmates. All this appears in her article: Adeline lncollingo and Madeline Marcus are designing interiors for transatlantic planes. Helen Kane and Isabelle.Leyden are taking the place of Amos' 'n Andy, while Helen McKay has become a world famous ballet dancer, Bella Perlmutter is negotia- ting for the Inter-Planetary Peace Conference. Other officials are Helen Leary and Ruth Harrington. Lucy Kelley and Mary O'Donnell, supervisors of modern education, are advocating lieldtrips to Mars. For this reason Jeanette Lewis and Grace Crosby are revising the curriculum. Those two scientists, Ida Gilman and Dora Supowitz, are the only advocates of the 'Come Down to Earth' theory. They are the incompre- hensibles of this day and age. i We must continue on our trip. In the cabin of the plane, the members of the Intellectual Club are offering a varied programme. Carrie Tangard acts as hostess, while Mary Harrison, known to the world as Ethel Leginska II, presides at the piano. Edna Thompson tells us the heart tending story of The Lone Star Ranger with whom she sympathizes deeply. Eileen Shute keeps the passengers in gales of laughter by her amusing stories. The pilot of the ship, Katherine Little, overcome with laugh- ter, barely misses the tower of Barry, Doyle and Colbert Company, well-known manu- facturers of cosmetics. A Our attention is called to a large building looming up in front of us. As we draw near, we recognize the Bell Library, of which Mildred Evans is the Chief Librarian. Entering the beautiful building are Grace Kilfoile, Bertha Levenson, Anna McCarthy, Sarah Tashjian and Helen Woodbury. They head for the magazine department tO obtain the latest number of the Wife Crack Magazine, edited -by Fay SilVCfSIT1iFh 21141 137 The Tear 130015 1930 Celia Silverman. Mary Rutkauskas and Edna.Quigley are hard at work in the art room, Dorothy Newcomb and Marguerite Gilhooley are singing lustily in the music room, Mary Coburn, Alice Davis and Esther Nakasian are in the nature department studying the evolution of the mechanical man. In their midst we see March Moran showering them with questions. In the dramatic department is Marion Grayce looking up a play which has been suggested by Mary Mingolelli for the benefit of the Deaf Children's Institution. This play is to feature Gladys Gibbonsiand the Staller Sisters in a dance trio. Listen to Etta Cohen and Ruth Gorin discussing the revised edition of Dr. johnson's Life by Fay Woodward. Abbie Drago is telling Dorothy Flannigan, Grace Lovejoy, Dorothy Rust, Pauline Soroka and Isabelle Tossell about her amazing teach- ing experiences in Vlaclivostok. As we sail on, Josephine Rando points out -to us her flourishing department Store in which Ruth Singer demonstrates sewing machines. Her best customers are Ann Visnick, Margaret Walsh,'Nora Whelan, Grace Keith and Margaret Donovan. ' Our fuel is running low, so we must head back from our enjoyable trip to the Archer Street Air Service. This voyage has been made possible through the kind generosity of Marion Rich. V - K. L. G. C. Elementary Qlllass will . . ' NOW ALL MEN BY THESE PRESENTS that we, the Elementary Seniors of the Class of 1930, at the Salem Normal School in the Commonwealth of Massa- chusetts, being of sound mind and memory and realizing the uncertainty of life upon this planet, do make and devise this document as our last will and testament. To THE FRESHMEN WE BEQUEATH ' 1. The sacred duty of upholding the dignity and spiritual attentiveness which we have maintained in chapel at all times. , I I 3. Our ability to produce effective and educational chapel programs at a moment's notice. 3. Pillows, to place on the assembly hall chairs, guaranteed to relieve the ach- ing spots on the spinal column. 4. The courage and fortitude to burst forth loudly on the Amen in the morn- ing hymn. 1 ' 5. A comfortable, luxuriously upholstered Davenport, to be placed in from gf the library for the benefit of the careworn and emaciated Seniors. 6. A pair of elevators to be installed for those unfortunateindividuals who lose a pound a day by chasing frantically upstairs and down. 138 1930 Semen' 7. A Clozen pencil Sharpeners, supplied with handles, guaranteed to vvork, if addressed in a coaxing way. 8. Clocks placed in convenient positions so that restless students ma consult . 'V them Without any undue craning of necks--these clocks vvill give the correct time by courtesy of the Pullover Watch Company. 9. A complete set of debater's manuals to enable the would-be Senior to break into fiery and eloquent speeches when arguing with Mr. Moody. 10. Anything your heart desires-even unto the furnishing of a new plumbing system so that the locker room faucets will bubble forth in a sparkling rush of aqua pura, instead of the tantalizing trickle which has so often brought tears to our eyes. A g To THE FACULTY WE BEQUEATH 1. Many other classes as deeply appreciative and as uniquely gifted as the one that now stands so gracefully poised on the threshold of this institution. 2. To Marr Hfzrrir-A sound-proof room for the teaching of poetry, also a supply of adjustable windows and curtain shades. . A 3. To Min Wallace-A piano for the gym. QThis piano can be played if the proper amount of coercion and perseverance is usedb. 4. To Min Galdfmirb-A dozen boxes of bird seed, in order that those slightly time-Worn and moth eaten specimens in her museum may wax bravvny and buxom. 5. To M1'. Wloitznafz-An electric dish Washer for the benefit of the test tubes, beakers and flasksethat soak from generation to generation. 6. To M551 G:zle4A room equipped with a heating apparatus that heats. Cln the event that this is impossible, We bequeath her a set of heating pipes that can at least syncopatej In testimony whereof We hereunto set our hands and seals, and in the present of the witnesses herein named, declare this to be our last will and testament. Dated at Salem, Massachusetts this thirteenth day of June in the year of our Lord, One Thous- and, Nine Hundred and Thirty. ' ciotho SigHed1 D Wj,neJJeJ Lachesis Last of the Biennials Arfopos A I 139 e Tear goof 1930 4 ' Q ig . .fav ' I X . ' - w'e:J7Z- I' f ' f' , v . :. .u nf 1 f, Nl 'mv . 1 , ' -,pf , ,I 4 ' 1 ,. . .. 4+ J I . ,il 1. Q . , 1 1-, g , , f xx - N 'bw M f. ' iff af.':-If.Q. , ' ' ' V N . ,, , I ,, H Sweeter- Nunn Sweet V , 4- A i , V b J 3 .. QNX. 1 A X '-ff. :XFN ' ,1f , .,.x . . A , v Dam, 140 I E xx g iiiiiifii all 4 Y IV 1 H, 1 XT egmffigj WYE 7,3 WM Rh 9 H eww 5 ' ' Fogel I A ' 1161 DUCA I The fear B005 1930 Row 2: S. Wood, M. Hansen, Miss Walker, E. Johnson, A. Finch, M. Crocker. Row 1: A. Woods, R. Melville, Miss Hoff, L. Eichorn, G. Divine. Spatial QEiJutatiun Class Among the dates which are gems in our memory of S. N. S. are:- OCTOBER QCTOBER NOVEMBER DECEMBER DECEMBER MARCH MAY Visit to the Centre School in Salem. B Hallowe'en party and meeting of the Fernald Club at Arlington. Visit to special classes in Boston. Visit to Walter E. Fernald Institute at Waverley. Christmas party in Miss Walker's room. Convention of Special Class teachers in Boston. Visit to Lawrence Training School. 7115132 Tug Boat X HE tug boat chugs in and out of the harbor, helping the large, unwieldy vessels to dock safely. Occasionally a smaller vessel, maimed or' perhaps without fuel, needs the service of the little tug to tow it into dock. The Special Education Depart- ment is one of the tug boats helping along the smaller boats in the large open harbor which we call Life. lt selects the less able children, gives them an opportunity under kind, scientific guidance to organize all their forces, to utilize the native equipment with which they have been gifted, to build up and better habits, to give them confidence, hope, and encouragement, so that they can effectively and cheerfully carry on their work. . 142 . M 1930 Semom' last E111 anh Qliestament nf the Svpwal Qihutatmn ituhents of 1930 E the members of the first Special Education class of the Salem Normal School do make publish and declare this our last will and testament To the incoming members of the Special Education Class our followers in this great service we bequeath 1 The honor dignity and wisdom which rightfully belong to them as members of such an esteemed coui se 2 The unrestricted use of the noisiest lockers in the corridor 3 Unreserved rights to the table which is nearest the windows in the sunny pedagogy room 4 All books from which we obtained the professional wisdom and knowledge with which we are going forth to serve 5 Five periods to be spent each day in the pleasant and inspiring company of the faculty members of the Special Education Course To the six members of the faculty who guided us through our joyful year we make the following bequests To Miss Hoff The sole right to use any room in the building at any time with out fear of having to vacate To Miss Walker A class composed of budding Edisons Steinmetzs or what have you interspersed with a few Mme Coues and Clara Bows To Mr Little One dozen patterns and detailed directions on the subject of truck making using box construction so that the students may not suffer nervous disorder due to the use of too much originality now leaving To Miss Gale The hope that upon receiving a gift at any future luncheon given by our esteemed successors she will remain calm and face the 1ssue squarely To Miss Rust A blgger and better gym class than she has had the privilege of struggling with this year In testimony whereof we do set our hands and seals and in the presence of three witnesses declare this our last will and testament this thirteenth day of une in the year one thousand nine hundred and thirty M I Blue Special Education Class Wztvzeffer Chess Chew Hap P Days , . - . . , .a 7 , . . W . n . , . . , C To Miss Adams-Aclass as highly domesticated and uniquely original as the one ' ' r L. E. W . 143 Tie Tear Booi 1930 144 IUNDLDQD DUATIQQI Tfze Year foo! 1930 Raw 3: W. Weinstein, W. Polishook, G.iCosgrove, N. Goodman, B. Weinstein. . Row 2: M. Sears, D. Kimball, G. Kantrovitz, P. Little, C. Flynn, R.Johnson, B. Arthur, E. Smith. Rauf 1: G. Bates, T. Garrison, E. Marx, E. Bacevice, Miss Gale, H. Carmel. Qlnmmertial Euniurs ITH the opening of school in September, 1929, seven stalwart representatives of the class of '31 appeared on the scene anticipating the work of their elected course, while the remaining classmates explored the mysteries of the business world. We had not long to wait to see again the happy countenances of our jolly Juniors for many of them, lured by the memories of their ownainitiation, returned to enjoy the similar plight of the present freshmen, and to see how well their seven members could entertain without them. The mock minstrel satisfied their expecta- tions and displayed much talent. After a lapse of several weeks, the group from the business world joined forces with thei 'seven, making a small but courageous group ofnineteen to carry on the standards of the class of '31. The first undertaking as a class was our chapel program under the supervision of Miss Gale, our newly elected faculty advisor. A presentation of famous paintings portrayed by members of the class, was given. Such a program was in keeping with the wide range of interests which the well-known Juniors possess. The drug store was ever a noon hour gathering place for the motley group, as well as those orchestral lockers on the first floor corridor, which seemed to delight in tun- ing in with the rhythmic beat of the individual mastication ofmuch enjoyed edibles, at almost any hour of the day. We dare say first floor classes, and especially members of the faculty, will breathe a sigh of relief to know that these lockers will not be in possession of our gang next year. 146 I 930 Undergraduates 1 r P Raw 4: D. Ernst, N. Suzedell, C. Santamaria, M. MacDonald, M. Rose, H. Henderson, M. Horrigan. Raw 3: I. Cohen, E. Murphy, S. Baranowski, A. Kiember, E. Brown, A. Chaisson, R. Muniz. Row 2: D. Lucia, C. Connelly, F. Altieri, M. Conley, R. Goren, H. Donahue. Row 1: M. Russin, C. Powers, Mr. Phillips, L. Tenenbaum, E. Goldman, E. Michelson. Qllummertial Supbumures HE COMMERCIAL CLIPPER, 1929 and 1930, presents you with the following excerpts from the records of the class of 1932: K'We were suddenly plunged into a pitch black cavern from whose dark recesses merciless ghosts emerged and clutched us with their clammy fingers. The tea given for us by our senior sisters was a gala event at which we assumed a newpolish and dignity which became us greatly. Athletics sounded its annual call and among those who answered were E. Murphy, Kay Powers, C. Connelly, M. P. Conley and Roy Gordon. To the next big item of the school year, the Typewriting Accuracy Contest, our class contributed its share, since the second prize went to 'Mac'. On the second lap of our journey, we boarded a seaworthy 'vessel' and set out to investigate Boston Harbor. For the benefit of the newcomers who had joined us, we presented a bit of football practice which proved a sensation. Another exploit was the compiling of a history booklet on the French Revolution. While we traveled in spirit to France, Alice Kiember and Esther Michelson, traveled in body to New York, and brought back an interesting account of their experiences. Soon after this, New York was again visited by another member of our class, Mary Horrigan, newly-elected treasurer ofthe Co-operative Council, who graced the Great City as our representative. It was our class also which brought to public light the life and work ofjohn Dewey. As for him, 'So much has been said and so well said that . . If in doubt about the finish, seek the proper authority. 147 The Tear Boo! 1930 COMMERCIAL FRESHMEN Row 5: G. Hillman, B. Tourtillot, E. Tourville, E. Hardin, M. Donellan, M. Simpson, M. Gates, A. Cadigan, M. Dillon. Row 4: M. McGowan, L. Bates, B. Gray, E. Henchel, A. Despotopolus, F. Fingold, P. Zawacki, E. Sargeant Row 3: C. Riley, B. Mamber, L. McLaugl5in, Miss Badger, L. Caldwell, H. Webber, B. Christopherson, H Garvey. Row2.' M. Collins, A. Leahy, E. Kosmosky, R. Arthur, M. Slobozlkin, R. Boyjian, G. Hansen, D. Freeman. Rawl.'S.So1mer, C. Kaner, L. Butler,J. Murphy, M. Cohen,J. L. Doucette. '33 Qllummerrials Quart ibm N September 11, 1929, the freshman commercial class set sail for a four years cruise in the deeper waters of knowledge. We had never before taken such a trip. There were new teachers, new classmates to know, and new adjustments to make. After a few days out atysea, all the freshmen were invited to an acquaintance party in their honor. We felt quite elated, and of course every one of us attended. It was in the form of a tea, with an entertainment and dancing afterwards. To celebrate Hallowe'en aboard the ship, we were obliged to provide entertain- ment in the lower deck for the ship's crew. They insisted that we dress as young children and perform stunts, even to walking the plank. Later on a contest in typewriting was decided upon. YVe were divided into two teams, the Orange and the Brown. The vanquished Browns were obliged to present the victorious Oranges with unique presents at Christmas time. One day some of us left the good ship and spent the afternoon visiting the Art Museum in Boston. We were very fortunate in hearing Dr. Reisner, who spoke on Excavations in Egypt. During the remainder of the voyage, we all hope to be successful in our'under- takings and in three years from now to dock in the home port with our ambitions realized. M. D. 148 r c I 930 Ufzciefgra alzzczfes I I Y 1 I JUNIOR HIGH SOPHOMORE I Row 3: M. McAuley, G. Lane, F. Gwinn, C. Macdonald, F. Ranclazzo, R. Goff, M. Bilicki. Row 2: M. Perry, M. Thoren, Miss Stone, H. Burke, M. Grodzicki, R. McCarthy. Row 1: G. Kennedy, E. Fleet, D. LeLacheur, A. Shirls, . Flynn, R. Serrilla, O. Motyka. 3 X 3 Q' ' E M i 0Mf'.A'f009' 6V 7 JUNIOR HIGH SOPHOMORE II .' H lqchfianamin, F. McManus, B. Nutcer, M. Murray, M. Morse, P. Spolke, G. Griffin, Mr. Whitman .' .Leclcer, M. Shea, R. Shnirman, I. Walner, E. Welch, M. Shea, L. Nolan. Raw 1: I. Lappas, A. Ciolek, S. Ciolek, Ewjohnson, L. Gauthier, H. Welch. 149 Tie fem' E005 1930 l JUNIOR HIGH FRESHMEN IV Row 4: L. Cogswell, W. Belknap, E. Coleman, G. Hamilton, F. Carlton, M. Richardson, R. Herlihy, K. Carroll. Row3.'j. Bickford, K. Bernard, S. Kobos, A. Gutman, K. Sweeney, E. Blanchard, M. Boyle. Raw2.' M. Herwitz, D. Doroff, E. Aisner, A. Callum, M. Dodson, M. Evans, C. Dudley. Rozvl.--I. Donnelly, E. Capone, D. Goldsmith, Mr. Rockwell, H. Knowlton, I. DiGuisto, I. Bagnulo. I JUNIOR HIGH FRESHMEN V . Row 5: L. Theriault, E. Lampreyhl. McNulty, W. Ready, M. LeMaire, E. Sullivan, R. Simons.j. Pierce. Raw-1: M. Williams, E. Walsh, M. Maselli, R. Turner, H. Rogers, D. Rogers. Raw 3: -N. Spediacci, P. Peabody, B. Morse, M. Linsky, M. Toomey. Raw Shelrry, N. Stanwood, S. Zylka, Miss Cruttenden, M. McCarthy, M. Vecchioni, I. Polischuck, T askows '1. Rozv1.'E. Murphy,J. Don0van,J. Ryan, W. Foley, C. Hinkley. 150 X X .f f l ,T N, ff IA J ,fi A jk 1930 ,jj Undergfadzzafes T is-A jx fy ELEMENTARY FRESHMEN I Raw 4: M. Connolly, E. Burke, T. Bradley, G. Driscoll, T. Benton, M. Appelbe, A. Barry, C. Ciani. Rozu3.' M. Conway, G. Butler, G. Ciolek, B. Curtis, L. Ginsberg, M. Dunn. Row 2: H. Finlayson, E. Freuolcl, F. Fingolcl, C. Ciampa, D. Boehner, F. Freedman. Row 1: M. Greenberg, L. D'Agostino, D. Cohen, M. Costello, G. Brattin, E. Cooper, A. Barron, P. Evans. ELEMENTARY FRESHMEN H Row 3: T. Jacobson, D. Kunian, A. Hamilton, R. Messenger, D. Maloney, I. Mazer, F. MacKinnon, H. Houlihan, A. McCourt. ' 1 Row 2: D. Lawson, P. Knox, E. Leavitt, C. Levy, M. Mulligan, M. Hennessey, R. Keyes, H. Heifitz, H. McKinnon, J. LeBoeuf. - l . U Rowlx M. johnson, M. Connelly, F. Landergan, D. Moses, Miss Rust, R. Manuel, T. L1nsenrneyer,C. Mackie, M. Lord. 151 1 1 I Tfze Tefzf' 9300! 1930 1 l i 4 Row5 Row 41 Row 3 Row 2: Row I a fbwfvf- ELEMENTARY FRESHMEN III . Sheehan, D. Vorhees, G. Ridell, E. O'Donnell, R. Schofield, H. Parmenter. . Savage, H. Quinlan, D. Protzman, S., Rutstein, F. Wright, M. Poole, F. Ross . Ranta, M. Wills, W. Wendell, M. Spofford, E. Fisher, B. Sykes, A. Palmer . Zion, L. Romig, M. Hughes, Mr. Moody, V. Cairnes, L. Towne, P. Davidoff I. Polansky, C. Rando, M. Stanley, D. Powers, M. Sweeney. have endeared him to all. - JA ff4.fhww.1445 -WWW 7 ,,, 7. ,ff R. FRANK W. CARLETON, the school engineer for twelve years,will belong remembered by the graduates - of Salem Normal School as the kindly soul to whom all fled in their hour of need. His virtues were manifold 1nd his accomplishments countless. With equal ease and agility he repaired flat tires, put up the tops of our luxurious cars when the elements were unkind, replaced the heels on mis treated shoes, and what is more, obligingly posed for photo graphs. He has devoted a long faithful period of service to the school. His untiring cheerfulness and cooperative spirit 1 Tie fear' 300,52 1930 ,l,....1-.......l.-- 5fE!!i5iIii!2iHHIES!WLQWHEFHEHHIWK235553ffiliiiifEiiiffiillldlI!Iifiaifffieiiiiiiii1l'!?f1RilMlll?fiRiiiiHIH IEEIFIKIEEETE?Cf??iii!!!Eiiffi:Z11!lf'HHl!!lfZf?lMII!!Hl1Il!HE3l!3Hi F3 Music inperiofly cmnpexp K FRIDAY f 19 'i f X . ' 4 , A. . ,I-'fm ' gm ..... ' ' l M - --in ,xg A '.!I I Seri or- Freshman I -GFaduaHon gy V I locker' KSQ1 '.f Q rJ '? 6CK ofyour 0 - FI - - 12.45 Ih.HMa Qyag 154 - 1 ' r 5 Y w 5 -4 , on 'f?1E,L5Pd floor' HPVEP G YN. .9 I V ' - na 1930 Hufnof RENENBER EQ , Sw W all S in EW s -Z HOME URK Num? N1 HHHSPSS 'bef r-e E-XAM5 0 Nnscel ppl aT Sr cy Spook:-5 W LJI'1e.1'3 a e cl and lomous eel riff V -I-sri :wtf X Q 4 X I b I I I , X iii' v :Q I t ' X, a...' 4 I 15 f5u I Y E ' 'f' .,. - ya ', - f fi I -W - 's Q .12 .I s TCSYYT -.: U uwew' I 1 I ,sam f , N- L - u ' ww, -7 gg lf : 3 , -.- , i f O., ff, K5 V' ZQZ - 'I Gus VV Tie Q A5 ' F o u Or' QQ-- COFUFUCFCTBI - Senior' ? X Sf' W Q , . Zrfxg 8 url. I 155 The Tear B006 1930 Where have we heard these before? If in doubt-omit, What can Literature Do for Me-C. Comb hithzv M come mmf Coma hither! Alphmzfo Smith I That's a good point to take up with ' A : children. i Q Why don't you sing the song the way it's '1 ' ' Q written. I ,Q How would you like-a party, class? f , There's a small boy at my house vvho- 4 V' VVhat's the unusual feature of Water. . Get out! Go out doors. .-Girls, wear rubber heels, please. TEACHER: Now tell me, what is the oppo- f site of 'misery'? A . N .-HaPPiness, said the Class in union. A And of sadness? she asked. ' Gladness. X I N And the opposite of 'Woe'? I ' --Giddapln Shouted the enthusiastic class. , A 'T f 11' 1 A 4 f ? vvas not an act o C iva ry Nor yet the fear of scorng He Offered her his street Car seat ' To keep her off his corn. . Pearls come from oysters but some girls get diamonds from nuts. Bertie, said mother sorrovvfully, every time you're naughty I get another gray hair. My word, replied Bettie, you must have been a terror. Look at grandma ! DENTIST: Pardon meg Imust have a drill. ' SQN. S. STUDENT Cin fzgonyl Gosh, can't I have a tooth Filled without a rehear- salf, I Mlss FLANDERS: How can you tell the approach ofvvinter? . STUDENT: It begins to get late earlier. A WHAT SHOULD ONE DO IN A CASE LIKE THIS? DEAR Mlss Czorate cl loving mother to az refzclaerlx Don't whip our Tommy. He isn't used to it. We never hit him at home except in self-defense. I 156 1930 Hzenzer TEACHER Ctrvin g to get children to remember to prove their zcferleb: What are we going to do when we hnish our addition examples? PUPIL: Check and double check. He who knows not and knows that he knows not-Freshman He who knows not but knows not that he knows not-Sophomore He who knows and knows not that he knows -Junior He who knows and knows he knows-Senior PAY: If I said I am handsome, what tense would that be? YH' t C RAY: Pretense-pretense. C cd ax' Z TEACHER: How many children file their nails? ROBERT: I dOn't file 'em. I throw 'em away. TEACHER' Ceoming ra and of Zetterl: How shall we close this letter? PUPIL: Fold it. Miss G: Can you identifyiall these trees and birds? STUDENT: Yes, I can. Miss G: Can you give the theories of all the famous evolutionists? STUDENT: Yes, am I going to receive an 'A'? Miss G.: No, I'm going to put you in a museum. 11 They tell of a Scotchman who went to a restaurant and ate six plates of asparagus. He didn't even leave a tip. SENIOR: I got zero in science F-my ,,,,,,,,,,,y W, Sm., ,,..,i.,'+i+i..s M. il! . today' T , ow - .Iwonoler LY :Impala out FRESHMAN2H'Tlf12iII,S nothing. SENIOR: What's nothing? ERESHMAN: Zero AN ABSENT MINDED PROFESSOR fgoing through revolving doorrj' Dear me, I can't remember whether Iiwas going in or coming out, TEACHER TO PUPTL: I ain't gone home. That's wrong, isn't it, John?'.' JOHN: Yes. TEACHER: What is wrong with it? . JOHN: You ain't gone yet. A GEM FROM OUR LITERATURE CLASSES That was Brutish, said Caesar, as he felt the knife between his ribs. 157 The grad? asm 1930 A certain Elementary Senior suggests that the expression I have suffered too much to fail be changed' to I have failed too much to suffer! Doesn't your little brother swear terribly? Yes. He has a good vocabulary, but absolutely no expression. WELL-MEANING ToURIsT: Little Indian girl likum ice-cream cone muchum? L. I. G.: Oh, yes, my dear. I'm passionately fond of them. FIRST SCIENTIST: Who made the first nitride? SECOND DITTO: Paul Revere. MR. Woobsz What is an operetta? . BRILLIANT FRESHMAN: One who works for the Telephone Company. AGGIE: Abby broke her ankle in three places. CATHERINE: I bet she won't go to those places any more. Little Kenneth, aged 4, had thoughtlessly left a thumbtack on 'father's easy chair and his daddy. was gently upbraiding him with a crowbar. n You Sack SQL you blankety blank so and so! I'll teach you to do that again, you XX' 384. A . Kenneth looked up at his doting parent with dog-like devotion shining from his big black eyes and murmured, Yes, daddy, but aren't we all?'.' IMAGINE WI-IATIWOULD HAPPEN IF . . Etta Cohen becametparted from her bag, t And Annie Visnick were sad, I If Isabelle Tossel1didn't blush, ' And Irene Peters wasn't in a rush, Ellie Maskell forgot to sing Mammy, And Helen Johnson didn't have a - Rudy, If Carrie Tangard forgot to say honey p And Lucy Oliver didn't look sunny. Imagine what it would be like, If Dorothy Colbert didn't lose her . . . in gym, And Ruth Ostreicher didn't have a him. If Mary Harrison couldn't dance, And Helene Kelly had a man in France. If Edith Maybush lost her smile, ' And Marion Grayce did homework once in a while! If Anna McCaffrey lost her it, ' A And Bella Perlmutter forgot to throw a fit. - If Julia grew large and tall, R Q And Kitty McMahon weren't here at all!! M. P. I 158 OZ, Xin .SEQ WW xx f -'X ODCAFIIZATIOF16 ' M,Polan-1L Tfze Tear E002 g 1930 Raw Z: M. Smith, A. Kiember, G. Bates, M. McCarthy, A. Kelly, E. Desmond, E. Welch, L. Romig, D. Goldsmith, G. Kennedy, E. Burke, S. Delano. U Raw 1: A. McCaffrey, E. Quigley, Miss Fitzhugh, M. Mugridge, Miss Ware, P. Goldthwaite, L. Bates, D. Moses. Giuupetatihe Qlluuntilf URING the school year 1929-1930, in addition to the regular business meetings scheduled for the third' Thursday of each month, the Cooperative Council held monthly teas where informal discussions of problems were carried on. These problems of the school were referred to various committees. The Council cooperated with the Log staff in making appeals for the payment of duesg with the Senior Class in giving a Christmas party, and with other Normal Schools in exchanging ideas and suggestions for more efficient Student Council Associations. A mass meeting was held in December at which time over twenty-five dollars was collected for the disabled veterans of the World War. Two of the important events sponsored by the Council were the securing of Edwin Markham who lectured to the student body in February, and the sending of a representative to the New York Conference in April. The officers for the year 1929-1930 are: President, Marion Mugridgeg Secretary, Alice Kiernber, Treasurer, Pauline Goldthwaiteg Chairman of social committee, Eliza- beth Welch, Chairman of welfare committee, Louise Bates, Chairman of chapel committee, Grace Lovejoy. Our advisors are Miss Ware, Miss Fitzhugh, and Mr. Woods. 160 1 30 Ofgmazzafzom 1050899152 Raw3 F Randazzo F Gwynn M Harrrson M Murray N Horgan M Fltzgerald Mr Woods R Braude E Maskell M Coburn K Lrttle M Moran E Sull1van M Wrllrams A Incolllngo Row2 P Goldberg E Tourv1lle M Rutlcauskas D Supowrtz Fogel M MOFFIS L Wall R Gorm M Grayce S Carlson E Whnehouse M Lemarre L Thermult C Tan ard D LeLacheur M Flynn C S1lverman R Raw! C MacDonald g G1rard K MacMahon B Perlmutter A Wernrclc R Spalke M Glaz1er 611615 Else Cllluh NE of the most progressrve organrzatrons rn the school IS the Grrls Glee Club Durrnv the celebratlon of the seventy frfth annrversary of the Salem Normal School the Glee Club was called upon to render several musrcal programs Later 1n the year at a meetlng of the Women s Club rn the Tabernacle Church Salem the Glee Club presented an rnterestmg musrcal program By far the most lmportant undertakrng of the Glee Club was a 1o1nt concert Wrth the Banjo Mandolln Clubs of Harvard Unrversrty The entertarnment was fol lowed by general dancrng rn the gymnasrum The officers of the club are Margaret Morrrs presrdent L1ll1an Wall secr tary Barbara Nutter treasurer Segrrd Carlson lrbrarran Evelyn Tourvrlle assrstant lr brarran and Marron MacDonald pranrst Mr Woods 18 the conductor of the Grrls Glee Club Q . . r.,g'3 w, ps . V 3 ,g K, A Ii we W ff . .55 33 .1 , 4 I ff ,.-4 X H 5 V . . . KQT N' ' .. Q . 1 e ' 5 c ' J , 7-I. .. 1 '-l lf 1-. ,' , I ,,..k ,A , aa:-ffszw-ffw' -':f'ii:'1-2 r 'if--L-Q2 ' 'j ' ' Vs,- , . , . , r, . , . . , . 4 , . . , . , . , ' 1 ' 1 '- 1 ' L 1 ' 1 - 1 - - , . , . . .'- . , . , . 4 , . . I , . , . 7 7 , 4 , , , . , . , . ', . , . . ' Y . . . . . . , an ' ' 7 . . 1 - 1 1 1 , . ' ,, . - 1 1 1 4' 1 , , 1 1 1 ' , , . . . . , 7 , . . Tfze Tear BMA 1930 14 M' iii! 1 'J In J W Y a .F . vt ' 43' J Ji, ff fav ' 'B My lf yi' fy L. ' r fy: V . fr C20 f L .ly Jule' . .Lf L' .'l ' ' I ffl. . ' l - , f' l. 75 M .Af . y t t, H, Lfifvi X. J A il . , uf -K J S50 ff' 4' . Q ' l X,, if Row 3: L. Nolan, D. Foster, M. Day, L. Boyd, Miss Goldsmith, B. Camuso, G. Angelo, K. McCarthy, A. McCaffrey. Raw Z: R. Singer, D. Doyle, L. Gauthier, H. Wittenhagen, I. Lappus, I. Peters, M. O'Donnel,J. Arata. Row 1: A. McCarthy, E. Johnson, A. Ciolelc, S. Ciolek, L. Leckar, C. Johnson, R. Kelley. - Zahn Burroughs Qliluh HE John Burroughs Club of 1930 had a very successful and interesting year under the leadership of Leo Leckar as Presidentg Constance Johnson, Vice-Presidentg Stella Ciolek, Secretaryg Anna McCarthy, Treasurerg and Dorothy Doyle and Evelyne johnson as members of the executive board. Miss Goldsmith served as advisor. As the purpose of this club is nature Work, most of its activity was directly related to, that subject and field trips were an important feature. The members enjoyed an afternoon at the Ropes Memorial greenhouse and several trips to the Peabody Museum. Mr. Whitney, as the guest of the club, gave a lecture on Personal Experiences with Birds, after which he and the faculty attended a tea given by the members. At an afternoon social the club entertained their friends. Two members represented the club at the meeting of the Northeastern Bird Banding Association in Boston. According to its custom, the entire membership spent a whole day in Boston, the morning being spent at the Museum of Natural History and the afternoon at the Arnold Arboretum. We spent many happy hours together which We will long re- member. 162 1 Q30 O7'gaz7zz'zrzfz'071s Row 5: K. Powers, G. Cosgrove, E. Murphy, Miss Ware, A. Galper, N. Goodman. Row 4: . Corey, D. Ernst, K. Clark, M. MacCauley, B. Weinstein, M. Egan, D. Buffum. C V Row 3: G. Batchelder, H. Kelley, R. Ostriecher, M. Polansky, M. Perry, A. Kiember. Row Z: F. Harrigan, D. Evans, F. Roach, M. Chaisson, M. Marcus, D. Eells, A. Pedersen. Raw 1: E. Michelson, G. Bixby, M. Smith, E. Quigley, L. Kelly, L. Oliver. Qihe Geography Qllluh I-IE Geography Club was organized in 1924 under the leadership of Miss Ware and Miss Flanders. The work this year has been tied up largely with geographic field trips. The Club visited the Sorosis Farm in Marblehead, the bakery ofj. B. Blood's in Lynn, the Polish section of Salem which included the interesting classes held at the House of Seven.Gables, and Gloucester and Rockport. Before each trip a speaker from outside came and talked to the Club about the section' to be visited next. Miss Porter and Miss Goldsmith presented the Club with a very interesting and instructive pro- gram on Alaska. The Club sponsored a trip to New York during the week of March 1, and, with the Biology Department, one to the White Mountains in June. r the Club has initiated the plan of an annual award to two worthy students ofthe school. This award is to be applied to the field trip to New York or to This yea the White Mountains. The Book Store still continues as one of the important phases of the Club's work. 163 4 Tfze Tear Ydooi 1930 Row 3: B. Arthur, F. Ross, A. Brennan, R. Makelburg, R. Goff, M. Billicki, G. Lane. , Raw 2: E. Mann, U. Cairns, R. Spoffard, Miss Cruttenden, Miss Stone, R. Goren, D. Goldsmith, B. Arthur. Row 1: G. Kantrovitz, S. Weissman, E. Fleet, H. Burke, R. Ranen, D. Boehner. Girl Stout Qllluh HE Girl Scouts have every reason to believe that their club has been a success this year. In order to train our members to become scout leaders, four girls were sent to the Edith Macy Training Camp in New York where they took courses in handicraft, pageantry, nature and pioneering. Classes corresponding to these courses have been formed in our club and are proving to be both interesting and beneficial. Four girls were afforded the opportunity to spend a week at the College Club Camp at Cedar Hill. Here ideas were exchanged between the Normal School and College representatives. Ursula Cairns represented our club at the Girl Scout Conference at Brookline while Evalyn Mann, Betty Fleet and Dorothy Boehner spent a week-end at the Girl 'Scout College Conference at Cedar Hill. While attending these conferences, the girls realized more than ever the wonderful spirit of scouting. ' It has always been the aim of the Girl Scouts to render as much useful service as possible wherever needed. This past Christmas we contributed to the fund for the Disabled Veterans and the Animal Rescue League. 164 1 950 Orgcmz'zafz'0m Raw 4: E. Sargeant, A. Despotopolus, M. Gates, B. Gray, L. Bates, I. Chisholm, A. Regish, D. Gilbert, T. Cook, A. Kiember, O. Motyka, E. Tourville. Raw3.' M. McGowan, E. Marx, R.johnson, E. Desmond, G. Kennedy, R. Srnith, R. Goren, E. Mann. Row Z: M. Russin, L. McLaughlin, E. Fisher, P. Zawacki, E. Henchel, D. Lucia, D. Freeman,J, Donnelly, N. Suzedell, A. Wernick, S. Baranowski. Raw Z: H. Henderson, B. Arthur, D. Kimball, C. Flynn, M. Horrigan, M. Smith, Miss Stone, M. Thoren, H. Carmel, G. Bates, M. Rose. Ultima e I-IE purpose of Trimu is to promote good fellowship among its members and to uphold those standards which the club has set in the form of the triple M-inind, muscle and morals. These ideals have been realized to some extent in comparatively few years through the social functions which the club has successfully sponsored Boarding students and students living in Salem are invited to join. This year we were indeed glad to welcome into our club Miss Stone as faculty advisor. In the fall, the first meeting consisted of an initiation of new members at Ipswich Neck. This was enjoyed by the victims as well as the spectators. Another activity that will long remain in the memory of this happy group was the annual formal dance held in May. The outing to Bakers Island in June concluded the program for the year. Besides these outstanding events there were other activities such as house parties, hikes to neighboring towns, handicraft work, visits to historical centers, and lec- tures, all of which contributed their share in making the life of a Trimu avaried one. Ofiicers: Miss Stone, Faculty Advisor, Marion Smith, President, Margaret Thoren, Treasurer, Mary Horrigan, Secretary. 165 .. +2 Wa:-'iffi eirufllw Wi.- Strata Tie Tern Ygooi 1930 Row 3: A. Barry, Mr. Whitney, S. Delano, G. Crosby, E. Nalcashian, Miss Gale, H. Woodbury, I. Tossell, E, O'Hearn, G. Read. Row 2: A. Wischmann, M. Mingolelli, C. Dineen, A. Davis, M. Priest. Raw 1: M. Gilhouley, D. Newcomb, E. Staller, E. Maybush, D. Rust. Qrt Qlluh HIRTY-SIX students met with Miss Gale on Thursday, October 10 and organized the Art Club for the school year 1929-1930. The following officers were elected: President, Agnes M. Barry, Vice-President, Nlary Mingolelli, Secretary, Mae Priest, Treasurer, Dorothy Rust. The club members have enjoyed various activities throughout the year. On Thursday, October 14, a tour of Boston's art centers was conducted by Miss Gale. This tour included visits to the Massachusetts School of Art, the Vose Galleries, Marguerite Pearson's Studio and the Gardner Museum. ' .Another interesting club project was an exhibition of twelve original water paintings by Charles H. Woodbury, which was hung in the art room, November 5, 6, 7. On January 23, Mr. Gordon Reynolds gave an interesting and instructive demon- stration of the .making of an etching. Mrs. Pitman, Mr. WW7l1lf111ZlI1 and the Camera Club were guests. A tea followed Mr. Reynolds' talk. The club anticipates more field trips, and talks upon wood block printing and stain glass making. 166 1930 Ofgaazzafzom Row? C ohnson L Leclur L Nolan G Bates C Corey G Cosgroxe M MacDonald Trxnan D Vezrnr A Kelly B Wernstern N Goodman Rawl G Harltrns Mrss Porter D Kxmball E Murray H Sherman S Waxman P Goldberg V Drrscoll The lug URING the past ye tr the Lag has achreved several of rts orrgrnal arms The financr 11 condrtron has rmproved There rs now a new method of payrng Log and Councrl dues together XY rth sufhcrent money and an eflfrcrent staff, many new features h we been ldded The Letter Bow, through vvhrch alumnr members are kept rn touch vvrth therr classmates and vvrth undergraduates has been rntroduced Cartoons and prctures have rncreased the human 1nterest of 1ts pages Several large rssues have appeared Among the best was the Annrversary number featurrng the speeches prctures and reports of Salem Normal s Seventy Frfth Annrversarv Edztw zn Cbze EILEEN MURRAY Affoczate Edztou Alamm Edztw Adueflzxzng Managef HENRIETTA SHERMAN GRACE HARK1Ns OHN TIVNAN DOROTHY KIMBALL Affzrtant C la epw ref DORIS VEZINA ELEANOR O HEARN SAMUEL WAXMAN Hamm Fabio: Aftrzxram' Club Repmter b R A I Eafztol Bzuznerx Manage: ABRAHAM GILMAN Czfcalatzan Mazzagef IVTARION MACDONALD RUTH C COREY ALICE KELLEY Lzte1a1y Adzzzfw Mrss PORTER Bzz.rz1ze.rs Aduzfaf Mlss EDWARDS e u t I '- . T' 'L , 2-f ' fp , .M-., X ' ' ,l . 24: 5' Q as . FO' , I: X .- K ,lg , t- ' 1-- ui, J A Q . t, . 1 -9 yr b 4 11- Q ,I 4 Q A 5,5 'J ,:, 2 ' J fn ' 7 ,. T ,V ' - . .V . , l f . 1 ' 'Y A ' . ' .1 .1 tj I . 4 i f r 4, - , - , . 4 . - - 4 , , . 4 , . 4 ', . 4 , . r.' 4 , . , . . ' 2 c ' ' . 2 . f ' . 7. . . . ' c A 2 2 . 4 . 4 . ' . A ' 1 7 c . 4 . , z , . , . . A r ' J . . . . . . I i . . , 1 J t I F , , i. . . . ' A , 4 4 ', ' , . J . . . 1 ' , , ' A. Tfze Tern' fooi 1930 Editor-212-Chief . L,ff6l'lZlj1 Editol' . Pbafogzzzpb Editor Busineff Md7Zdg6l' Fimmcml Editor Advef'ti.fi12g Nlanager Bear Ennis Staff Auocifzte Ediforf MILDRED R. POLANSKY IRENE M. PETERS. MARTHA H. PATTEN PAULINE SOROKA HELEN WOODBURY 168 . ABBY E. BOTD . FRANCES B. ROACH CONSTANCE F. JOHNSON ANNA M. REGISH EVALYN E. MANN ALBERT ORTON ANNA F. BRENNAN KATHERINE C. LITTLE BERTHA B. LEVENSON PAYE V. NVOODWARD VPIOLA M. DRISCOLL -r-warg: -l --a 4 ,3E,uiI- F 5 4: -I' iii A-EH -' Q.,-Qlil .1 f -1-1 A-.C :gs-155 4-.r ,-:- ,4- 41-f 45 it..- l' 4:- 3:- 1 +-1 -7 dn ..-gf ig 1 ...f ' ': ':3 -:R--+.- : ATN LETI K x . x -Y ., W 3 jQ.Lii-.--- f - !1 - - - ' 'lf 1 , rf-i A -7 v - 7775- W- f ,Y fn- 'f' -- fi f f f- -W TY f Y V 717: 4 Q Y 'I Q r - A-F V Y P- .5 '-1 'Y U ' vs..- Y - 3,-...g, H ...:L. -T .FL Y V YW Y ,. -. Y -A -WY. H717 v , - - -- , I 4 if f'fi ,---1-ff . f-if -Lf, 21 fp -ElfSF? 'g-'yigpff' L' W Y 'Lff 'lf - - 'i' -- -- --:' 'f pig:-1 T. ,- ' I jg ir, - '- , -I -. , . A cl ' . . ,- -, 4- ifg 14 - W 'x' 4-44-fjg 2- nA - -V--'Y ir Ver , , if 'if' Y H - , Y: 7,7 lr Y 1 -- 4 - .511 1 2: uf ' ii - 1---4: ff- I 1- m J A 'T Y V L-Q-K Q ' i.. . f' Y Q, .Y Y ' ig fe 'Y Q-I:-'77, Ll , 'Q - 1 ' A' 'Y . EG. The Tear 3006 1930 aft l Row 2: M. Morris, Dozois, R. Manuel, G. Kilfoile, L. Oliver, S. Ciolek. Row 1: I. Chisholm, Miss Wallace, R. Smith, C. Johnson. womans Qtbletit Zlssntiatiun HE W. A. A. membership drive was held as usual at the beginning of the year. Although membership is not compulsory, the drive met with good success among students both active and inactive in athletics, Sports began almost immediately with Field Ball, and many turned out to start earning points for the coveted triangle, numerals, insignia, and VV. A. A. gold pin. The technique classes were conducted by Bliss Wallace in Volley Ball and Basketball, as usual,and underclassmen had to be turned away from the classes in order to give seniors the opportunity to coach and referee. In addition to the awards presented in accordance with the point system, there is the Final Award inscribed with the words, Scholarship, Sportsmanship, and Honor, which is given to three seniors who have not only earned their insignia but are also worthy of it in reference to scholarship and character. This award last year was pre- sented to three girls in the commercial course, Marjorie Obear, Helen Hawley, and Marion Perry. Every year this presentation is an ,important part of the final meeting ofthe organization and it is looked forward to this year with special enthu- siasm. It seems as if many seniors will be eligible for it. 170 1930 A ' A A f4ffzfefz'C.t TT iffwfigffvrf -v'V' -',A A x 5 x X : X 'X X ' X ' K xv ' X , .. X -, ,I I 5, .Q N x, 1, Cx? 6- 5,3 X 1 68233: f 5 , V N A 1 l 1 K 5 i?S,,1' 1-ff QT ,g k f I, ,SJ ' Y I' 54 3 64' it wt x 1 1 ,X Row3.' M. Gates, M. LeMaire, A. Ciolek, S. Ciolek, G. Griflin, R. Serilla. Raw 2: E. Henchel, A. Prendergast, R. Smith, Miss Rust, M. Smith, M. Conway. Row 1: M. Chaisson, H. Dillon, I. Chisholm, L. Oliver, A. Regish, D. DeStafano, Dozois. jfielh Ball N September, the second week after school started, the call was given for all who were interested in held ball to come out for practice. Our new instructor in Physi- cal Education, Miss Rust, had charge of the practice which lasted about three weeks. When teams were finally chosen there were four: two upperclassmen teams and two freshmen teams. After these games were played off, the two all star teams, the Army and Navy, were chosen and played a very close game for the championship. Mtich interest was manifest during the field ball season, and we did not have the usually muddy field which seemed to be our lot in past years. I 171 The fear' foot 1930 Row 3: G. Bixby, E. Mann, A. Wernick, C. Flynn, E. Desmond, M. Looney. Row 2: A. Regish, I. Chisholm, Miss Rust, J. Dozois, T. Cook. Row 1: R. Smith, M. Smith. alietntnmh N unusually large group of enthusiastic and -interested students welcomed the , opening of our indoor sport season by participating in the Newcomb league games. Every division in the school was represented. Twelve teams divided into three leagues were formed. The Junior High Senior A, Junior High Senior B, and Com- mercial Seniors were winners of their respective leagues. After a hard battle the Commercial Seniors won the championship game by playing the two Junior High Senior teams. Throughout the whole time it was a toss-up to decide who would be victorious. The Commercial Seniors took advantage of every opportunity to puzzle their opponents by their accurate placement of the ball, while the junior High Teams used cannon-ball speed behind their throws. The championship game brought the Newcomb season to a close. 172 l 1 I 930 ffffz fefics Row 2: R. Smith, A. Wernick, Miss Rust, E. Desmond, M. Smith. Row 1: I. Chisholm, A. Regish, G. Bixby, J. Dozois. Halley 355111 N enthusiastic group of girls reported for the second indoor sport, namely, Volley Ball. The student coaches who had successfully passed the technique course coached at the practices under the direction of Miss Rust. The students also refereed the games. Enough interest was shown so that each class was represented by a team. In determining the championship it was found that the Junior High Seniors and the Commercial Seniors were tied for first place. This necessitated adding the points scored in previous games in order to name the winner. The Commercial Seniors were awarded the championship. l73 Tfze fear Book 1930 174 I 930 fffhfefzts t Basketball ASKETBALL, usually thought of as the major sport, was responded to by a large majority from each section. Conforming with our aim to have a team for every girl and every girl on a team, everyone who came out for practice was placed on a team. During the games, played with friendly rivalry, the Commercials came through undefeated although many of the games were a 'Anip and tuck battle until the whistle blew. Much to the regret of the enthusiastic followers, basketball season closed com- paratively early with the game by the picked players, the Army-Navy game. The line-up was as follows: Army: Oliver, Kantrovitz, Prendergast, Whitehouse, Chisholm, Gates, and R. Smith, captain, Navy: M. Smith, Simons, Kelly, Wernick, Dooling, Conway, and Dozois, captain. The Navy score led throughout the entire game al- though in the last quarter the Army slowly gained headway but had not time enough toeven the score. The game ended with score in Navy's favor, 24-19. Q QBtIJet Qttihities' ' BoWL1NG 1 ASKETBALL season ended early in order to introduce bowling into the activi- ties of the W. A. A. before the baseball season. Bowling teams and leagues were formed and a definite schedule followed. This brought out many girls who were not interested in any other sport of the year. 1 BASEBALL AND TENNIS The last sports of the year are played out of doors, Baseball and Tennis. Points may be earned for participating at baseball practices and in the games, but there is no arrangement made for earning tennis points unless a 'tournament is held. We are looking forward to crowning the victor, Salem Normal's Helen Wills. BANQUET . , Although the banquet is hardly grouped with sports as an activity of the W. A. A. we hope it will become a permanent annual affair. This year about 125 students attended as well as many of the alumni who were actively interested in the W. A. A. while at school. Mr. Carl Schrader, State Super- visor of Physical Education in Massachusetts, was the guest speakerpof the evening. The President also called upon past presidents, Jennie Jenson, '26, and Peg Cook, '28 to give a word of greeting. All awards earned were presented, the presentation of the 75O pins to six seniors by Miss Wallace marked the high point in this part of the PI'OgI'Z11T1. 175 Tfze fear 33005 1930 4 , nl' V as :Mfrs-Q s 'f,.m.r' - ,. ' -ff3Rir3k . ff.. . . 51.5 . .V -uk: J Row 5: W. Polishoolc. Row Murphy, L. Doucette, G. Talbot, Tivnan, W. Weinstein, A. Macione, S. Solmet Row 3: Mr. Woods, M. Cohen, L. Butler, B. Weinstein, Canty, N. Goodman. Row 2: E. Murphy, Ryan, C. Kaner, S. Waxman, G. Cosgrove, A. Galper. Row 1: Mr. Phillips, Donovan,j. Carlin, A. Orton, H. Katz. jH1Irn'5 Qtigletit Zlsfutiatinn INETEEN TWENTY-NINE-NINETEEN THIRTY has been one of the best seasons in the history ofthe association. The manager set out early in the season to arrange a schedule that, when completed, consisted of twenty games. On December thirteenth, the annual alumni banquet and dance followed a game in which the future teachers showed the full-fledged teachers how basketball should be played. Including this game, the Normal team was victorious in five out of the six home games on the schedule. A few of the outstanding games won away from home were: Salem High, Middlesex Pre-Medical, Revere High, and Farmington Normal of Maine. On March second, the team set out for Maine where it played Farmington and Gorham Normal Schools. The team then proceeded to Manchester, N. H., where it encountered St. Anslem's College. Sidney Gordon represented the association, in the B. A. A. Marathon in which his ability as a runner was shown to good advantage. The unusual success, this year, of the association is due in no small way to the efforts of Mr. Woods, coach, Mr. Phillips, assistant coach and financial adviser, James Carlin, president, Albert Orton, vice-president, Sidney Galper, treasurer, Joseph Ryan, secretary, and Augustus Macione, captain. 176 .. f x ' 2 ff f , ,V v Y X . ,. ' , V , H ffl' ,X ii., j Lily, ,ll , ,4 ,f l K-1ALLF,f f ,f.,,.- f V VK 1 f 5 ' ' V ' X gQ-.' 1 1 ' f'4 I V P-X1 rj x if -A 4, Jr 'J I . ' jcfk' ,1 ,l L,-f ' I 'X I . , -V . J, f A, J - V pf I U 1 ,. E ff., I ,C fx . ,fy-, ,f, f ..,-J.f- af, ,iifffi ' 'f I 930 ' Azhfeficy jHiIen's Zltbletin Zlssmziatiun 'M J 177 07 Tfze fear ?B00i 1930 ifflfnhoil QBur knotnleoge is a path of smolap pine illihat lights the pathtnap hut one step aheao Qcross a hoio of tnpsterp ano oreao. Mio, then, the tenoer 'light of faith to shine 1831 tnhith alone the mortal heart is leo Uiinto the thinking of the thought oihinef' t . 3 Llfygf 7-X A! fi 7 P P 45475 . We . its 7 N 7 . cl X A cnxakl if . cy, K5 12 of XX D Q ' d-A 075 fn, -178 7X X 2 i X J' fd 53,9 ft. J L f x get X 5 Rf X . X443 , .h 1 . 0, L. x x . 'x - .X ' l . . yfo U hd' J QU f C X 'ffl ,K K 1 ,I Q1 - I 1930 Aufogfapis RQWMWGE Q gf :fig 3 ' ESQL GQ ' 'KPAWQ + Eggs -Sgfcdww 47167:-40-4'6c9f6a:fcJi1.!daf Q QW? .SS R-lim aww wmwfw pf 9f5f?fv-7l7?4g?v?,,g 32231 fig sis fig ggi wx iii? wiigimkg 31 gm Q S53 iii W? Myigy' .Eg Q E MWJQ wg3V EEE? 029 gf Q. ,gnu A 'l?v.X?1-vJ,x, Ullz, fl N n 0221, 722 MEN 'iggifffffffg 5V 121, WWLYKQJ ,mo ' 'U Q-P t . 42515 QELQWCLJMWZM ? 22, WV AH 0 179 W7 WMM '73f,Z?,dEa.fU g ZJDJWMJVQZE5 ' vVQZu4Z,aJ'JfZ5oP7fa-u1z,a-ff-mff' fwvvflf-fuwf. M244 M -f A . 549 1 74' Q M W2 JW W Wm zrmww.--li? WWA m W -bw wk JOM o?LclM13.,,7 WML LM- 65? MMM Ja , i yux LQLQ Jn, ,Q I A , Tl-Vi-:' Vg, . - 9' My I' W V ' R 'L' LL-W., , 'Lj'f'+' 1 nuff'-lug 54 wi-.W ,Luc.f,f,,.1,- L-V-'1-A+.t..,, - 1!.,Jsn,L vt' V' I . K I 01 I If JJ Jhyx ,jc'- .f'- ' V-'nfl .L ',,,, K Q14 lg.,-Q..Qa,:,,,k,, . if:-'fl fi-evils 2 75025 W ' .151 , A 7 610-976 U --7,fC6'Ju I .'1gf,'l,L vl- mf 4 5 I. m Qffufogmplzf fM id W 7gWnWW7!wd56awJwaO4, 5, 1 ,A ,lm f- , lpM fe Jdw? A ,W,,A,Mfv-JWQWLMMWM M J MMM P ,bmw Aff! ff? it iff gy, n Qffzzfogmplzf -155' .,,i X 4.1fWQ-9 S? ... '1'1 Izt i ,1:1,1 :::1:. -' V Pr inters to New England's most discriminating schools Pr and colleges. inters of the Salem Nor- mal School YEAR BooK. The ANDovER PREss Andover, Massachusetts Tel. ANDOVER 1 43 183 H. W. PETERS CQMPANY Inc. Boyfoffx ,Qfgeyf JfYfaaafac'farz'ag s7l87,U6f87'.S' CLASS RINGS CLASS PINS 0 INVITATIONS 0 DANCE FAVORS 5174 WASHINGTON STREET A BOSTON, MASS. Dixtrict Manager, A. E. BENSON, JR. A Full Line of High Grade SHOES and HQSIERY for All Qccasions WALK-UVER SHQP DUHAMEL sf GARNEAU 184 ESSEX STREET 1 ' 1 SALEM, MASS. THE STGRE ACROSS THE STREET HARRY E. DAY Regiffezfed Pharmacist 335 LAFAYETTE STREET ,: SALEM, MASS. 184 Normal Graduates and Commercial Teachers are 1n constant demand. Send for Blank and Circular I TEACHERS' ALVIN F. PEASE 6 BEACON STREET : BOSTON, MASS. LONG DISTANCE PHONES Memlerr National Auociation Teacher! Agencief SDRLL3 glared GZDKQVQ qgou may 1 I fu Cllmalaga Glilain Klztecyt A Gllean Qlcefcclptandiae . QQILPQA Tug I OHIPILH3 Salam gB-MYMFB Qandeno .sgynn The Qalzm Running jlietns DAILY CIRCULATION OVER 21,500 The NEWS is a real metropolitan newspaper--the only one in this part of Essex County. It has a big mechanical equipment, telegraph Wires running to its editorial rooms, and is in every Way an up-to-date journal. ADVERTISERS FIND THE 3281135 VERY PROFITABLE 185 SGREGG COMMERCIAL EDUCATION SERVICE Every Gregg book is surrounded by a helpful service at your immediate disposal any time, anywhere. This service takes the form of teachers' handbooks filled with practical teaching plansg Scientific tests to keep you accurately informed of each student's progressg Measuring scales, graph charts, and other record formsg Supplementary laboratory material direct from the business ofHceg Two professional monthly magazines-The Gregg Writer for the student and The American Shorthand Teacher for the teacher, keeping your school in con- stant touch with the latest thought in commercial education. OVER 500 TITLES - The Gregg list of publications includes over 500 titles all dealing with some phase of commercial education. Gregg texts have reached their present commanding position through years of research and investigation made with a view to finding the latest and best in com- mercial education. Every Gregg textbook is written on the firing line. Every page is tested in actual classrooms before it appears in print. Every principle set forth has been proved over and over again. LEADING TITLES Gregg Shorthand Rational Bookkeeping and Accounting Rational Typewriting 5 General Business Science Secretarial Studies Applied Business English and Correspondence Before selecting a commercial text, write us for a complete catalog of publications, or sample copies of books in which you are interested. THE GREGG PUBLISHING COMPANY New York Chicago Boston San Francisco Toronto London 186 We transact a gener al banking business, including commercial, savings, trust and foreign departments all in charge of competent, courteous otlficials. . 'k 'k THE MERCHANTS NATIONAL BANK 253-255-257 Essex Street, Salem, Massachusetts E The Oldeff Banking Inftirzziion in Salem THE FISK TEACHERS' AGENCIES BOSTON, MASS. ..... 120 Boylston St NEW YORK, N. Y. .... 225 Fifth Ave. SYRACUSE, N. Y. ...... 139 Fage Ave. -PHILADELPHIA, PA..1420 Chestnut St PITTSBURGH, PA. ,549 Union Trust Bldg BIRMINGHAM, ALA .... 808 Title Bldg KANSAS CITY, Mo.. . .1020 McGee St PORTLAND, ORE. ....... Journal Bldg Smlvm Gfrnn T Glnmpang CORNER WASHINGTON AND CHURCH STREETS JOHN A. DEERY, PRESIDENT ALFONSE F. FISCHER, VICE PRESI ENT AND TREASURER LEO J. CARR, V1cE PRESIDENT 187 C'077Zf!Z'777677Zl.f Q' A F r i e I1 d EXCELLENCE Cancly Y Ice Cream Y? Lunches '93 Catering O rage S gland, gone. 266 Essex Street h : : : Salem, Mass. -.BOYD YDRUGCCEMPANY + HARRY BOYD, REGISTERED PHARMACIST-PROP. Prefcriptionf our Specialty CHOCOLATES-Dutch Cottage, Cozy Corner, Edyth Graham Ice Cream, Sodas, College Ices 239 LAFAYETTE STREET 1 : SALEM, MASS. TELS. RICHMONDigSi5 PRINTINCENGRAQING SAMUEL N ARCUS EVERYTHING IN STATIONERY 92 WASHINGTCJN STREET, BOSTON, MASSACHUSETTS 188 THE MAIN HIGHWAY TO SIICRCNFSQ IS A SAVINGS ACCOUNT VVE HAVE A BANK BOOK VVAITING FOR YOU AND VVII.I. BE VERY GLAD TO NUMBER YOU AMONG OUR DEPOSITORS SALEM SAVINGS BAN K Thousands of Successful Teachers Use ff The WEBSTERS INTERNKFION I ICTIONAR Autlzomjf To get accurate, encyclopedlc, up to date rnformatlon of all kmds that IS of vltal use and rnterest ln the schoolroom A wrse school supermtendent has sard I have never ye! seen zz person whether pupzl or teacher who was acrustomed to the requent use o the dzrlzonary who was not of the .mme lzme o good or superzor all round seholor A better test than thxs of the value of d1ct1onary work could not be found The New International IS constantly revrsed and lmproved to keep abreast of modern needs and mformatlon 452 000 Entrres mcludlng thousands of New Words 6000 Illustratrons 2,700 Pages Wrzte for Helps zn Teachmg the Dzctzonary FREE G 8: C MERRIAM CO Sprmgiield Massachusetts L- f -A v4 E- L- 3i 'l13 - .- 1 ' :' N':,,,,f:Z Lu.. C3 .I - . in , I 245123. -, ' . 1. ,. it-1 c - A f Iv a T5 - 1 ' 7 9 ,,V, . A. - ' KC . 1 I g 3 I I 3 I 7 f f . . ' -' .JY ' , 4 , . i , . 3 . . T . o 0 'Q A Q 189 A Bank FOP-One Hundred and Twenty-SGVGH Years Naumkeag Trust Cempany Salem, Massachusetts Capital, Snrplus and undivided Profts SQ75,000.00 C'0mjDlz'menz'.r Qf WILLIAM T. WALKE, vmmf LORING AVENUE CONSERVATORIES SALEM, MASS. THE FICKETT TEACHERS AGENCY EDWARD W. FICKETT, Proprietor We find each year excellent positions for many graduates of both the elementary and commercial course 8 BEACON STREET : : BOSTON, MASS 190 X In the long run you and your friends will prize the portrait that looks like you-your truest self, free from stage effects and little conceits. lt is in this long run Photography that PURDY success has been won. Portraiture by the camera that one cannot laugh at or cry over in later years. For present pleasure and future pride protect your photos graphic self by having PURDY make the portraits. 160 T REMONT STREET BOSTON MASS Ofliclal Photographer SALEM NORMAL SCHOOL Class of 1930 Speclal DISCOHHL Rates to all Students of S N S 1fff...,,.-ws' ' P4 :F-H4 9 9 ' 191 H I I I I I I I I I I I I I I I I . I , I I f I I I I I , I I , I . I I I I I , I 1 1 I I I . I I I ' ' ' . I . I . I .. , , I I . ., I , I f I I . I . , I I ' I . I . .I ' I I I . . I - I , I ' I ' . ' . I I I . , I ' I , I , I , I - I ' , I I I M I , I ' ,I ' 1 I I I I ,-'. I I - . I I , I I I I I ' ' V X I . Ev 1' Q 1 A I Y E 'E 1 J 1 -x I 5, ,, l X i I . L 5 . ,. I 1. 1 5 Q5 S Z1 1 , I 1 1 1 I 5 3 1 fe 5 4 F X. J A 1 , I 'a . 1 A I I 'i 3 1 'f J 1 l vs 1 1 6 1 ... .... ..,............,--.5 .......-V-...m-,,,,m.:.....1... ..4..-.....,.-..,-,...-,.u,.....-......-..............-.......,.. -Y-ww w O Q .i , 4 H N , Q . I . f. n -Q., .0- onn - f I I. ly 5: , l. , 2. I . , , I . . W . 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