Scituate High School - Chimes Yearbook (Scituate, MA)

Page 22 text:

Sm, i i LoiiiNc; R. (Iriit ' ial (!ciiiisc. TiMinis Inlfiilidii for fiirllicr V eiitwortli Institute. Aiiil)iti()n : Printer. 4. eiliiealion : Wagner, Edna M. Commercial Course. Glee Clul). 1 2, 3, 4. Ambition: Hairdresser. WicEKs, Cornelia Coiles? Course. Hockey, 3: Gle Clul). 1, 2, 3; Dramatics, 2, 4. Intention for furtiier education: Sniitii College. And)ition: Journalist. White, Helen Commercial Course. Glee Cub, 1 2, 3, 4; Joke Editor of Chimes, 4 Ambition: Secretary. Whitiaker, Barbara General Course. Hockey, 2. 3, 4; Basketball, 2, 3, 4, Captain, 3: Glee Club, 2. Ambiti(ui: Dietitian. DiipFEY, James J. General Course. Vice President, 4; Football, 2, 3, 4; Baseball, 2, 3, 4: Dramatics, 4. Ambition: Atliletic Director. Flamand, J. C. Joseph College Course. Glee Club. 4. Intention for further education: Uni- versity of Miami. Ambition: Advertising Manager. GiLLis, Pauline E. Commercial Course. Glee Club, 3, 4; Dramatic Editor of Chimes, 3. Ambition: Private Secretary. LaVance, Eugene General Course. Ambition: Journalist. Stone, Donald A. General Course. Assistant Manager Basketball, 3; Manager, 4; Glee Club, 1, 2, 3, 4; Dramatics, 4. Ambition: Radio Vocalist. Whittaker, George General Course. Football, 4; Glee Club, 4. Ambition: Mechanic.

Page 21 text:

Nichols, Lucille Commercial Course. Glee Club, 1, 2, 3, 4. Ambition: Telephone Operator. Patterson, Evelyn A. General Course. Glee Club, 2; Man- ager Girls ' Tennis, 4. Ambition: Stenographer. Patterson, Olive M. General Course. Glee Club, 2; Ten- nis. 4. Ambition: Stenographer. Perkins, Emma L. General Course. Literary .Staff. 3; Glee Club, 1, 2, 3; Transferred from Duxbury High School Senior Year. Ambition: Nurse. Peirce, Mary A. Commercial Course. Orchestra, 3. Intention for further education: Burdett College. Ambition: .Secretary. Poland, Helen R. College Course. Vice-President of Class, 2; Class Secretary, 1: Lit- erary Editor Chliiifs, 3; Dramat- ics, 4. Intention for further education: Bos- ton University. Ambition: Medical Secretary. Russell, Bert C. General Course. Football, 3, 4; Stage Hand for Class Play, 4. Intention for further education: Wenlworth Institute. Ambition: Aircraft Construction. SouLE, Polly College Course. Class Editor Chimes. 1; Assistant Editor Chimes, 3; Editor Chimes, 4; Cheer Leader, 3, 4; Hockey, 3; Basketball, 3, 4; Assistant Manager Basketball, 2; Dramatics, 4. Intention for further education: Lar- son Junior College. Ambition: Academic Secretary. ScARSiLLONi, Elizabeth Commercial Course. Glee Club, 2, 3, 4. Ambition: Singer. Sylvester, Fred L., Jr. General Course. Basketball, 3, 4; Glee Club, 1, 2, 3; Tennis, 4; Orchestra, 4; Stage Hand Cl ass Play, 4. Intention for further education: Wentworth Institute. Ambition: Building Contractor.

Page 23 text:

•llDIMeS 13 Editorials DEMOCRACY IN THE SCHOOLS The United States of America boasts of a government, of the people, by the people, for the people. Although we have known nothing else but this form of rule, most of us are aware of how fortunate we are in being part of this great democracy. Our daily newspapers and radio broadcasts are constantly making us ap- preciate it with their reports of European con- ditions. Self-government applies in our country. Should it apply in our schools? This is a ques- tion of great importance. We are constantly be- ing taught how to think and reason for ourselves during our school training. Shouldn ' t we be given an opportunity to put our knowledge to practice before it becomes our only means for success? As we approach the end of our school career, we find that we are constantly being given the opportunity to express our own ideas on varied subjects. The student takes a great interest in something he is given a chance to talk freely upon. The increased enthusiasm shown in the i ' formal debates carried on in our senior classes alone shows that there is an appreciation of such opportunities among the students. Certainly the school should be the first place for us to put this freedom into practice. The important question in regard to democ- racy in our school is, Should there be student government? Our own school does not use this system yet, but the day will probably come when we will employ it. Why shouldn ' t the student have a say in what is going on? He is much more apt to obey the rules and regulations set before him if he knows what they are all about. It stands to reason that the average pupil won ' t break the laws that he has made for himself. The occasional one that would get pleasure in being disagreeable and disobedient will whether there is student government or not. The only dif- ference is that ordinarily the other students will admire his boldness in defying his superiors, whereas in a democratic system he would be looked down upon and probably taken care of adequately by the students themselves. We are taught how to read, write, and think for ourselves in our years of training. Shouldn ' t we be given an opportunity to act for ourselves? Schools are molding machines for future citizens of the country. The best way to prevent un- American ideas from entering the minds of the young people is to give them every possible chance to exercise their democratic rights. De- mocracy in our schools will stabilize democracy in our country. The Editor GRADUATION — TO WHAT? Eleanor Drake, ' 40 Our parents tell us that graduation always brought a pang, even in the golden days before the depression when there was an orderly world to look forward to. It represented the end of a happy period of life and the breaking of many pleasant associations. Somehow, what has seemed commonplace through habit assumes a fairer ap- pearance when we are about to leave it. After working and playing with others in the school community for several years, it comes as a shock to realize suddenly that like so many others before us, we are about to be scattered to the four winds of heaven. We face a different world than our parents did when they graduated. For us there is not the sense of security, the certainty of a job, and the easy faith in progress and achievement that con- ditions enabled them to possess. We look across the threshold and see great numbers of unem-