Weaver High School - Portal Yearbook (Hartford, CT)

Page 28 text:

lajaaj jOJOJGajjGaajaiioJoajjaaaJOiiiJaaaiiiioinioiiiiiiaaaiioaoiioiiaiiaiKKiaiiaJiiiiaaaaaaoaiHQaoiiiiaiiiiiiiKiiiaaaJOiniiiaiiiuoiiaiiiniinoaaJaainaaajaaaaaiiaajJ ta CLASS NIGHT CHAIRMAN’S ADDRESS l ccccccctcccciicocooocooococctccctccccoccoooocooiitccocccoccctcoootiooocococooocoooccoccoocccooticoocooooccccoccccoocococcciiccococoopc ' ciTMI Ladies and gentlemen: Along the course of the human experiences of all of us are set the mileposts of events and anniversaries whose recurrence marks the flight of time. These posts are not planted by time, but are set by ourselves. Tonight is class night. Hence it is indeed a grand and fitting occa¬ sion for us to assemble within these hallowed walls to drive a new post to mark the gradua¬ tion of the class of 1924, the first and proud offspring of the Weaver High School. It is here that the students have learned to cultivate cheerfulness in thought and ex¬ pression, and sociability in association and inclination; and it is here that our fondest recollections will revert, as we pass by each recurring milepost, with more and more solemnity. As far as we are concerned, there are three main reasons for having class night exercises. The first is to make us forget our troubles and be happy. Now we are perfectly justified in being happy, for we no longer have to look forward to the dread of examinations, and our books have been sent back to the book-room. The second is to uncover any talent which may be lying dormant within us. Probably the history will be such a success that the historians will conceive of the idea of writing histories as a future profession. Who knows but what some musician, inspired by the over¬ whelming applause, will pursue his study of music with more zeal and become a genius? The third purpose is one that suggests vocational guidance. That is, if a boy is planning to study medicine, probably the prophet will tell him that he would make a better janitor than a doctor; or if a girl is contemplating becoming a school teacher, the prophetess may tell her that she would make a better stenograph er. Of course, if any of the members of the graduating class have made decisions as to what courses of study they will pursue in the higher fields of education, it is my advice that they make no alterations in their decisions until they have consulted their principal or teachers. As for you, our guests, we realize that you all have your troubles. We know how hard it is to keep maids for more than two months. We realize that trouble you have in making your Fords run on all four cylinders. We know what difficulty you have in getting, your children to go to school on a fine spring morning. For these reasons we have ar¬ ranged a program whereby we may all enjoy ourselves. Therefore, in the name of the class of 1924, I want to take this opportunity to bid you all a cordial welcome. ISADORE LEVINE, Class Night Chairman.

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1 illilllllUilllinillllllliiiiiiiiiiiiiiiiiiiiniiiiiiiiiniiiiiiiiiiiiiiiiiiniiDiiiiiiiJiiiiiiiJiDJiDJiDjjiijjnjiiii])))])]]]) GRADUATION PROGRAM B. rniimuiM«fnmtnntnnnnnMtnn(MnMtMntMtnitmtt{ttmturmntt tnuuimrTnmtttKtt(tttuntttttt»ttnttig Salutatory ...... The Lure of the P ' orbidden Music ...... Restrictions on Immigration Old Shoes I Have Known Music ...... Safeguarding Our Future Living Up to One’s Neighbors Music ...... Problems Governing the Destiny of America Valedictory ..... Presentation of Diplomas Essie E. Epstein Lillian Cohn . The Orchestra Harry Arenson Etta M. Weiner . The Orchestra W. Hadley Pratt . Helen F. Croll . The Orchestra Carlton E. Hill Sarah M. DuBrow Fred D. Wish, Supt. of Public Schools CLASS NIGHT PROGRAM Address of Welcome ..... Oration ....... Piano Solo ....... Essay ....... Song ........ History ....... Violin Solo ...... Prophecy ........ School Song, “Weaver High” by Rosalind Feldman . Isadore Levine John T. Barrett Marguerite Cowles The Class W. Hadley Pratt, Etta M. Weiner Louis Rulnick and Helen Croll The Class

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THE COHKIDORS | i Strolling leisurely down the corridors before school, between classes, at recess, and after school, the onlooker may see many groups of students, and overhear various kinds of conversation. Among the Weaver- ites there are pupils whose ages range from twelve to twenty years, who are from two to seven feet in height, and whose subjects of conversation range from toys to college “proms.” During the first week of our occupancy in this new school, no outstanding groups were discerned by the onlooker, because the pupils felt strange in their new home so that they clung together. This condition is more or less similar to the first days of attendance at any school. Each pupil had questions to ask the other, whether it was for information concerning the locality of a certain room or teacher or concerning the building itself. As time went on this immense mass sub¬ divided into groups. If the onlooker should study the student body now, he might classify them into two definite groups: the moderns and the anti¬ moderns. The most distinguishing traits of them are their style of clothes, their actions and their conversations. Upon entering the school at 8:00 o’clock in the morning one sees a group of students the majority of whom are from the two lower classes with a few members from the junior and senior classes. The girl of this clique usually has her long curls trailing down her back with a big tow on her hair while her dress, which is most always ging¬ ham, is very short. Although her arms are full of books, she wears an innocent smile. One of the group who appears to be worried to death, says, “I couldn’t do two of those algebra examples. I’m afraid Miss Blank will scold me.” The anti-modern toys, who are seen at the other end of the hall, are clothed in short trousers. They are dis¬ cussing a Latin translation. When, upon seeing a group of girls, one exclaims, “I hate this school.” “Why?” asks one of his friends. “Because there’s too many girls here. They spoil it.” The anti-modern toy’s bashfulness prevents him from con¬ versing with anti-modern girls. At 8:20 an entirely different class of students comes trailing in. These are the moderns. The male, with his flapping bell bottomed trousers, and the miss with her long skirts, come along together. As they approach one hears the male say, “Went to a dance last night. Didn’t get home until early this morning. You ought to hear the bawlin’ out I got. My dad was furious.” To which she says, “That’s nothing to worry about. I went out with the cutest fellow; I forgot all about my formal theme which is due today. If I don’t pass English I won’t graduate.” As the warning bell rings at 8:29, a couple of modern girls come rush¬ ing down the corridor, calling, “Anybody got a comb? Let’s take yer powder puff? Thanks, you’re a life saver.” After she has adjusted her dress, arranged her boyish bobbed hair and powdered her nose, she trots to her session room. In between classes we see this modern boy relating the story of his last night’s en¬ tertainment when suddenly he exclaims, “She was the berries! And could she dance? Oh Baby!” But realizing that they are ap¬ proaching a classroom, one hears many ex¬ clamations of sorrow: “Let’s see your trig.” “Got yer history done? Holy smoke! I have a special topic due today. What shall I give for an excuse? Was I sick? No, that’s the old stall. I know. My mother was sick and I had so many errands to do I didn’t have time to prepare it.” The anti¬ moderns are walking fast, discussing the class that they just left or the one which they are going to. On account of the necessity of having two recesses the pupils have to stay in the lunch¬ room during the whole recess. Therefore at this time the lunchroom takes the place of the corridor. School activities are some of the things in which these groups have like interests. This is very evident at recess when the onlooker observes that these groups are talking together. As he walks along, he hears a group of toys discussing