Windsor Locks High School - Herald Yearbook (Windsor Locks, CT)

Page 19 text:

THE HIGH SCHOOL HERALD 17 THE GRADUATES. Dorothy Lucille Burby Mary Margaret Carroll Teresa Antonia Cerri Marion Elizabeth Eagan Joseph Frederick Hawley Grace Kilty Mary Agnes Kirk D. Raymond Leary Anna Barron Lyons Edward Joseph McCullough Eleanor Marian McLeod Juliet Morehouse Alice Madison Morse Cornelius V. O’Leary Doris Bower Parsons Dorothy Bower Parsons Emilio Olympia Ricci Eleanor Root Helen Elizabeth Sweeney Francis Edward Wallace

Page 18 text:

16 THE HIGH SCHOOL HERALD hope that in the future your teachers will at least hear your voice at intervals. I give, devise and bequeath to Henry Labell an algebra. Now “Doc,” when your mathematics teacher asks you to find the highest common multiple, use this al¬ gebra and please do not be inclined again to go up into the belfry in search of such terms. Eleanor Root leaves to Mary Phelps her knowledge of elocution This “Mary,” Miss Root leaves to you, that in the future you may rival some of the greatest orators of your time. Cornelius O’Leary bequeaths to Charles Albani a book on pigeons and we hope “Charlie,” that you will find out what pig¬ eons look like and that you will never again raise crows, thinking them to be black pigeons. Eleanor McLeod leaves to Morris Koplin a bell, the style worn by cows, to be worn around your neck, “Morris,” so that in the future when the Faculty want you they will be able to find you by the noise of the bell. Dorothy Burby gives to James O’Leary a book on dancing. Now “Jimmie,” we hope that the next time we play basketball in the neighboring villages you will not always complain about the orchestra as a reason for not dancing. Emelio Ricci bequeaths to Harold Mini- han a compass, so that the next time you get lost in the buildings, “Harold,” you may find a way out with the aid of this compass. Theresa Cerri gives to George Lashway a life preserver. This, “George,” is to be worn when you go skating so that you may never again have the fear of drowning when the ice gives away under your feet. Mary Carroll leaves to August Midden an airplane. Now “Speed,” we expect you to get to school on time in the future and not always use the same old excuse that a freight train was in the way. I give, devise and bequeath to Herman Katz a track suit, with the aid of which I established great records running from Clay Hill to the W. L. H. S Now, “Hennie,” with the aid of this suit and a little practice you ought to he able to get to school on time and not hand in the same old excuse you have been giving when you were tardy. Marion Eagan bequeaths to Raymond Piaggia a bottle of nerve tonic and we hope, “Snaggie,” that the next time you have to speak at rhetoricals, you will have nerve enough to speak and not say that you are sick. Juliet Morehouse gives to Jeanette Dow¬ ling a foot stool. “Jeanette,” we know how tiresome it is to be built proportionally small. Now in the future we hope you will not suffer any discomfort when studying, as your feet had ought to reach the foot stool. Raymond Leary leaves to Donald Wal¬ lace his ability to sing. Now, “Don,” when your voice is cultivated and you are at the height of your glory please give some of the other famous singers a chance. Doris Parsons gives to Joseph Conroy, a pair of suction sole shoes. “Joe” the next time you try to show your honorable class¬ mates some of the latest steps in dancing you will be able to stand on your feet with the aid of these shoes, and not have to be picked up off the floor. Anna Lyons leaves to Mary Bryne a smile. Dorothy Parsons bequeaths to Charles Kennedy an easy chair. Now, “Stew,” we hope you will not suffer any more discom¬ fort after regular school hours. Here is something that almost slipped my mind, which refers to Nathaniel Pastore. Nathaniel, many times have I heard you try¬ ing to decide whether you would go to the dance, to the movies or whether you would stay at home and study. Now here is a method that you can use: I throw up a coin, if it comes beads I go to the dance, if it comes tails 1 go to the movies, and if it stands up on its edge I stay home and study. Now, “Mush,” I hope you will not adopt this method. I do nominate and appoint Mr. Leander Jackson to be executor of this, my last will and testament. In testimony whereof I have set my hand and seal, and publish and decree this to be my last will and testament in the presence of the witnesses named be¬ low, this fourteenth day of June in the year of our Lord, one thousand nine hundred and twenty-two. Spirit of the Class of 1922. Signed, sealed, declared and published by the said Spirit of the Class of 1922, as for his last will and testament, in the presence of us, who at h’s request, and in his pres¬ ence and in the presence of each other, have subscribed our names as witnesses hereto: Edward Frye, Isabel Leishman, Josephine Wallace, James Pickles and John Bercury. Edward J. McCullough, ’22.

Page 20 text:

18 THE HIGH SCHOOL HERALD GRADUATION EXERCISES. SALUTATORY AND ESSAY. Parents, Members of the Board of Educa¬ tion, Teachers, Schoolmates, and Friends, in behalf of the graduating class of nine¬ teen hundred and twenty-two, I extend to you a most sincere and cordial welcome. To you dear parents, we are deeply grate¬ ful for the sacrifices you have made that we might pursue our education. Without your love and labor, success would have been unattainable. Mr. Jackson, and Members of the Board of Education, we have profited by your in¬ valuable advice, and we appreciate your ef¬ forts to maintain the high standing of our Alma Mater. Beloved Teachers, we thank you for the knowledge you imparted to us and we shall always cherish your kind and patient en¬ deavors as inspirations to success. Dear Schoolmates, and Friends of the Community, it is a great pleasure to see you here this evening. Our close associa¬ tion with you in the past will always be cherished as one of the fondest memories of our days at Windsor Locks High School. Past, present, and future are three great divisions of time. We are well acquainted with the past, and the present is so near at hand we are unable to draw any accurate conclusions from it. But it is the future in which we are vitally interested and prepa¬ ration for it is one of our greatest aims. During the past few years the attention of the public has been directed in a greater degree than ever before towards the impor¬ tance of health education. To see their children go out into the world with pure minds and sound bodies should be the am¬ bition of all parents. This ambition might be realized if trivial disorders were recog¬ nized and corrected, both in the home and in the school, especially during early child¬ hood. The training and development of the body as well as the mind, is as old as history it¬ self. The Greek has always been known as “the mo t beautiful and most gifted of mankind.” Why? The Greeks realized the value and necessity of body training and carried on a systematic program of exercise and play. Following the example of the Greeks, the Romans insisted that the children of their country give especial care to bodily vigor and development. This development was emphasized through games and athletics. Are not our American children as worthy of healthy bodies and healthy minds as were the Greeks and the Romans? The results of the recent draft should convince every parent of the necessity for early treatment of remedial defects. Over twenty-five per cent of the men of the coun¬ try and fifty per cent of Connecticut’s own men were rejected simply because they had not received physical attention during child¬ hood. For this reason every person must necessarily conclude that public education involves a physical as well as a mental preparation for Life. Simply because the American nation is not at present involved in any war, is no justification for neglect in the care of the body, which is so useful in all pursuits in which man is engaged. We cannot restrict our education to the mind only, but we must educate the physical be¬ ing, for without physical development the mind cannot do its best work. At a recent teachers’ meeting in Hart¬ ford, Doctor Ireland in expressing his views on this subject said, “A hundred years ago, there was no need for a physical program of education, since the child was developed muscularly nine months of the year by hard work, about the farm. Now’adays with tre¬ mendous number of labor saving devices, elevators, automobiles, trolleys and other inventions, with the overcrowding of the urban districts and the exacting nature of modern industrial life, that has all been changed and physical activities have been reduced to a minimum.” Our legislature has passed a law provid¬ ing for instruction in Physical Education and Hygiene, in all Connecticut schools, thus ranking twenty-seventh among the states in this great national movement for better manhood and womanhood. This is of espe¬ cial interest to us, since these subjects are to be included in our school curriculum next year. The character of the instruction and direction of our children in their play and physical exercises today, will have much to do with their physical, mental and moral standards as citizens in the community to¬ morrow, and it behooves every community to do its utmost to select instructors who are in sympathy with these high standards.