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

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THE HIGH SCHOOL HERALD 25 Members of the Faculty:— We are grateful to you for your work in preparing us for higher institutions and for our part in community life. We appreciate the unlimited time which you have spent in helping us to be successful in everything we have undertaken. Parents and Friends:— We thank you for the encouragement and help which you have given us through¬ out our High School course. You have en¬ abled us to obtain our High School educa¬ tion. Undergraduates of Windsor Locks High School:— We appreciate your co-operation in mak¬ ing us a worthy class and we hope you will have as much assistance as you have ren¬ dered us. Classmates:— We have but a few moments left before we cease to be members of the Windsor Locks High. When enrolled as alumni we shall try to be as loyal members as we were students and classmates. Let us endeavor to prove “Not how much. But how well” we may accomplish whatever we are called upon to do. Natalie Klemas, ' 25. CLASS SONG. Suni? to “In the Garden of To-morrow. Our High School Days were laurels, Oh, that your mem’ry remain! With all our joys and sorrows And bring back our school days again. Refrain. Dear classmates we fondly greet you We are lonely to-night, For the leaving comes, ' tis true, From those who taught us in the right. And we all are filled with sorrow For the farewell brings a sigh. But we’ll e’er remember— Though far is to-morrow— Our four years at the Windsor Locks High. We will bid our last farewell To our teachers so loyal and true. But where’er we are, or dwell We’ll always give a thought to you. Undergraduates and all the rest We trust that you’ll be true, And give to your High School the best And the “best” will come back to you. May Duggan, ’25.

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24 THE HIGH SCHOOL HERALD A government is what the people make it. If the government is bad it is because the people are bad. Good people make a good government. So it is up to us to edu¬ cate our future citizens so that they will be fully prepared to do their duty to their country as leaders of the land. Lincoln once said: “I view education as the most important, the most vital service we as a people can engage in, duly to ap¬ preciate the value of our free govern¬ ment.” Arlene Hancock, 25. -(o)- HISTORY OF OUR PUBLIC SCHOOL SYSTEM AND VALEDICTORY. Sixty-four years after the founding of the first English Colony, Governor Berke¬ ley of Virginia, in his repoit to the King, wrote that he was giad there were no puu- iic schools in the colony. How queer such a statement would sound to-day from one of our Governors, when we priue ourselves on our system of public schools. Berkeley’s ideas, however, were not to prevail, for the Virginian Colony was de¬ sirous of educating its people in order to promote self-government. Ihe geograph¬ ical conditions hindered the colony in establishing schools, but the eagerness of the people conquered these obstacles anu they built schools according to the plan of the Colonies of Massachusetts and Connecticut. This was a provision that in every town of lifty householders, an ele¬ mentary school was to be established, and in every town of one hundred household¬ ers, a grammar school was to be built. In this way public schools flo urished in all the colonies. This system of public schools gave an opportunity to secure an educa¬ tion, to the wage-earner’s child, as well as to the rich man’s child. After the Revolutionary War, the Ordi¬ nance of 1787, for the government of Western lands, provided that ‘‘religion, morality and knowledge being necessary to good government and the happiness of mankind, schools and the means of educa¬ tion shall be encouraged.” Hereafter, when states were made out of this West¬ ern land each town was to preserve one section for school purposes. As years went by, in order to encour¬ age a broader sense of education, each state was to preserve two sections. By the Law of 1906, in the admission of the state of Oklahoma, the proceeds from the sale of public lands were used for school purposes. Everywhere education was en¬ couraged since it was very necessary for a democratic form of government to have an educated citizenship. The school proposition soon became too large for the National Government and so it was placed in the hands of the several states. The states, although they have general supervision, have placed the di¬ rect administration of schools in the hands of the local communities. For this reason there is a great deal of variety in the or¬ ganization and management of the schools. In rural communities the town or county is divided into school districts and schools are built according to the size of the dis¬ trict. The management of the schools in most cases, is in the hands of a School Board. There is also a form of State Control giving the state, authority of school man¬ agement by means of a board, superintend¬ ent or supervisor. At first the rural schools were far in¬ ferior to those of the city but now they are almost on a par with city schools be¬ cause of the great improvements made in our educational system together with better methods of communication and transportation. At present our school system has a very high standard both in primary and sec¬ ondary grades. Secondary schools have in¬ creased in number since people have realized the great value of trained minds. Everywhere the business world requires that its employees have at least a high school education. To-day boys and girls in the high schools are taught, not only the fundamentals of education, but also the principles of citi¬ zenship and responsibilities which they will have in their own communities. The schools also teach individuals how to use their leisure time to the advantage of body, mind, and spirit. Students learn how to co-operate with their classmates, and teachers, and are thus enabled to understand and to work with others when they leave school to take up their life work. Members of the School Board and Mr. Harrington:— We, the Class of 1925, thank you for your interest in our education and your assistance in our activities.

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26 THE HIGH SCHOOL HERALD CLASS NOTES. SENIOR CLASS NOTES. On May 22 the Senior Class presented a three-act comedy entitled “Miss Buzby’s Boarders.” It was given successfully be¬ cause of the co.-operation of the members of the cast at their rehearsals together with the splendid coaching by Miss Baker and Miss Burke. Cast of Characters. Felix Marden August Midden . Marguerite Marr Anna Sweeney Lillian Wendale Clara Mather Jerome Townsend Joseph Lodola Mr. Smith-Francis O’Leary Pansy Purple-May Duggan Jimmie Spangler-Francis Draghi Miss Buzby-Josephine Frey Mrs. Alexander Pettifer Natalie Klemas Mr. Alex. Pettifer George Chesnalevich Florinda-Mary Lon go The Senior Class wish to thank Mr. Graziani Graziano and Messrs. Metelli and Reilly for giving their services in the con¬ struction of the scenery. They appreciate the kindness of the Allen Pease Co., the Windsor Locks Furniture Store, and the American Writing Paper Co., for proper¬ ties and materials used in the production of the play. They also thank the Blue Hills Orchestra for their musical program. The following awards were presented to Miss Arlene Hancock, ’25. Royal Typewriter Co., a certificate of proficiency and a gold pin for writing at a speed of fifty-two words per minute, with only four errors, for fifteen minutes; Underwood Typewriter Co., a bronze medal for writing forty-nine words per minute, with only six errors, for fifteen minutes; Remington Typewriter Co., a silver pin for writing forty-two words per minute with only two errors, for ' fif¬ teen minutes. Peter Cerri, ’25. -(o)- JUNIOR CLASS NOTES. The Juniors have prepared their essays for the Prize Essay Contest which will take place June 16, having been drilled for the occasion by Mrs. Leary. The following members will participate: Dorothy Phelps, Mary McHugh, Margaret Brett, Florence Migliora, Sarah Compaine, Sophie Mark- man, Helene Leary, Elizabeth Jackson, Corine Burwood, Agnes Connolly and Edna Mocklis. Alice Davies, who was a member of the Junior Class, has moved to Rhode Island. The Juniors are considering samples of class rings. Certificates of proficiency in typewrit¬ ing were won by the following Juniors: Corine Burwood, Florence Migliora, and Dorothy Phelps in March and Mary Mc¬ Hugh and Mary Poloski in April. Mary Poloski was awarded a silver medal in the April test for writing at a speed of forty-two words per minute for fifteen minutes, with only three errors. Edna Mocklis, ’26. -(o)- SOPHOMORE NOTES. On April 25, Mr. Hunt told the Sopho¬ more Class that they might select a style for a class ring which they would receive the following September. A design from O’Neil Cassella Co. was chosen. An excellent program was presented on May 18, by the Sophomore Class under the direction of Miss Barrett. The program was as follows:— Song, “America, the Beautiful.” School Forestry as Related to American Pat¬ riotism, Douglas Barberie What Do We Burn When We Burn the Trees? Hilda Rego What Is American Forestry Week? Horace Drake Song, “America.” School Salute to the Trees. Marion Phelps Burning Homes. Sidney Horton What the Trees Teach Me. Phyllis Frey Fire—The Destroyer. Mary Boyle American Hymn. School The Sophomore Class wishes to con¬ gratulate the Senior Class of ’25 and wishes them success in the future. Marie Midden, ’27.