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

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24 THE HIGH SCHOOL HERALD honor of occupying the seats in Room Two left vacant by our English Class. We hope that you will not complain of the frailty of the chairs and that you will have a little more patience when using them than we had. I give, devise and bequeath to the Class of Nineteen Hundred and Twenty-eight an extra period. By using this extra period some time during the day, you will not have to stay after school to try your many experiments in Science. I give, devise and bequeath to the Class of Nineteen Hundred and Twenty-nine in¬ structions on how to take care of the li¬ brary, Freshies, when you get through using the reading matter in the library, you will arrange it in the proper order in which you found it as did your upper class- men. To the various members of the lower classes, we as individual Seniors, do be¬ queath the following items of inestimable value and to their heirs and assignees, to have and to hold forever. Sophie Markman leaves to Hilda Rego her knowledge of the milk business. We hope, Hilda, that by putting this knowledge to good use you will be able to take care of those six customers without the assist¬ ance of “Sparky.” Margaret Brett gives to John Pohorylo a bottle of ink. “Pullet,” by keeping this bottle handy, you will not have to trouble anybody for ink for the next two years, as you did Margaret. Mary Poloski gives to Angelo Marconi a book on “How to Do the Charleston.” Read this book carefully “Wazzi” and you will soon learn that the Charleston begins at home and not in Room five. Edward Micha wills to William Crowley a basketball. “Crow,” by keeping this ball in your possession you will not have to fight for one, down the hall next winter, and break a leg trying to get a shot. Corrine Burwood bequeaths to Marie Midden her secret in typewriting. Marie, if you will keep this secret to yourself you may be able to keep time to the “Stars and Stripes” next year and not have to tell your teacher, Mrs. Leary, you’re tone deaf. Ruth Drake bequeaths to Wesley White a pair of boxing gloves. Now, “Cow,” the next time you are sparring down in the basement you will not hurt your worthy opponent by your terrific hitting if you will only don the mitts; and also you will not dislocate your thumb. Marcus Lawson gives to Leon Pascoe his ability as a baseball player. Now, “Jasper,” by practicing this ability you may be able to hold down the “dizzy corner” next year as well as “Red” has. Edna Mocklis wills to John Karges her ability in dealing ice. Johnny, I’m sure that if you start the juggling of these cakes early, soon you will be in the pink of con¬ dition for the gridiron next fall; for Edna has broken a few chairs lately in Room Two due to her great physical condition and powerful strength. Florence Migliora gives Lucille Knowles her seat in Room Three. Lucille, I hope that you will not follow “Fluff’s” example and decorate it with all sorts of flowers so that it looks like a flower garden instead of a desk. Agnes Connolly bequeaths to Rose Polosi instructions on how to run a ware¬ house. Rosie, we hope that after follow¬ ing these instructions for a while you will be able to distinguish a broadleaf from a cabbage leaf. Agnes has often become confused as to which was which. Dorothy Phelps wills to Jul ia McKenna her disguise as a boy. Julia, next year if you happen to have a part as a boy in the Senior play you will have no difficulty in appearing in this role. Elizabeth Jackson gives to Edward Byrne her copy of Cicero. By studying this book very carefully, “Eddie,” you will be able to tell your teacher about Cicero, the orator, and not Cicero Sapp. Sarah Compaine bequeaths to Joseph Moran a dummy girl, so that he can pull her hair to his heart’s content without en¬ dangering the scalps of any of the Senior girls. Take good care of her, “Joe,” and maybe you can enjoy yourself for a feu- years to come. Mary McHugh gives to Joseph Gatti a book entitled “How to Become an Usher.” Now, “Joe,” some evening when Mary is absent you will have no trouble in escort¬ ing the people to their respective seats. I do nominate and appoint Mr. Grafmil- ler to be executor of this, my last will and testament in the presence of the witnesses named below, this twenty-first day of June in the year of our Lord, one thousand nine hundred and twenty-six. Spirit of the Class of 1926. Signed, sealed, declared and published by said Spirit of the Class of 1926, as for his last will and testament, in the presence of each other, have subscribed our names as witnesses hereto: Fred Kennedy, Lucille Knowles, John Sullivan, Harold Wallace, and Mae White. Henry O’Leary, ’26.

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THE HIGH SCHOOL HERALD 23 always, and as far as I know he has no wife. He will not deceive you by his en¬ dearing words—because he cannot talk. Dorothy Phelps—A book for Dot. Why look what is here! This must be for Dot, old dear, ’Tis a book about “Freddie” The name of her steady. Sophie Mark man—Sophie, since you are the baby of the class and have always been considered as such by your older and per¬ haps wiser classmates, I am giving you this now that you are graduating, to lay aside cute little rattle. But I would advise you, your youthful ways, and to look at this occasionally, only to remind you that you were the baby of the Class of 1926. Marcus Lawson—Marcus writes to a “certain party.” On stationery you always write To a “certain party” ’most every night, So : n case your supply should e’er run out, Use this paper. Don’t leave her in doubt. Elizabeth Jackson—Elizabeth, we have always admired your beautiful, raven locks, but we are afraid, that should you keep up at the rate you are going now, that they will be a dreadful burden when you are pur¬ suing your studies. Therefore, I am present¬ ing you with this pair of scissors, and when the strain becomes too great, use them to good advantage. Mary McHugh—Just what Mary wants so that she can ring up her friends. Because of a telephone you are so fond Take this and don’t keep your thoughts prolonged. To the neighbors’ houses you won’t have to go, To call up all the friends that you know. Edward Micha—Many a day, you have almost succeeded in making your teacher a nervous wreck by your fondness for chew¬ ing gum in class. It would be too bad if you ever got so poor that you couldn’t in¬ vest in any more chewing gum, so I am giving you ten shares in Wrigley’s Chewing Gum factory. I hope the investment will be a success. Edna Mocklis—Edna loves to ride in ice trucks, especially when a certain person drives it. We know that you always loved to ride On ice wagons with someone by your side Take this to remind you of those days When ice, a-truck, went a long, long way. Mary Poloski—Mary, I am sure that your schoolmates often w’ondered w ' here you got your good taste in clothes. You did love to dazzle your schoolmates with different styles in clothes. This little doll, is Dame Fashion, who will instruct you in the future in the art of “How to be late, but well dressed.” Agnes Connolly—Just the thing for bash¬ ful Agnes! A fan. Agnes, you’re very shy and modest, Take this fan, and when you’re embarrassed Just open it wide and hide your face Till your color subsides to its right place. Florence Migliora—You were more for¬ tunate than the rest of us in being able to sail the bounding main. You told us of the storm at sea and how frightened you were. We know you must have enjoyed your trip, and the pleasures which the old world’ offered. This little ship which I am giving you is to remind you of your journey and your safe return. Sarah Compaine—Isn’t this great? Now, Sarah won’t have to have any escorts. Sarah, here is a little bus for you, From parties you never get home ’til two. Hereafter use this and ride home at night, Then you won’t have to stay out ’till broad daylight. Henry O’Leary—What is this ? A girl for Henry. Here, Henry, take this little blue-eyed girl. It has blond hair that’s inclined to curl! She resembles your “Girlie” quite a bit, From this likeness we know you’re sure of it. Sophie Markman, ’26. Mary McHugh, ’26. -(o)- CLASS WILL. Know all men by these presents, that I, the Spirit of the Class of 1926, of the Wind¬ sor Locks High School, Town of Windsor Locks, County of Hartford, State of Con¬ necticut, United States of America, being of sound and disposing mind, do make, de¬ clare, and publish this, my last will and testament and all former instruments made by me are hereby revoked As by the Grace of God, I, like others who have gone before me, have been allowed my allotted time and full enjoyment thereof, and as my principles have been above reproach, and being absolutely and undoubtedly sane, as the combined medical force of Windsor Locks, can testify, I feel the keen necessity of placing some condi¬ tions upon the requests about to be made. I give, devise, and bequeath to the Class of Nineteen Hundred and twenty-seven the

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THE HIGH SCHOOL HERALD CLASS SONG. (Tune. Thine Own”) Gone are our school days which we loved so weli In years to come of those glad times we’ll tell Our mem’ry will take us back to those happy ways Our school days. We’ll all remember our happy times in High We’ll ne’er for-get those years which too fast rolled by We’ll always think of those gay, happy ways When we were classmates in our school days. Hours spent in that dear school were glad and joyous And make thoughts of those days seem sacred to us. But there were times when we had our troubles and sorrows there Which seemed e’en too hard to bear In Windsor Locks High, the school on the hill. Where for all our laurels we worked with a will, And we will cherish them and keep them ’till we’ve gained life’s hill. Farewell or e’er Dear Windsor Locks High. To-night we are together for the last time, 1 he ladder of life we are about to climb; When we look back On the years winding track We shall see our school days standing out bright and clear Midst the shadow and fog of our years. Farewell, teachers! Farewell, classmates! Farewell, dear Windsor Locks High! Corrine Burwood, ’20. -(o)- ESSAY AND VALEDICTORY. Our Educational Heritage. We Americans, like many other peoples, are often so busy struggling to gain ma¬ terially, that we forget to be thankful for certain blessings which we have. We for¬ get that the liberty and privileges which we enjoy are almost unknown in many lands. Many ideals and many principles nave been handed down from our fathers which should be as dear to us as they were to their originators. One of our greatest and most cherished heritages is our Ameri¬ can educational system. 25 From the very beginning of English col¬ onization in America, there have been schools. The earliest compacts and char¬ ters in Massachusetts settlements contained articles pertaining to provisions for the education of children. Several of New England’s oldest and largest cities began with a few farmhouses, a meeting-house, and a small one-room schoolhouse. Each settlement of fifty families was compelled to build and support a common school and provide a suitably trained “master.” Every settlement of one hundred families was fur¬ ther compelled to support a school in which boys could be prepared for the English Uni¬ versities, and later, for Harvard and Yale. As the population of the East increased, people saw the necessity of improving the school system. Larger public secondary schools were established upon an entirely new plan, and even to-day remain strictly the product and development of the New VV orld. Many private schools were formed and were usually modeledl after the Eng ¬ lish preparatory schools We need mention only a few men whom the old, undeveloped educational system produced. Franklin, Monroe and Jefferson speak better than words as to its results. Such men as they, realizing the advantage and necessity of education in these colonies were the ones who supported all good suggestions for its development. A glance at the literature produced so early in our history is ample proof that this new experimental education was ob¬ taining nearly as good results as that in the Old World. The Constitution of the United States is a noteworthy piece of writing, for it gives an example of clear, precise, forceful, American prose. Since our forefathers were especially students of law and government, we find that much of the literary production was of a legal nature. However, the lighter type of prose cf this period is found in the works of Washington Irving, who ranks with the famous authors of the world. Schools of all types continued to increase and improve. Much was done for them by forensic and legislative means. Daniel Webster, Wendell Phillips, Charles Sumner and many other men helped to advance edu¬ cation and did much to bring about greater equality among the different races repre¬ sented in our schools. Notable among the achievements of the nineteenth century was the founding of col¬ leges for women on an equal standing with Harvard and Yale. This was a splendid step forward in American education as has