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

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23 The High Sc:h X)L Herald Among the famous men who have endured trials in order to attain success, Abraham Lincoln serves as one of the most famous examples. Everyone is acquainted with the poverty cf his early life, with his determination to become educated, and finally with his illustrious political career. Another striking example is Henry Barnard, who, by his untiring efforts, helped advance education in the common schools of Connecticut. Truly, these two great men climbed THROUGH TRIALS TO TRIUMPH. Therefore, success in life is not offered to one on a goiden platter. It must be earned through honest, patient, unceasing toil. A person must pass THROUGH TRIALS TO TRIUMPH , and, as the poet writes: He must take a blow or give one, He must risk and he must lose, And expect that in the struggle He will suffer from the bruise. But he mustn ' t wince or falter, If the fight does once begin, But be a man and face the battle — That ' s the only way to win. Clarence E. Roszelle, ‘38. VALEDICTORY WE ARE THE FAITH OF THE FUTURE We are the faith of the future. In us is vested net only the destiny of ourselves, but also the destiny cf the world. We, who are about to take our places in the world, who will carry on the work heretofore carried on by you, are the unknown quantity in life. On our shoulders will rest the cares, the worries, and the responsibilities formerly borne by you. What have you left to us? At the present time, we are in the midst of a business recession, how serious nobody knows. Undoubtedly this recession will make our task much more difficult. We have a staggering national debt which must be shouldered by us. We are menaced on all sides by Communism, Fascism, nationalism, and militarism. All of these political theories can be united into just one ism , egotism. Therefore, our task is not an enviable one. In short, this is what we must do. We must pay off a national debt of at least ten billions of dollars, at the same time bringing back prosperity to the United States and keeping the United States out of war. You may say, You ' re just getting out of high school. You won ' t have to worry about those things for a long time. But, do we not have to worry about those things? The day after tomorrow, most of us will be looking for jobs that do not exist. Ten short years from now, we shall begin to take over the reins of government from your hands, and still you say we do not have to worry. Nevertheless, do not think that we are discouraged, for we are not. It is merely that we realize fully the responsibilities that we shall assume during the next few years. We intend to shoulder those responsibilities with the zeal of youth tempered with the

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22 Thk Hic.h School Herald HENRY BARNARD Just as Horace Mann deserves to be called the Father of the Free Public Schools in America,” so does Henry Barnard merit the title Father of Teacher Preparation and Fducation. It was cnce said that Barnard ' s method was that of Abraham Lincoln and other great social leaders, because he did the necessary work first and from the results determined the absolute objectives. Henry Barnard has been called the outstanding American educational reformer of the nineteenth century, but he was much more than a reformer. He was a pioneer; for he not only corrected abuses in public education, but he gave to it a new meaning a new foundation. To Henry Barnard we are indebted for the first teachers ' institute or the forerunner of the modern normal school, also the first library connected with a common school in Connecticut, and the earliest recognition of education by the Federal government. In 1838, Barnard ' s professional life began. Before ten years had passed, he had spoken in behalf of free schools in every state of the Union except Texas. Some of his early school reports contain the bases of the state and city school govern¬ ments in existence today. He advocated better graded schools, school supervision, and trained teachers. He was also insistent that there should be better schoolhouses. Through all his career, the center of Barnard’s real interest was the teacher. In 1839, he issued an invitation to teachers in Hartford to meet for several days in Hartford, where they would be given lessons—in the teaching of reading, arithmetic, the use of globes, and other devices—by competent men, all hired and paid by Henry Barnard himself. Twenty-five teachers responded. Although this was only seven weeks in length, it was one of the first teacher’s institutes. One of Barnard’s most famous thoughts was this: The common school should be common as the light and air. That day will come. For me, I mean to enjoy the satis¬ faction of the labor, let who will enter the harvest. The day of the common school has come. We have entered the harvest. Let us therefore, in this centennial year, praise the man who performed the labor. Alice Friss, ’38. THROUGH TRIALS TO TRIUMPH What is a triumph ? In its true meaning, a triumph is the condition of being vic¬ torious or of having attained success. There is, however, a kind of success which is obtained by means of wealth, fame, or social position. But this type does not constitute a triumph; for it results from selfish¬ ness, greed, and sometimes moral loss, and thus should be avoided. Then there is the kind of success which comes through honest effort and patience. In order to attain this type, one often endures bitterness, trials, and defeat. If a person lacks patience and the determination to forge ahead in the face of obstacles and trials, he will never taste the joy of triumph. In addition to being patient, one must be able to apply himself vigorously, industriously, and courageously to the vocation or path of life he has chosen. He should not forsake his life work because he has come in contact with the thorns which lie on the path to triumph.

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24 The High School Herald gravity cf knowledge, with the strength of men controlled by the foresight of intelli- gence, and with the ambition of patriots fired with true love ct country. Classmates: Before we take the step from the care-free days of high school adoles¬ cence to the manhood of life, let us simply say that we shall be eternally grateful to those who have helped to make our four years of high schoo life profitable and enjoy¬ able in any way. And in memory of those people, let us take this vow: that we will leave to posterity a better world to live in than we found it when we entered it. Michael Molyn. ‘38. HISTORY OF THF CLASS OF 1938 The fall cf 1934 marks one cf the most brilliant epochs of all history, because in that year the intellectual class cf 1938 entered the Windsor Locks High School. We were a group of seventy-five students, destined to make ourselves famous under the able guidance of the following officers: Irene Galipeau, George Connolly, Jean Campanosi and Francis Wallace. We made cur first public appearance at an Easter program, and then later we took part in a Recreation program. A few weeks later cur industrious class held a sandwich sale, the profits being used for sporting goods. The next year fifty-three freshmen enrolled as sophomores. Class officers were as follows: President. ' John Colli; Vice-President, Francis Gorka; Secretary, Irene Galipeau; Treasurer, Anna Albani. As we were not so very busy during cur Sophomore year with special functions, our thoughts were confined chiefly on a Christmas program. The following year, thirty-nine pupils enrolled as unsophisticated Juniors. The officers chosen were President, John Colli; Vice-President, Irene Galipeau; Secretary, Jean Campanosi ; Treasurer, Francis Gorka. During this year the Junior Prom was held, which proved to be a real social and financial success. 1 hen on June 2, at St. Mary s Hall, the annual Junior Essay Contest was presented. In the course of the year we sponsored sandwich and cake sales to increase our treasury. In September, as dignified Seniors, we were back for cur last year at high school. The selected officers were President, John Colli; Vice-President, Michael Molyn; Secre¬ tary, Jean Campanosi; Treasurer, Rita Furey. Later the successful plays, ‘ The Teapot on the Rock and Bargains in Cathay , were presented by the Seniors, on February 18. During the year the Seniors sponsored socials which were carried on in a unique manner. In May, cur pictures were taken at the Brown Studio, and then cur th oughts were bent on graduation. On June 10, the Seniors held their Commencement Dance at the Memorial Hall and on June 15 the class attended their annual banquet at the Highland Hotel In conclusion, let me say that this brilliant and intellectual class leaves behind them an example any class might try to follow. The prescription for this is simply to follow our motto Through Trials to Triumphs. Jean Campanosi, ‘38.