Winooski High School - Carillon Yearbook (Winooski, VT)

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TESTAMENTUM CLASSIS To Whom It May Concern: We, the class of 1947. in the city of Wi- nooski, the county of Chittenden, and the state of Vermont, being in as good mental condition as usual, and in much better temper than usual, do hereby make this, our last will and testament, rendering void and of no avail any former will or wills that may have been previously made by us during a period of temporary optimism. Although, being as psychologically com- plex as befits a Senior class, we consist of 26 separate and distinct entities, or what have you, we are in such complete accord, think- ing alike, and seldom, that the editorial— now, alas, funereaf— we will be used to denote our collective entity throughout this document. We have no specific directions to leave con- cerning our funeral, but we do hope you will come prepared to praise as well as bury us, forgetting only our manifold and remarkable virtues. We feel that our brilliant record and our unusual achievements will live after us, but not wishing to take any chances, we suggest that a tablet, on which shall be inscribed our several names and a few of our most astound- ing deeds, be purchased and placed in the auditorium of the school in a position where it will strike the eye of all who enter. And in this manner do we dispose of our possessions: We give and bequeath, freely and without reservations or stipulations, to the Junior class, our rightful heirs, and to their heirs and assigns forever, our most important and valuable properties, viz., our self-satisfaction, our importance, and our wisdom, all of which we possess in enormous quantities, and we hope said gifts will be of use in over- coming their present inertia. We also leave the Junior class our good luck. It made us what we are today, and it should satisfy them. In addition to this, all our privileges and rights as Seniors in class- rooms will revert to them, as well as any notebooks, pencils, fountain -pens, unfinished lollypops, or unfinished business, including debts contracted while engaged in the business of being a Senior, also any boys or girls whom we may have left behind in our haste. We give and bequeath to the Junior class our well-known nerve, which they will need next year, and all the examination questions we have been given during the past year. We believe that an examination, like history, often repeats itself. The answers, never owned in entirety, have long since been mislaid by us and are not included in this legacy. To our good friends, the Sophomore class, we leave our patience. It will be found useful as the only means by which they can endure the Juniors. To the young and unsophisticated Fresh- men we leave a map of the school building, so that they will not get lost and roam about in everybody’s way looking for their class- rooms. We include with this map our little book entitled, How to Tell the Teachers,” a pamphlet compiled by us after four years of arduous study. The legatees will notice this book is not what to tell the teachers but how. It contains specific information as to which teachers can be bluffed, which are easy and which are hard to please and those whom it is impossible to please. It tells who your favorite authors must be to stand well with the English department, which history teacher is especially fond of Napoleon, and what questions to ask to make the science teacher forget the lesson and be interesting. This information is invaluable to any wishing to make high grades in the subject mentioned. It will be noticed that, although we have left bequests to the Junior class, soon to be Seniors, to the Sophomores, soon to be Jun- iors, and to those who will, in the fall, be- come Freshmen, we have made no mention of the present Freshman class which will be known as the Sophomore class in a few months. We have left them nothing, because by that time their self-valuation will have attained such heights that nothing in our pos- session would be regarded by them as worthy distinction. To our dear old school building itself, we leave the peaceful quiet caused by our absence and any apple cores, wads of gum, or crumpled notes we may have left about. To our class adviser, Mrs. Prior, we give and bequeath a sense of relief that we have at last been graduated, pleasant memories of our four years together, and a feeling of pride in any great deeds or noteworthy achieve- ments that our future may contain, realizing that such glories—if any—we'll owe to her example and counsel. To our principal and to our teachers, the faculty of the Winooski High School, we — 29 —

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And now we come to the Fourth and greatest year in the history of the class. They automatically (as was the custom in many things), became Seniors in September. With the gaining of this title, they began to take themselves more seriously than ever before. And when I say “seriously,” I mean, seri- ously!” As the year drew to a close they were positively dizzy with dignity. All this-was looked upon with friendly amusement by the teacher-explorers, who re- garded the result of their four years of hard labor with rightful pride. They had con- verted a band of ignorant, untamed abori- gines into intelligent, courteous citizens of their great school, and had lost only the usual proportion in the process. Better yet, they had found that for which they had been searching so eagerly, a genius—in fact, several of them: and all of the class were passable. The organization of the Senior class was noteworthy, the following list of officers being in charge: President, Edmund St. Peter; Vice-President, Harry Whittemore; Secretary, Charlotte Barbeau: Treasurer, Thomas Sulli- van. The social events were of marked bril- liance. Those most worthy of note were as follows: The Harvest Moon Dance, Valen- tine Dance. The Sociology class also went on a trip to Montreal and visited all the im- portant places in the large city. A number of Seniors gained unusual dis- tinction during the year, and their names ap- peared on the honor rolls. A class song, a class will, and a class motto were adopted and used on every possible oc- casion, to the despair and annoyance of all other members of the school. But it was deemed advisable for the sake of peace for the class to ignore them as far as possible. At the expiration of the four years, the principal expressed himself as greatly pleased with the additions to his country and pro- nounced them all highly eligible for admis- sion as citizens. He praised the work of the explorers and predicted that their names, with those of their discoveries, would be written in history together. By way of appropriate celebration, a strange ceremony, known as Commencement, was held. Speeches were made, for no par- ticular reason: songs were sung, including the aforementioned class song; and scrolls called diplomas—from the Iroquois word “diplomacy,” signifying the skill and finesse it took to get one—were given to the Seniors, and a good time was enjoyed by all. Settlement This next period, settlement, is not so easy to describe. In these rapid and disturb- ing times, nothing remains settled for long, but it appears that the Seniors were urged to stay in this country to which they remained to be explored and are now ready to be settled. They have all chosen their vocations. Each is destined to become famous and honored throughout the land. Among them are the lawyers, doctors, artists, musicians, great business minds, philanthropists and what-have-you's of the coming years. We hope that among their number are also those who are destined to become discoverers and explorers of young and eager minds, which await training for citizenship and life in our great country. Appendix I It has been suggested by our best friends and severest critics that the form of this history is ambiguous, if not misleading. They say it should have been written the way it really happened: the pupils discovered the school, explored its vast resources, and settled there for four years of hard work, after which they moved on to greater things. But we say it is our history and we wrote it to suit ourselves. Appendix II It may be that we have erred on the side of restraint in writing this history. So we take the opportunity to say now that in our far from humble opinion, the class of 1947 is the most brilliant and attractive of any class known to history and will be always remembered by the faculty of the Winooski High School and the people of the town as that wonderful class of 1947.” Theresa Sansoucy. — 28 —

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hereby give, free from all inheritance, luxury, or income tax, our entire store of knowledge. From them it came and to them it should be returned, that others may be benefited by it as we have been. Along with this knowledge is bequeathed much additional information obtained by original research and contempla- tion. We feel that it will prove sufficiently startling to merit consideration and might even, with profit, be incorporated in the next course of study. We lack space for details, but shall simply state that our arguments against final examinations, as well as those for bigger and better holidays, and no higher mathematics, not to mention our shortened list of requirements for graduation, are of vital importance and should be familiar to every earnest student of education. To our teachers we bequeath our valuable sense of humor, without which we should have found school life painful indeed and which will do much to make it endurable for them. We also give and bequeath to the teachers our very kindest regards and our sincere gratitude for their unfailing kindness and aid. To the next year's class president we leave —with grave doubts as to his ability to use it—the stentorian voice of our good presi- dent, Edmund St. Peter, which enabled him to overcome all opposition and to prevent others from knowing opposition existed. Also, we leave his ability to keep on good terms with the faculty and still do as he pleases; in other words, his executive ability, and to the history of the Winooski High School we bequeath our illustrious deed and our names as candidates for the Hall of Fame. The Smaller Individual Bequests are as Fol- lows : To the undergraduate needing it most, we give Fred Hawley's supply of language, which will enable the recipient to talk more and say less than any other human being. Also, to the undergraduate who is most in danger of not passing next year, we bequeath Gerald Zeno’s store of information, which will make it easy for him to pass any test in any subject, at any time. To the over-ambitious undergraduate—if such there be—we leave the perfect indolence of the Eighth Grade. Some people sit and waste time. The Eighth Grade just sits. This indolence, properly used, will insure him against nervous breakdowns resulting from overstudy and fully qualify him, later in life, for the job of founding a phoney oriental cult, which specializes in relaxation and re- pose. To the laziest member of the Senior class- to-be—we bequeath Leonard Barron’s ambi- tion. If it is combined with the laziness pre- viously mentioned, the result will be normal activity. To the Junior class we give, reluctantly but of necessity, our mantle of dignity. We realize that the class can never fill it but, since it is expected of them, our advice is, Grin and Wear it.” To Ted Companion—Len Barron leaves his way-with women. To Theresa Santerre—Marie Anne Dufresne leaves her magnetic personality. To Solange Deforge—Theresa Bergeron leaves her book on how to reduce (which hasn't worked yet). To Gertrude Fournier—Joan Kane leaves her shy ways. To Ernie Vuley-—Edmund St. Peter leaves his book on How to Be President of the Senior Class and Sue- - ceed at It.” To June Beaudoin—Frank Thompson leaves his last name for her to make use of in her future years. To Les Reid—Zum Villemaire leaves his beard. To Herbert Abair—Clem Hebert leaeves his honored position in the liquor store. To Barb Provost—Gloria Parizo leaves her way with Mrs. Prior. To Jeanie Favreau—Tess Ledoux leaves her alarm clock that will help her to be as punctual as Tess has been in the past year. ToDorlene Dorey—Charlotte Villemaire leaves the book closet in Mrs. Prior’s room. To Theresa Myers—Norma Millette leaves her book entitled Jitterbugging.” F o Dorothy Stone—Pauline Laferriere leaves her so- phistication. To Shirley Paquette — Charlotte Barbeau leaves her hour-glass figure. To Joseph Lamartire—Tom Sullivan leaves his abil- ity to play basketball. To Johnny Provost—Zeke Zeno leaves his curly hair. To Larry Hendy—Fred Hawley leaves his typing abil- ity. T o Barbara Gar row—Marie Anne Dufresne leaves her position as editor-in-chief of the CARILLON. To Paul Dufresne—Floyd Hendy leaves his role as lover in the senior play. To Claire Hatin—Audrey Mayo leaves her golden voice to thrill thousands of men. To Fernande Faubert—Theresa Brunelle leaves her little black book and sweet line of chatter. To Herman Poulin—Oscar Sheppard leaves his affable grin. To Leon Ignaszeivski — Harry Whittemore leaves his quiet charm and manner. To Carl Provost—Tommy Sullivan leaves his yen for jazz music. To Theresa St. Peter—Katherine Vartuli leaves her love for blondes. To Mary Merchant—Amelia Nicholas leaves her wink- ing habit. To Joyce Boucher—Theresa Sansoucy leaves her little joke book. To Lorraine Granger—Katherine Vartuli and Norma Millette leave their ability in basketball. — 30 —