Winooski High School - Carillon Yearbook (Winooski, VT)

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wanted to help America develop for selfish reasons. That was why he was anxious to have this country purchase the vast territory west of the Mississippi River that was then known as Louisiana. He had no particular love for America, but he hated England, and was willing to make a mere beginning toward the accomplishment of a much desired objec- tive—the rising of a nation that England could not overshadow. He knew it could not be accomplished in one decade but he could see limitless possibilities in the future. While we do not today commend the motives of Napoleon, we must give him credit for hav- ing a broad vision. Considering business men on the whole, we must recognize that some see only the present and immediate possibilities. Conse- quently they remain the small business men. they do not grow themselves, and their busi- ness enterprises do not expand. On the other hand, we have men with vision who can see far into the future. They see larger possi- bilities and by reaching out beyond their grasp they are able to become the Wana- makcrs, the Henry Fords, and the Marshall Fields. Thomas A. Edison is given credit for in- venting many things, but in fact he origi- nated little. Most of his time was devoted to developing and perfecting what others started but lacked vision to carry to comple- tion. The real inventors often are unable to see any real value in things they them- selves discover. Students today need to study such characters as that of Edison and grasp something of his broad vision, that foresight which made him one of the outstanding char- acters of the age. We might go on and name Marconi or Fulton who could see beyond what even scientists had proven, men who had a vision broad enough to enable them to take advance steps and win out over extreme difficulties. True, these men had other qualifications but. above all. they did have a broader vision than their fellow men and were enabled thereby to make a place for themselves in the world. They gave the world something that made it infinitely a better place in which to live. The vision must always precede the reality. It determines what the reality may be. It marks the limits of human attainment, there- fore. if we are to make progress individually or socially, we must have a vision that sets the bounds far ahead of what we are at pres- ent. We must have a broad vision if we would promote our own welfare or the wel- fare of society in general. For the sake of ourselves and others we must have a broader vision than that held by the majority of the race. Message to class of 1948: Fellow members of the class of 1948, it is with mingled sentiments that we view our- selves for the last time as a class in this our final assembly within the halls of our Alma Mater. On such an occasion, complete happi- ness is impossible. The pain of parting from beloved scenes and of severing the friendships of four happy bustling years intrudes upon the joy of achievement—the triumph of at- taining a cherished goal. It is true that in going forth to find our places in the world we graduates have no experience: but we have an eager, hopeful outlook. We lack wisdom, but we have boundless courage and a capacity for indus- try. We do not as yet know the rules of the game, but we have a firm faith in high ideals. As we say farewell to the school board, superintendent, principal and members of the faculty, on behalf of the class of 1948, I wish to express our sincere thanks for your guidance, help and patience which has made this day possible for us. We will never forget our happy days in Winooski High School, and if the future deals with us as kindly as the past has done, life will be very good indeed and we go to meet it gladly, carrying in our hearts only kind thoughts of our school and its faculty and students. Barbara Garrow — 29 —

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VALEDICTORY THE BROADER VISION Graduation comes at the close of the school course and brings commencement time. Some- times we wonder just why we call graduation time commencement.” It is the end of the school course so far as this one particular school is concerned, but we must see beyond the close of the school year, we must have a broader vision all through our school life, than just graduation. Graduation should be a means to an end and not the end itself; it should mean the beginning of a new experi- ence, either a higher course of study or enter- ing life’s school itself with its opportunities and responsibilities. We need a broader vision at graduation time than we have ever had in our school days. A small penny held close to the eye obstructs a dollar held at arm’s length. The moon, nearer to the earth than the sun, at the time of a total eclipse, blots out the vision of the sun, yet the moon is very small when compared with the fiery ball that gives light and warmth to the earth. What is near often hides one's vision of what is far away. The narrow vision has the tendency of con- fining one to narrow limits. It is the broad vision that means progress, achievement,.hope. Faith is closely related to that broader vision, and such a vision is likewise the foundation of individual or national inspiration. The prophets of old had the broad vision, they saw farther into the future than the human race has yet traveled. Paul, the apostle, had a broad vision in converting the gentile world to Christianity. There were followers of the Christ who had the narrow vision, they would have kept Christianity confined to the narrow limits of Judea. It was due to the vision of Paul that Christianity became the world-wide force that is regen- erating the human race. There were explorers before the days of Columbus, but it took the vision of Colum- bus to see something that others did not see beyond the unknown waters. It is not neces- sary to state the debt we owe Columbus for his broader vision of the universe. Browning wrote, “A man’s reach should exceed his grasp Or what's a heaven for. The broader vision is a force in the course of human affairs that is of vast importance. It takes one out of the cramped pathways of life into the broader highways of unlimited possibilities. Columbus was not more gifted than many of his fellow men. but he did have a vision and determination that others of his day did not have. One cannot reach out for the things that are not first visioned. Colum- bus had to vision the land across the Atlantic before he dare to cross the unknown waters to reach that land. Cyrus W. Field had to vision a cable across the Atlantic before he could put himself into the task of making trans-Atlantic communication possible. Our early American patriots had to vision a free and independent commonwealth built upon the foundations of human liberty before they could sign the famous Declaration of Inde- pendence. We see the importance of having a broad vision before we can reach noteworthy achievements. In studying the life of Napoleon, we mar- vel at his wonderful vision. He saw the possibilities for the development of a great American nation, possibilities that even few Americans saw at that time. He looked down through the avenues of time and saw the American commonwealth a rival of England in power and prestige. He believed that America alone had the possibility of becom- ing a real rival of an enemy country and he

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HISTORIA CLASSIS Doubtless the history of our class reads very much like the history of every other graduating class in the public school. All have very similar beginnings and in our pres- ent educational system, all go through practi- cally the same routine as the machinery of education grinds on year after year. Very few classes continue through the grades and high school with the same per- sonnel. Pupils come in with the years and it is a fortunate class indeed that finishes the course with more than half the same members it had in the beginning. As we look back over the records of past school years we find that this is true of our class. Out of the list of names on the first grade roll we recognize only a part, or some have dropped from school in the intervening years, some have moved away, and some have progressed more slowly, and now belong to other classes. Leon Ignaszewski, Mary Mer- chant, Ernest Vuley, Barbara Provost, Larry Handy, Shirley Paquette, Edward Compan- ion, Barbara Garrow, Dorlene Dorey, and Joyce Boucher are names that we find listed in first grade registers and these names appear on our roll of graduates today. These young people have gone through the years of school together and have had much in common as they wrestled with “readin’, ’ritin’, and 'rith- metic.” In recalling those happy days of first grade with Miss O’Brien, Miss Geary and Mrs. Marjorie Navalinskas, as friends and teachers, there come back tender memories. No one will forget the day Mary Merchant dropped her pencil on the floor and had to stand in the corner and the day that Leon Ignaszewski was caught throwing spit-balls. Ted Com- panion grew restless occasionally and he would start for home. Ernest Vuley cried the entire time during the first day at school. The first three grades were quite unevent- ful it seems. School life went on happily save for a few accidents now and then, such as broken windows, spilled ink, truancy from school, and such happenings. Regardless of what we were in we had a jolly time. The fourth grade was eventful. Miss Irene Devino (Mrs. McGettrick) -and Miss Calvert were our teachers. Real studying be- gan and we had so many subjects and so many books that we felt quite grown up. Multi- plication tables and fractions kept us busy. In the fifth grade, everything went on with little friction. Few narries were added to our class roll. While in this grade we grew in stature, if not in wisdom. Our first romances began. Shirley Paquette and Billy Reynolds, now of Burlington High School, would gaze at each other fondly, as Ernest Vuley, Marion Ready (now deceased), Mary Merchant and Richard Church (now in the U. S. Navy) practiced the minuet. Sixth grade was most appealing. Life seemed just made for fun. although we worked hard. We had an Indian play dur- ing the year, and even now, in retrospect, we can see Leon Ignaszewski as he impersonated an Indian chief. Larry Handy and Barbara Provost were rushed to the hospital for ap- pendix operations during the spring of the year, and Joyce Boucher and Ernest Vuley had the mumps. Their convalescence was made so pleasant and happy that everyone else in class tried to catch something so he might remain at home. Our soloist during our sixth year was Bar- bara Provost. She sang the first stanza of the “Star Spangled Banner” every morning and the class joined her in singing the second stanza. Miss Turner, Miss Fitzgerald and Miss Roakes were our teachers and they were tireless workers and all three did their best for us. Seventh grade found several members drop- ping from the list but new names were added and the gap was more than filled. Carl Pro- vost came into school from St. Louis Convent and he was an excellent student in mathe- matics and science. Eighth grade followed seventh with tedious examinations and lengthy lessons. Leon Ignaszewski and Shirley Paquette were awarded the Good Citizenship Medals in our class and they have been outstanding citizens throughout high school. It was during this year also that Leon and Ernest staged a prize fight. We never did hear who won the fight, but their friendship has been similar to that — 30