1920 Windsor Locks High School Yearbook Windsor Locks CT
by Windsor Locks Library
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1920 Windsor Locks High School Yearbook Windsor Locks CT
Windsor Locks High School is located at 58 S Elm St, Windsor Locks, CT 06096.
The Windsor Locks Library had the yearbooks digitized for those alumni
that may have lost their high school yearbook, for your enjoyment and
as part of its efforts to preserve Windsor Locks documents for future
Generations.
Our goal is to have all of the yearbooks digitized and accessible to
anyone around the world, free of charge because each student is an
important part of the local history of Windsor Locks CT.
The High School Herald
Vol. X. No. i.
June, 1920
COMMENCEMENT NUMBER.
=1, – “=»■ =!■ – 1!^
Published once each term by the Windsor Locks High School,
Windsor Locks, Connecticut.
The High School Herald
»
for
June, 1920.
Business Manager.
Carl Larson, ’20.
Assistants.
Helen Shepard, ’20, Joseph Hawley, ’22,
Edward McCullough, ’22.
Circulation Manager.
Mary Carroll, ’22.
Assistant.
Juliet Morehouse, ’22.
TABLE OF CONTENTS.
Commencement Exercises. Page
Welcome and Class Oration,
“Build for Character and Not for Fame” – Carl Larson 4
Class History – Helen Shepard 5
Advice to Undergraduates – Malcolm Macdonald 6
Acceptance of Advice – Herbert Poulter T
Presentation of Gift – Margaret Root 7
Acceptance for the School – Joseph Halloran 8
Essay and Valedictory, “The Evolution of Education” _ Nady Compaine 8
Editorials – – 10
Junior Prize Essays.
First Prize, “Andrew Carnegie,” – John Shaughnessy 11
Second Prize, “Some American Artists,” _ Lillian Nugent 12
■
■
CLASS ODE
(Tune: Orange and the Blue)
The years have come and passed away
Since we as classmates met,
Delightful years of work and play
That we cannot forget.
We’ll always think of pleasant days
Spent at Windsor Locks High,
Now we must go our separate paths
Where’er our duties lie.
’Tis hard to say the parting word,
That little word, farewell;
The heartfelt sorrow that it brings,
None but ourselves can tell.
Farewell, our Alma Mater dear
We’ll cherish mem’ries sweet,
Thy doors shall close behind us soon,
Our life tasks then we meet.
But courage! though the waves dash high
For the world’s a stormy sea,
Our Father’s hand shall guide at last
Into eternity.
There, through the gathering ages,
In that day’s unfading light
Our songs we’ll sing to merrier words,
Than the sweetly sad, “Good Night.”
Margaret Root, W. L. H. S., ’20.
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4
THE HIGH SCHOOL HERALD.
WELCOME AND CLASS ORATION
Parents, instructors, members of the
School Board, superintendent and friends,
it is with great pleasure that I in behalf of
the Class of 1920 greet you this evening.
Parents, you who have made it possible for
us to obtain a high school education; in¬
structors, whose patience and untiring in¬
terest we sincerely appreciate; superin¬
tendent and gentlemen of the School Board,
who have always stood ready to give us
your time and good council; friends who
have taken such an interest in our school
and its activities; I wish to extend to you
all a most hearty welcome.
“Build for Character, Not for Fame”
This year we, the Class of 1920, have
chosen a motto written in English rather
than Latin or some other foreign language,
because we think that good as other tongues
may be, the people of this country should
do their thinking, writing and speaking in
good plain United States. So we have chosen
these words written in a language that
everyone here tonight can read and under¬
stand.
Never has it been so necessary that in
America we have unity of ideas — of purpose
— and of language as a means to that end.
And never before in the history of the Unit¬
ed States has there been such need of co¬
operation in the support of our government.
Many foreigners have been entering our
country in recent years, not for the purpose
of becoming good loyal citizens, making
permanent homes here and supporting our
government, but for the purpose of obtain¬
ing wealth — and these men are continually
instigating underhanded and base schemes
to further their selfish ends. This has been
proven during the past three or four years
by the acts of alien radicals who have tried
their best to overthrow our government.
Thanks to our officials in charge, this disas¬
ter has been prevented.
What we need, now, is a second Abraham
Lincoln, to set the example for the whole
country, a man who “builds for character
and not for fame.” Let me explain here ex¬
actly what is meant by our motto.
Character and fame are quite often asso¬
ciated in our thoughts, but there is really a
vast difference in the meaning of these two
words. One may often deservedly gain
fame by working hard to build a good up¬
right character, but it is very seldom that
a person can build a character who has
gained fame without the foundation of char¬
acter.
I have spoken before of the matchless ex¬
ample offered us by one man who all his
life built for character and not for fame —
Abraham Lincoln — one of the greatest
Americans. It would be a waste of time
for me to review tonight the numberless
events of his life, because we are all fa¬
miliar with his career — how he strove on,
regardless of the dark clouds which con¬
stantly lowered over his path. He could
not be influenced by any human agency to
deviate from the course which his conscience
told him was right. He just pressed for¬
ward with a grim determination, to see his
duty and to do it, as he himself expressed
it, “With malice toward none, with charity
for all, with firmness in the right as God
gives us to see the right.”
In direct contrast to Abraham Lincoln
stands a man who worked for fame alone —
and who has gained infamy. In August,
1914, this man started out to conquer the
world. For what purpose? To show that
he was a mortal man with a character of
great strength and moral justice — or was it
to win fame, for himself and himself alone?
All humanity can answer this question to¬
day, and all humanity knows the deserved
result of his acts.
His selfish greed drove him to think he
could conquer the entire world. He did not
realize that it takes a man with a charac¬
ter to gain fame such as he desired, and he
did not possess such character.
You will find many in this country with
as little character as that of the kaiser,
though their greedy ambition may be on a
smaller scale. Now is the time when we
must weed out these individuals and either
cure them of their pernicious ideas or send
them away from America.
In other words, we must make this a model
progressive country instead of one which is
sliding backward. Are we sliding back¬
ward? We are in danger of it. Why? The
answer is our thoughts, our ambitions and
our interests are entirely centered about
ourselves and our own fame. That is where
our grave mistake lies, and this mistake
must be overcome; we must climb out of
this rut and each of us feel an interest in
our nation as a whole, in its character and
in its true worth.
In school we can see danger signs if we
only look for them, for there are individuals
of that “I don’t care” spirit even in school.
Many come here, not for the purpose of
studying and trying to make something of
5
THE HIGH SCHOOL HERALD.
themselves, but just to avoid harder work
and (ret alone a* easily as they can. They
usually do not remain in school any length
of time. Some of them managed to drag
through to the end of the year, but they
didn’t pass. “The teacher didn’t like them,”
is their favorite explanation. They start out
in life no richer either in character or in
fame than when they entered school.
There is another class of pupils who like
to make a show of what superficial knowl¬
edge they do get. When the. e finish high
school they seldom attain the same heights
in life as an ambitious grammar school
graduate who has gone deeply into all his
work. They dream of a rosy path filled
with ease and luxury — fame. But they will
not buckle down and carry their load. The
crowd goes on, but they follow in the wake.
Occasionally one of these is thrown into the
lead by circumstance, but he does not re¬
main there very long, because he is unable
to get down below the surface to the real
fundamentals of life. He has been building
for fame, his part is to receive the praise
while someone else bears the respon ability.
There is still a third class in our school,
composed of those pupils who work not only
to attain high marks, but for what they can
really get out of their studies. When a
difficult problem confronts them, they
ana’yze it, instead of just glancing at it, and
stepping over it. An opportunity is never
mi-sed by which advancement may be gained
and gained honorably. These are the ones
who step into Life’s School unhesitatingly
and make progress in life.
Classmates: Let us strive on, as we have
in the past four years, and remember that
in the building of our characters every
single day counts.
Build today then strong and sure,
With a firm and ample base;
And ascending and secure
Shall tomorrow find its place.
Carl Larson, ’20.
HISTORY
We live in deeds, not years; in thoughts,
not breaths;
In feelings, not in figures on a dial.
We should count time by heart thi’obs.
He most lives
Who thinks most, feels the noblest, acts the
best.
So in life and so in school, as classes and
as boys and girls we live in deeds, in
thoughts and feelings; therefore the history
of our class, as of every class, though ar¬
ranged in order of years and events, is
really the story of our thoughts and feelings
for four years.
From the time we entered the Windsor
Locks High School as freshmen in nineteen
sixteen, nineteen in number, quality predom¬
inated. That is why our number was dimin¬
ished each fall when we returned to school
after our summer vacation. We are truly
a shining example of the “survival of the
fittest.”
As we now look down from our present
lofty position, as dignified seniors, upon our
freshman year, it is hard to realize that we
were ever so small and verdant as the little
children who entered last September. Did
we ever feel so bashful or so awkward?
Were we ever timid in looking for our vari¬
ous classrooms ? If we were less honest we
would deny the modest and fearful shrink¬
ing from publicity that characterized our
freshman year, but, truthful we always
were, we admit the charge.
During our freshman year we were too
occupied mastering algebra and Latin to
think much of social affairs. We gave our
time and attention wholly to school work
trying to adjust oui-selves to our new en¬
vironment.
When we returned in the fall as sopho¬
mores we became ambitious. Just to give
something, to do something, was uppermost
in our minds. Having settled into our prop¬
er niche in the Windsor Locks High School,
we were ready to go on and work for our
class and our school. But we were informed
that the upper classmen were to have the
preference, so we had to watch and wait,
curbing our laudable ambition until the
proper time for action. Yet we did make
one more or less public appearance. In
English II we had read, as thousands of
classes have before us, George Eliot’s “Silas
Marner,” and for one of our rhetorical per¬
formances we dramatized the story. Not to
boast too much, we felt that we had some
dramatic ability, and we were all the more
eager to do something to earn money and
show our class spirit.
W’hen but seven of us returned to “carry
on” as juniors we were resolved to work
hard toward the goal of graduation. So we
decided to give a military whist on Feb¬
ruary 17, clearing $33, which we thought a
good sum to start on.
Our minds then became occupied in writ¬
ing for the Junior Prize Essay Contest. We
were going to give the judges no easy time
6
THE HIGH SCHOOL HERALD.
deciding which essay was the best. And
how we did work on those essays! Prizes
mean a good deal to boys and girls of our
age, more perhaps than the judges ever
realize. And you must know that the town
of East Windsor is very, very intellectual,
for after a long and serious discussion our
judges decided to confer the first and sec¬
ond prizes upon Neddy Compaine and Carl
Larson, both of East Windsor.
In May of that year one more of our
classmates told us she would have to leave
us. So we decided to have a farewell party.
As there were but seven of us, we decided
to enlarge the number and have our class
teacher, Miss Hall, for chaperon. A never-
to-be-forgotten evening was spent, and the
moon was high in the sky when we reached
home. To be sure, our chaperon and class
president managed, because of a misunder¬
standing between them, to forget to bring
to the house the principal object of our class
party, namely, the little friendship pin we
gave our departing classmate as a sign of
our affection. Soon after that our teacher,
Miss Hall, told us that she also was going
to desert us that year.
That left us but six in number to resume
our studies for the final year. We were all
determined to finish with flying colors and
earn the praise and approbation of all, small
in numbers though we were.
On December 5 we gave a dinner to about
one hundred visiting teachers, clearing about
$45. When you consider the physics room
was our kitchen, you will agree with us
that serving the dinner was quite a stunt.
But, needless to say, we managed the func¬
tion successfully, showing that we had do¬
mestic as well as dramatic ability.
In February we attempted to give the
usual midwinter dance. I say attempted,
because for some unknown reason the weath¬
er man was against us, and only those who
lived in the center of the town could attend.
As this dance could hardly be counted a
success, we had to try once more to do
something which might add to our class
funds. So we resorted to a whist, and added
$20 to our bank account.
On June 8 Johnson’s studio was chosen as
a fitting place to pose for the pictures that
are the most important we shall ever have
taken, our Senior Class Pictures.
And now tonight we come to the final
chapter of our history as a class and begin
our history as individuals. May the pages
of these histories be as marked as those of
our class history have been.
Helen Shepard, ’20.
ADVICE TO UNDERGRADUATES
It is customary for the graduating class
of a high school to give some few words of
advice to the undergraduates of the school.
Our class is going to follow this ancient cus¬
tom, and I am the medium through which
these perhaps unwelcome but sorely needed
words are to be given. By way of prepara¬
tion and warning, before I impart to you
this valuable advice upon which I have spent
hours of diligent toil, let me say that the
undergraduates are supposed to give careful
ear to my solemn words and to obey them
in every detail.
Juniors: We compliment you upon your
progress this past year. You have truly
outgrown to a great extent your babyish
ways. However, we would advise that you
learn to stand on your own feet. Don’t
depend on othei’s all the time, depend on
yourself once in a while, and don’t have your
wishbone where your backbone ought to be.
You will naturally fall heir to the seats
of honor vacated by us, and, although you
have progressed so admirably this past year,
we hardly believe that you have quite
reached that high intellectual stage attained
by us or that you are really fitted to occupy
them at once. We would advise you, there¬
fore, to retain your old seats until you be¬
come capable of filling ours as ably as we
have done.
By the way, Juniors, you have an orator
in your midst. One Redmond Lynskey, who
has achieved fame as a speaker in the re¬
cent national democratic convention held in
the school. May you always appreciate hi 3
flowery eloquence. I would also advise that
John Shaughnessey, otherwise known as
“Shock,” get a pair of shock-absorbers so
that when he does his acrobatic feats in
French II and gets “landed” on, it will take
off some of the jar.
Sophomores: You are known as the quiet¬
est class in school, and quietness is truly an
admirable characteristic. Incidentally, how¬
ever, you are known as the most nearly dead
class that we have. You seem to be for¬
ever in a trance. Come out of that mental
fog which seems to have so completely en¬
wrapped you! Wake up and show some
signs of life, and don’t go around as though
you were all afflicted with sleeping sickness.
Your class seems to possess considerable
talent, however. You have one amongst you
who bids fair to become a second Bernhardt.
For one of her age, Miss Root possesses re¬
markable ability. We would advise you,
THE HIGH SCHOOL HERALD.
7
\
Eleanor, however, to confine your acting to
the stage and not the school room.
There is another one of your sophomore
girls who trips the light fantastic toe with
graceful ability. It would not be a bad idea
for some of you to follow Miss Lyons’ art
and thereby gain grace and poise.
Verdant Freshmen: Do you realize that
you are now almost sophomores, and it will
soon be your duty to show another class just
how high school students should act?
Since we as seniors have been this past
year located in a separate room from the
rest of the high school, we have very seldom
seen you freshmen, and indeed when we
have visited the main room on special occa¬
sions we at first thought the front seats
were empty until we heard childish voices
proceeding from their depths. On one occa¬
sion when the freshmen presented a rhetori¬
cal program, in the midst of it the piano
suddenly started playing. We were dum-
founded, for we had not heard of our piano
being changed into a “player,” and indeed
we would not have allowed our beautiful in¬
strument to be so used. But when the room
was filled with vibrating chords and crash¬
ing crescendos we were awed beyond ex¬
pression. But lo and behold when the music
ceased, up jumped a sprightly freshman girl,
who had been entirely concealed by the
piano.
You also seem to be a very studious class
as a whole and cover a broad field of lead¬
ing, especially the boys. I have been told
that our freshman boys can be found nearly
every day reading from our World’s Refer¬
ence Books, looking up, usually, such data
as the evolution of the Blastophaga Nas-
sorum and various other biological subjects.
Just here I would like to deviate from
the usual custom and give just a few woi’ds
of advice to the School Board. We think it
would be an excellent plan for the Board to
provide a few cradles and perhaps a nurse¬
maid if need be for the incoming freshman
class.
So much for the lighter part of my ad¬
vice; now for the more serious part. Your
high school years pass quickly. You who
continue your high school career, and you
all should continue, will soon be graduating
as we are tonight. Work hard and you will
find that you will gain due reward for your
efforts. You have strong class spirit. Weld
that into a strong school spirit and strive to
keep the standard of your school higher
than that of any other. Make W. L. H. S.
a school that you, your parents and towns¬
people can well be proud of, and to each one
of you, individually, I can give no better
advice than that which Polonius gave to his
son Laertes:
“This above all, to thine own self be true
And it must follow, as the night the day,
Thou canst not then be false to any man.”
Malcolm Macdonald, ’20.
ACCEPTANCE OF ADVICE
Members of the Class of 1920:
In behalf of the undergraduates, I wish to
sincerely thank you for those precious words
of advice which you have imparted to us
this evening. We have listened attentively
to your words of wisdom, and we have taken
them all to heart.
At this moment we are, no doubt, think¬
ing of the time when we, too, shall be
seniors, when we shall have to leave our
classmates and teachers, and pass on to the
business world.
We have learned many lessons from you
as upper classmates, but we have, no
doubt, learned something which we would
have fared well without — the matter of talk¬
ing to yourselves on occasions.
But, Seniors, I must confess that you
have been a quiet and respectable class, and
from the bottom of my heart I wish you
the best of luck.
Herbert Poulter.
PRESENTATION OF GIFT
In selecting our gift this year we have
aimed to leave the school something useful.
The appropriate gifts of former classes have
attractively decorated the walls of the vari¬
ous rooms and supplied many valuable refer-,
ence books to assist the pupils in their
work.
There was a time, long centuries ago, when
it was no uncommon thing for a person to
go through life without ever learning to
read. Times have changed since then and
great benefits as well as pleasures are de¬
rived from books and current magazines.
The most obvious of all benefits is pleas¬
ure — pure pleasure entirely free from any
idea of improvement. We turn to books
and magazines for much the same reason
that we join a merry crowd, engage in
sports, or a tramp through the woods.
But there are higher benefits. How de¬
pendent we are upon books for facts and
8
THE HIGH SCHOOL HERALD.
ideas. We all have ideas which we call our
own, but for the most part they are merely
ours by adoption, they come directly or in¬
directly from books. And this leads natural¬
ly to a sober reflection: “He who read-;
little is apt to live a little life.” His range
of information is so narrow, his stock of
ideas is so meager, that he is poorly
equipped to do things. He can hardly hope
to keep pace with those who are “well read.”
Pure, temporary pleasure; an abundant
store of facts and ideas; the broadening and
refining of lofty ideals and universal truths;
power to think, power to appreciate, power
to express; these are the benefits derived
from reading, and it is with this idea in view
that you may secure these benefits that we,
the Class of 1920, present to the school this
gift of subscriptions to two of our best mag¬
azines. We hope that you will make use of
these and derive both pleasure and knowl¬
edge.
Margaret Root, W. L. H. S., ’20.
ACCEPTANCE OF CLASS GIFT
Members of the Class of 1920:
In presenting to us the subscription of two
of our best magazines, you have again dis¬
played that characteristic which has been
yours throughout your high school career,
namely: Common Sense.
You give us a privilege which has not
been yours during your four years at High
School, thus showing your unselfishness.
We are indeed glad to possess a means
whei’eby we, as students, may keep in touch
with current happenings and may enjoy
reading the best stories and articles of the
day.
- While your gift is not a large one, it is
one that will be of great help to us all and
should prove invaluable to the English De¬
partment of the school. We shall make the
best use of your gift and hope to keep up
what you have started and enlarge upon it
whenever possible, thus putting your “Alma
Mater” in a position to compete with any
school when it comes to discussion of the
live topics of the day.
In behalf of the teachers and undergrad¬
uates of the W. L. H. S., we extend to you
our heartfelt thanks and sincere apprecia¬
tion for your splendid gift, and hope that
in coming years all your work will be
crowned with success.
Joseph Halloran.
THE EVOLUTION OF EDUCATION
We students of today take our present
high school training as a matter of course
and do not stop to think that it has taken
over twenty-five centuries to build up the
high schools we now enjoy, and that it is
only a century ago that high schools were
instituted.
Real educational progress began with the
Greeks. In their gradual development they
achieved individuality, and their outlook
seemed always to have been toward the fu¬
ture rather than the past. And as a result
of their development the world has ever
since turned to this source of learning for
inspiration and counsel.
Greek schools offered their youth a full
rounded education. The boys were given
rigid physical training and courses in mil¬
itary duty; they were taught reading, writ¬
ing* mathematics, grammar and rhetoric,
the study of literature and music. The un¬
derlying purpose of all Grecian education
was the training of their boys to serve the
state and become goood citizens. We must
remember that this education was only for
boys of the wealthy and leisure classes.
It is said that Rome amalgamated the
Greek civilization with her own. And we
are inc lined to believe t h i – . for until the
Romans began to adopt the Greek ideas of
life they were narrow and little adapted to
national development. We find the Roman
schools very much the same as those of the
Greek, but perhaps a little more rigid. Both
these nations through educational influence
spread their intellectual culture through
Macedonia and the Orient.
During the Midd’e Ages monasteries grew
up to counteract the prevailing wilderness,
and as a result the literary work of the
monasteries soon led to the establishment
of regular schools within their walls. The
curriculum of these schools was at first ele¬
mentary and narrow, but finally initiated
classical learning in the form of “seven lib¬
eral arts,” viz., grammar, rhetoric, dialectic,
arithmetic, geometry, music, and astronomy.
Their greatest accomplishment for civiliza¬
tion was the preservation of history and
literature.
A very important effect upon education
was made by the founding of medieval uni¬
versities, wrhich institutions grew out of the
old monastic schools and offered only three
branches of study — ministry, medicine, and
law. The medieval student not only ac¬
quired a knowledge of his studies, but also
debated upon them. However, from a mod-
THE HIGH SCHOOL HERALD.
9
ern point of view their course of study was
meager, fixed and neglectful of the litera¬
ture of the classical ages.
This period of the Dark Ages when all
learning slept was followed by the Renais¬
sance or the Revival of Learning. During
this era it was evident that the spirit of the
Graeco Roman had returned and that an op¬
portunity was granted for the expression of
individuality. Universities throughout Eu¬
rope began to adopt this new learning. They
were awakened to the genuine vitality and
innate beauty of the ancient writings. Even
grammar schools began a systematic change
in curricula.
After the Renaissance came the period
of Reformation. This opened the field for
the training of teachers adn broadened the
courses in philosophy and mathematics.
The so-called grammar schools, so limited
in their courses, were found inadequate in
the preparation for the universities, and out
of this need came the establishment of acad¬
emies in England and America. These acad¬
emies, we must remember, were far differ¬
ent in their scope from those of today.
They taught only those branches prepara¬
tory for college, and only those went to
college who were preparing for a profession.
Then came the development of the modern
systems. And with it free elementary edu¬
cation, compulsory attendance, the creation
of a board of education, normal schools, vo¬
cational schools, and the placement of ele¬
mentary schools under public control.
The growth of inventions and discoveries
in the nineteenth century gave rise to the
teaching of many natural science branches
in technical schools. And even universities
began to assimilate these courses with their
own. Then, too, elementary schools began
to realize the value of this practical training
and so equipped themselves with labora¬
tories, lecture rooms, workshops, and in¬
creased their staff of instructors. And so
with the dawn of the scientific movement,
scientific and technological schools sprang
up.
Through the academic movement, high
schools began to appear, giving special em¬
phasis to sciences. The first high school
appeared at Boston in 1821. In the first
year it offered in its schedule geography;
navigation and surveying, in the second;
and natural philosophy and astronomy in the
third. In all cases instruction was given
mainly through the text book, although ex-’
peri men ts were frequently demonstrated by
the teachers, but there was no laboratory
work for the student. At this time there
was such a tendency to overload the cur¬
riculum with scientific courses that at the
end of the century these courses were very
numerous and of a rather superficial charac¬
ter. The scientific movement in the educa¬
tional system was marked in all the coun¬
tries during the past two centuries, which
demanded entirely different methods of
teaching from the traditional ones. So much
for science.
We have now come to the pre3ent-day
tendencies in education. Perhaps one of the
finest things of camparatively i*ecent devel¬
opment is the evening high school, where
students who are occupied during the day
can attend in the evening, and also the even¬
ing school for the foreigners. Another fine
institution is the industrial schools, estab¬
lished through the philanthropy in the
larger cities.
Let us stop and consider a moment the
striking comparison between the college and
the high school courses. Classics are beyond
the question, for we all know that classics
have always been the foundation of all sec¬
ondary schools.
Corresponding to the applied science in
the college;, we have the domestic science in
the high schools; and in place of finance and
economics, business and business law. In
the colleges are offered thorough courses in
agriculture, while in many high schools both
the theoiy and the application are considered
and even the grammar schools are beginning
to adopt agriculture into their curricula.
The commercial department of our schools
has done more perhaps than any other insti¬
tution to place the majority of business
workers in fine working environments with
a chance for intellectual improvement. As
a matter of fact, there are more commercial
students than classical students in any com¬
munity. The commercial course is a quicker
one, thougn its practicability is questioned.
We have now come to the schools of the
present day. What a short time has elapsed
since I spoke of the ancient Greek and
Roman education, but how many years it
has taken to build up our excellent high
schools and colleges upon that foundation.
Twenty-five centuries of patient toil, now a
lapse, now a revival of learning, but always
a striving toward the same goal — a higher
standard of education.
How grateful we ought to be to those
people and to those conditions which have
made it possible for us to have the excellent
opportunities of education which we now
enjoy.
Classmates: We have now come to the
10
THE HIGH SCHOOL HERALD.
end of our High School course, to the end
of four pleasant years of toil spent to¬
gether. Let us ever remember and love our
Alma Mater and let us now extend our ap¬
preciation to our worthy faculty who have
helped to enlighten us, and to the under¬
graduates whose pleasant companionship
we have enjoyed. And as we part tonight
to take up our different walks through life
let us strive to reach the summit most suit¬
ed to our own individuality and there erect
a tall, perfect, beautiful temple of life, and
let us call that temple Character, not Fame.
Nady L. Compaine, ’20.
THE HERALD STAFF
Edilor-in-Chief
Nady L. Compaine, ’20
Assistants
Helen Shepard, ’20 Robert Parmelee, ’20
Julia Rooney, ’20 JohnShaughnessey,’21
Joseph Hawley, ’22 Nelson Parmelee, ’23
Marion Eagan, ’22
EDITORIALS
This, the last issue of the Herald, is a
strictly Commencement Number, and by
means of it we wish to extend our thanks
and appreciation to all who have contributed
to its success this year by articles and sub¬
scriptions.
We have endeavored to make the Herald
as fine a paper as it lay in our power to do
so, but we own that it has its faults, and
we sincerely hope that the editors of 1920-21
will benefit by our errors.
We cannot too strongly urge that there
be the closest co-operation between the ed¬
itors and the school.
We have appreciated the interest shown
by our Alumni during the past year, and
we hope that this interest will continue, for
the alumni of a school is a very vital part
of its support.
THE HIGH SCHOOL HERALD.
11
Turner
The W. L. H. S. has always been noted for
adhering to its traditional customs, and,
although late, we presented our annual ex¬
hibition on Friday, June 11.
On May 28 a concert and dance was given
in the Memorial Hall by the members of
the junior class. The program, which was
most carefully arranged, and which proved
to be a credit to the school, was composed
of the following numbers:
Orchestra March
Anchored Veazie
High School Chorus
Irish Love Song Lang
Eva Colli
Piano solo, “La Manola-Caprice
Espagnola” C. W. Kern
Francis Wallace
“Pit, Pat, Pit, Pat” Bailey
Girls’ Chorus
“Hail, Land of Freedom”
Sextette from Eighth Grade
Nellie Betley, Ethel Goldfarb, Laura
Parlette, Dorothy Pease, Frederick
Mather, Raymond Hancock.
Reading, “Last Hymn” Mrs. M. Farmingham
Eva Colli
The freshman class presented their final
rhetorical program for the year in the as¬
sembly hall on May 28. The program was
uniformly successful, and some of the mem¬
bers seem rather disappointed to think they
cannot display their oratorical ability again
until they are sophomores.
Now that school is over the Seniors won’t
have an opportunity for cutting a day or so
every week.
The chemistry class has made a slight
transposition in the formula for Cuperic
Iodide, I Cuj (I see you too).
JUNIOR PRIZE ESSAYS.
ANDREW CARNEGIE
FIRST PRIZE.
Not only the United States, but prac¬
tically the whole world was sadiened last
August to hear of the death of one of our
most honored citizens and one of the
world’s greatest philanthropists.
Andrew Carnegie was born on November
25, 1835 in Scotland. He started to work
in a cotton factory for a little over a dollar
a week. He learned telegraphy when he
was messenger boy in Pittsburgh and he
very soon became an operator and rapidly
advanced to the ranks of division superin¬
tendent for the Pennsylvania railroad. By
cautious investments in Pennsylvania oil
lands he increased his wealth enormously.
After the war of Secession he entered the
iron business and soon became one of the
industrial leaders of America.
In 1868 he introduced the Bessemer pro¬
cess into the American steel industry. In
1899 he consolidated all his interests in
the Carnegie Steel Company at that time
one of the greatest industrial institutions
ever established. When, later, it was
merged with the United States Steel Cor¬
poration, he retired from business with a
fortune estimated at a half billion dollars.
The scope of his public spirit has been
world wide. Besides the five institutions
which receive special attention, his gifts in¬
clude $11,000,000 to the Carnegie Institute
of Technology, $10,000,000 to Scotch univer¬
sities including St. Andrews and Aberdeen;
$5,000,000 as a benefit fund for employees
of the Carnegie Steel Company; $2,500,000
trust for Dunfermline his native town.
The annual proceeds of the fund of
$15,000,000 given to the Carnegie Founda¬
tion for the advancement of teaching by
Mr. Carnegie in 1905, and 1908 are dis¬
tributed in pensions to teachers in the
United States, Canada and New Foundland
retiring from the faculties of universities
and coUeges. An educational research fund
of $1,250,000 was added by him in 1913.
The Carnegie institute organized in 1902
to encourage in the broadest and most
liberal manner, investigation, research and
discovery, and the application of knowledge
to the improvement of mankind has an en¬
dowment of $22,000,000. The institution
offers no regular class-work and no degrees.
Its administration building is in Washing¬
ton, D. C. The president of the United
States, the vice-president, Speaker of the
12
THE HIGH SCHOOL HERALD.
House of Representatives and the secretary
of the Smithsonian Institution are ex-
officio members of the board and the United
States government offers the free use of
its public records, museums and libraries
to all persons connected with the institu¬
tion.
Over $50,000 000 has been given by Mr.
Carnegie to libraries in English speaking
countries, and it is largely as a result of
his beneficence that the public library has
become a prominent institution in every
community of importance in the United
States and Canada.
Mr. Carnegie was an illuminating ex¬
ample of what strong personality will ac¬
complish.
Mr. Schwab, the man who perhaps knew
Carnegie best, paid a splendid tribute to
him in the following words!
“Never before in the history of industry
have you known a man, not himself under¬
standing the business or its working de¬
tails, making no pretense of being a tech¬
nical steel manufacturer or a special en¬
gineer, was yet able to build up such a
great and wonderfully successful enterprise
as Mr. Carnegie did.
“It was not that he wa3 a skilled
chemist, a skilled mechanic, or a skilled
engineer, it was because he had the faculty
of enlisting the people w’ho were skilled in
those arts. And while it may be an easy
thing to enlist the interests of such men
in an enterprise, it is quite different to get
their best efforts and loyal support. And
in that Mr. Carnegie was paramount over
all men.”
“I wonder how many of you,” continued
Mr. Schwab, have ever reflected that the-e
tremendous results which Mr. Carnege
secured were always obtained through a
spirit of approval and never of criticism.
Mr. Carnegie was one to take you by the
hand and encourage and approve.”
Another phase of his character was
thoroughness, and that may be illustrated
in a way which shows how his mind worked
all around a subject. During the great war
the one spirit that seemed to animate every
man, no matter how great his station in
life — and indeed the greater his station the
more he tried to emulate it was the spirit of
democracy. This is an age when a man,
be he prince, king, philanthropist, merchant,
manufacturer, politician or plain citizen can
have nothing better said of him then that
he is truly democratic. That describes Mr.
Carnegie.
John Shaughnessey, *21.
SOME AMERICAN ARTISTS
SECOND PRIZE
As is only natural, whatever artists we
had in our early days, were a direct re¬
flection of English methods and English
ideals. During the days of the Revolution
and our first few years of struggling in¬
dependence, though we resisted British
soldiers, we imitated British artists. And
hence we find our first American artists
confining their efforts to portrait painting
as this field was that most cultivated by
our forerunners across the Atlantic.
The earliest American artists of any re¬
nown were all portrait painters. And de¬
spite the handicaps and hardships to be
encountered in the artistic arena during
those troublous times, the innate artistic
sense of true Americans found expression
in the works of many painters. Amongst
them all, however, only four stand out with
any prominence: The Peales, father and
son, Stuart and Copley, the last named being
considered the peer of his time.
The glory which now crowns the work
of the Peales is due rather to the historic
importance of their subjects than to any
exceptional merit in their works. Both are
famed for their portraits of Washington.
Of the two the son is commonly considered
to be the superior of his father. The elder,
Charles Wilson Peale, was born in Mary¬
land but early moved to Philadelphia and
took up his residence there for the greater
part of his life, though he spent some
years studying in England.
He was distinguished for many mechan¬
ical pursuits and also displayed skill in
various professions. He also held a com¬
mission in the Revolutionary War, com¬
manding a corps of volunteers. He was
born in 1741 and died in 1827.
Rembrandt Peale, the son, who was born
in 1787, is chiefly remembered for his pic¬
ture of Washington which was purchased
by the United States Senate in 1832. The
arti t was only eighteen years old when
Washington sat for this portrait and though
Washington d’ed before the work was com¬
pleted, nevertheless Peale carried out his
original inspiration by means of busts and
other portraits and his final creation is
considered by all critics to surpass easily
the portraits painted by his father during
the general’s lifetime. The Gallery of the
New York Historical Society now contain?
several of the younger Peale’s works. He
died in 1860.
THE HIGH SCHOOL HERALD.
13
Close upon the Peales in point of time,
but far above either of them in the merit
of his work, we find Gilbert Charles Stuart.
He was a native of Rhode Island having
been born there in 1756. In his younger
years Stuart received and accepted an in¬
vitation from a Scotch artist to accompany
the latter to Scotland and put himself under
his instruction there. Soon after landing,
however, the teacher died and Stuart re¬
turned home to finish his education. At
the early age of eighteen, he went back to
Edinburgh and soon after, we find him
very favorably spoken of in London where
many persons of social and political dis¬
tinction vied with one another to sit for the
rapidly rising and much loved American.
As in the case of the Peales so with
Stuart it is the portraits which he made
of YVashington that are mainly responsible
for his fame. The finest of these is that
now on exhibition in the Boston Atheneum.
The leader of early American artists is
generally conceded to be John Singleton
Copley, who was born in Boston in 1737.
From the very beginning his portraits stand
out among all others for their coloring
effects and in delineation of character and
solidity of execution he is considered by
many to be the superior of Stuart. In
1776 he transferred the scene of his work
to England and remained in London until
his death in 1815. He was received with
open arms by the English on his arrival in
that country and to the last maintained
the favor and esteem with which he was
welcomed. Though the best of his paint¬
ings are in England, yet there is no col¬
lection of purely American works which
can be said to surpass Copley’s earlier
paintings which he completed in thii coun¬
try before leaving for England. Present
descendants of the Old New England
families treasure many of Copley’s portraits
of local and historical characters.
Often quoted but of far less importance
than Stuart and Copley are the names of
Benjamin West, Washington Allston, and
Jonathan Trumbull. The last named de¬
serves mention as the leading painter of
revolutionary history. His best work
adorns the wall of the Rotunda of the
Capitol at Washington.
About the period of the Civil War, our
American painters begin to show a disin¬
clination to adhere to the standards set by
the pioneers and landscape work instead of
portrait painting develops considerable ac¬
tivity. As is to be expected the first offer¬
ings are to be cherished more for their
originality than for their artistic quality.
The coloring was hectic and the execution
stiff and mechanical. But a more delicate
concept and greater ease of movement be¬
comes more apparent as the school pro¬
gressed.
Among the recent developments in Ameri¬
can art. we find the name.s of Whistler and
Sargent. The reputations of these men are
rapidly becoming international and their
works adorn many of the public buildings
of our larger cities in the United States.
This paper has of course been necessarily
brief and we have only mentioned those
American artists who in some way have
added to the claims for distinction in chosen
fields which True Americans are making
every day in the various intellectual pur¬
suits.
„ Lillian Nugent, ’21.
(El )t Journal -printing
Corporation
^publishers of tbe ®Hmbsor Hocks Journal
D. F. LEACH
Coal and Wood
printers
Jfor people of ^Discernment
Main Street,
WINDSOR LOCKS, CONN.
Springfield Bag
and Metal Co.
COMPLIMENTS OF
Dealers in
The
Bags, Metals,
F. S. Bidwell
Iron,
Co.
Paper Stock, Etc.
Windsor Locks, Conn.
12-14 North Street,
WINDSOR LOCKS, CONN.
Telephone 139-12
THE PLEASURES OF LIFE
Are wonderfully increased by the aid
of electricity. The electric light, for
instance, renders the home dance far
more enjoyable. The soft, radiant
light appeals to the sense of beauty
and the entire absence of heat makes
the dancing a delight without alloy.
Have our expert call and show you
the economy of electricity in the
home.
The Northern Connecticut
Light and Power Co.
FULL LINE OF USED CARS
DOUGLAS P. COFFIN,
OLDSMOBILE AGENCY
For Windsor, Windsor Locks, Enfield and Suffield
Telephone, 286
12 Main St., WINDSOR LOCKS, CONN.
For Quality, Service, Value To the High School
In Class Pins
and Class Rings
Buy From
BASTIAN BROS. CO.
“Distinguished Jewelers.”
805 Bastian Bldg.,
ROCHESTER, N. Y.
Classes
When in need of Summer
Toggery of any kind, call at
Eagan’s and get the Best for
the least money. Latest
Styles and Models always
on hand.
E. P. EAGAN,
176 Main Street,
Windsor Locks, – – Conn.
Buick
Automobiles
Northern Hartford County
Agent
George W. Gates,
Windsor Locks, Conn.
GRANGER’S MARKET.
Native Pork
Groceries
Meats
Provisions .
WAREHOUSE POINT, CONN.
J. E. MOONEY
Plumbing,
Heating,
Roofing
Beds and Bedding
Cor. Oak and Center Sts.
WINDSOR LOCKS, CONN.
Tel. 265-3, Private Wire.
SOLE AGENCY FOR
Regal, Ralston and Douglas Shoes
For Men
Queen Quality Shoes For Women
HOSIERY
Gordon and Valor in Silk and Silk Lisle
Ipswich and Burson in Cheaper Grades
L. D. CUTLER
WINDSOR LOCKS, CONN.
PEOPLE’S
P. COLY
CASH MARKET
Ice Cream, Fruits,
- Cigars and Tobacco
Fancy Groceries
and Provisions
WINDSOR LOCKS
Staple and Fancy Groceries
Table Delicacies
Fruits, Provisions, Etc.
.
12-14 North St. Telephone 139-12
WALLACES
WINDSOR LOCKS, CONN.
15 Spring St.. WINDSOR LOCKS
DRUGS
TOILET ARTICLES
CHEMICALS
STATIONERY
ROBERT J KEEFE,
ptiavnuuist
142 Main St. BI DWELL BUILDING
CONFECTIONERY
CIGARS AND TOBACCO
ICE CREAM
SODA WATER
STONE’S GARAGE
First-Class Repairing a Specialty
Generator and Starter Repaired
Carbon Burning
Automobile Storage Space to be Ready in New Garage by July 1
Cars Washed and Polished
LOUIS L. STONE
Candies, Fruits
Vegetables,
Cigars,
Ice Cream and Soda.
WALTER FEINBERG
Warehouse Point, Conn.
ATTENTION !
Altho’ we are not members of the
Pessimist Club, we desire to bring to your
attention the fact that with the reported
shortage of 50% in tin plate, and the
smaller acreage of vegetables this year
necessarily means higher priced canned
goods, and we want to impress upon you
the advisability and economy of putting up
what canned fruits and vegetables you may
need. We will be in a position to supply
your wants in vegetables, jars, rubbers,
para wax, etc.
K EE VERS BROS.
40 Main St., WINDSOR LOCKS, CONN.
Compliments of
J. P. SHEEHAN
Cigar Manufacturer
Windsor Locks, Conn.
M. P. KELLY,
Warehouse Point Barber Shop
H. F. FLENTJI, Propr.
Attorney-at-Law
—
Ladies! and Children’s Hair Cutting
Shampoo and Facial Massage
9 Bridge St.
WAREHOUSE POINT, CONN.
L. M. MOLINA RI.
OUTERSON BLOCK,
SOLE AGENT FOR
Velvet Ice Cream
Opp. Freight Depot
Windsor Locks, Conn.
WINDSOR LOCKS, CONN.
Compliments of
W. H. GMSWOLD
Flour. Hay, Straw. Grain,
Poultry Feed.
WINDSOR. LOCKS. CONN.
E.
METELLI
W. A. BUCKLEY
Meat, Fish, Groceries
Water St.,
Warehouse Point, Conn.
Tel. 327-2.
168 Main Street
WINDSOR LOCKS, CONN.
ALFRED JENKINS
Fine Footwear
Walk-Over Boot Shop
222 Main St. WINDSOR LOCKS
Compliments of
„ «
I)R. M. J. KELLY,
Windsor Locks, Conn.
LEO VIOLA
CENTRAL SODA SHOP
Fruits, Vegetables,
Candy, Cigars,
Homer’s Pure Ice Cream
Soda and Confectionery
C. COLLI, Prop.
WINDSOR LOCKS, CONN.
Ice Cream and Soda
Tel. 380. Main Street
WINDSOR LOCKS, CONN.
JAMES E. CARROLL
Real Estate Agent
and Harness Maker
Tel. 183-4
WINDSOR LOCKS, CONN.
SISITZKY’S CASH MARKET
Meats,
Groceries,
Provisions.
MAIN STREET,
WINDSOR LOCKS, CONN.
9k
- I
i
i
C. H. DEXTER & SONS, Inc.
WINDSOR LOCKS, CONN.
A. D. COFFIN, President and Treasurer
H. R. COFFIN, Vice-Pres.
CHARLES H. COYE, Secy.
Princess Cover
Levant Cover
Star Manifold Linen
Star Grass Bleached Tissue
Star Tissues, White and Colored
Star Mills Toilet
Stereotype, Pattern, Condenser
and Carbon Tissue
Also Specialties in Black Paper
9!
SC
sic
S|C
•f
m
x^**
COMPLIMENTS OF
THE E. HORTON & SON CO.
Cfjucfe Jflanufacturers
WINDSOR LOCKS, CONN.
Firestone Tires
and Tubes.
Auto Accessories Gasoline
WALTER FEINBERG,
WAREHOUSE POINT, CONN.
FURNITURE
COMPLETE ASSORTMENT AND
NEW DESIGNS ON DISPLAY AT
ALL TIMES AT OUR STORE.
THE ALLEN PEASE CO.
WINDSOR LOCKS, CONNECTICUT
PAIGE
A. GATTI
Custom Tailor
The Most Beautiful Car
Cleaning, Pressing and Repairing
For Men, Women and Children
In America
Spring St.,
WINDSOR LOCKS, CONN.
ROOT AND SHOE REPAIRING
<•)*(©
DONE IN SHORT ORDER
T
I also Carry
A NEW LINE OF SHOES
DAVID S1S1TZKY
Munson Last Army Shoe
Local Distributor
U. PESCI
Spring St., Opp. Masonic Rooms
WINDSOR LOCKS, CONN.
WAREHOUSE POINT, CONN.
In Wealth of Facilities, New Building,
Equipment, Teaching Force, Courses
of Training and Progress, no Business
School in New England is to be com¬
pared with the Morse College.
- * -*
THIS is a complete institution of present-day requirements
for a life of success in business. Employers, educators
and U. S. Government examiners liave inspected it and
- pronounced it an Ideal and Superior Finishing School of Piracr
tical Business Training. Its purpose is to assist young people
to make the most of their opportunities. It is not too deep to
help the young man of the least preparation or lowest educa¬
tion, and it is high enough for the University graduate who
wants accountancy or business administration. Summer ses¬
sions begin July 1. Fall term starts Sept. 1. Office open
throughout the summer. Call and talk over your plans with
Principal Morse or send for catalog.
43 Ann St., near Asylum St., Hartford.
NEW MORSE BUILDING.