Abilene High School - Orange and Brown Yearbook (Abilene, KS)
- Class of 1915
Page 1 of 102
Pages 6 - 7
Pages 10 - 11
Pages 14 - 15
Pages 8 - 9
Pages 12 - 13
Pages 16 - 17
Text from Pages 1 - 102 of the 1915 volume:
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Athletics ....... 7,...... R obert Walters and Carrie Lee
Debate ,...... ......,...................,..,, X Villard Day
Music ...... .,..,.., L illian McLatchey
Society ....... ........ E lizabeth Wyandt
Classes ..,c.l, ............. ll lildred Oliver
Junior ...,,,,,... .c,.... D aphne Swartz
Sophomore ...,,, .............. F rances Curry
Freshmen ..,c, c,c..7,. D ighton Wliitehead
Dramatic .,..,,....,,..,c,....,..,c..c,...,,c...,.....,...........c.,........... Paul Hoffman
Art ........,,,c,,....,,,, Earl Gibson, Charles Roop, Harriet Patter-
Haskell, Deane Malott, George Lind, Harley Little
A A . ABILENE HIGH SCHOOL
N THE publication of The Spotlight the Senior class has a somewhat different
purpose than that of former years. Community interest is necessary to a suc-
cessful High School. It is especially desired that the community become bet-
ter acquainted with the High School-its courses of study, activities and or-
ganizations. The editors have endeavored to set forth these things clearly and to
make The Spotlight representative of the whole High School instead of devoting it
entirely to the interests of the Senior class. Representatives from every class have
helped to make this the whole High School's book.
Board of Education
ll. E. ACKERS, President.
R. M. VVHITE
J. W. HOWE
Board of Education
VV. A. STACEY, B. S.
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J. W. FRENCH, A. B
University of Kansas
Economics and History
GRACE GALLOXVAY, A. B.,
RUTH HUNT, A. B., A. M.
ALICE BELL, A. B.
Ottaw a L nn ersity
University of Kansas
NINA MOLATCHEY, A. B. CORA AULT, A. B.
Washburn College Baker University
ANNA HO PKINS
Kansas State Normal and A.
University of Kansas
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MARCIA STORY, B. S.
Kansas State Agricultural College
H. O. DRESSER, B. S.
Kansas State Agricultural College
Manual Training and Agriculture j
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Ottawa University Washburn ' College
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he bilene High School
HE Abilene High School consists of 240 young people and their eleven in-
structors. These young people are here in the most formative, active and
impressionable period of their lives. They are here for the purpose of be-
ing trained for the years to comeg of being helped to see clearly what they
wish to do, and how to do it. They are here in larger numbers than ever before in
response to a rapidly growing conviction that the High School has something to of-
fer them that will be valuable. This faith in the High School is everywhere in the
country. We are not alone in it. Everywhere the High Schools of the state and
the nation are full. The rapidly mounting enrollment evidences both a need and
a faith-a recognized need of young people for training, and a faith that the High
Schools can give it. This faith of the people in the High Schools throws on the
teachers and supervisors in these schools a heavy responsibility. These teachers
and supervisors must rise to the faith of the people. This feeling is characteristic
of tl1e best schools of today.
The dominant idea in the policy of the Abilene High School is the service, aid-
ing and guidance, of the students as individuals. We believe that schools exist as
institutions of service, that they are designed to aid individuals, not to benefit
classes. The following quotation from a report by the teachers of Washington Irving
High School for Girls of New York City, entitled, "What We Are For," approximates
the point of view in question: "The community sends its children to us expecting
them to be educated. lt raises money and pays us in order that the city may be up-
lifted. The parents who support us do not subscribe to theory that a High School
is an institution for preserving a course of study, or maintaining a system of usages,
or keeping up a high standard, or training some youngsters to be leaders, or for
supporting us. The people who are supporting us care little for these things. They
do care for children. They pay for having the young people trained, not for main-
taining a given grade of education. They send us bright, stupid, industrious, lazy,
well-behaved, and impudent children, not with the idea that we shall teach those
that are able and willing to work, not for a decision that such a child is unfit for
High School, but for having each child improved. This is not chiefly a place for
those who can succeed without help. Such need us less than the others do. A pub-
lic High School differs from an elementary school chiefly in the age of its children.
We are not elected, we are not paid, chiefly to train leaders. Everyone, rich or
poor, is entitled to our services. Training the children we receive, and securing
more to train is our business. We hope to break away from the traditional type
of a study-centered lligh School. We are a person-centered High School. The per-
son is the one we are teaching. ln a sense, we are responsible for the success of
the student. That is chiefly what we are put here for."
While the above is open to the criticism of extravagant statement, and needs
limitation when put into practice, it comes close to the underlying and animating
spirit of our school. And the truth of this statement is attested by the close and
friendly companionship existing between our instructors and their pupils. A spirit
of this sort testifies in the strongest way to the effectiveness of school organization
and to the healthfulness of community educational conditions. The personality and
influence of teachers act directly and without hindrance or lessening on the minds
of students. This is the best possible of all conditions.
It is to a school characterized by the above spirit and by the above conditions
that we welcome all students ready to enter. To the parents of such students We
are only too glad to offer our services in suggestion or advice as to lines of Work
pupils should follow in school. We firmly believe that the time has come when every
boy and every girl should receive the good the High School has to offer. The field
of the school has become so wide, the training it offers covers so many forms of
activity, that every one can be helpedg can be set further on the road to successful
and happy living, and to this end we pledge our utmost efforts.
Courses of Stud in High School
Heretofore We have offered three courses in High School. One, the College
Preparatory, was intended for students preparing for this work. Another, the Nor-
mal Training, led to a teacher's certificate, and was chosen by those looking toward
this work. The- third, the General course, was intended for students who were to
enter active life on completion of the High School period. These courses, while good,
do not serve as they should the pupils who come to us. Too many have aims that
are not served by these lines of work. For this as well as for other reasons the en-
tire curriculum of the High School has been reorganized. Four courses now exist
where before there were only three. A new course has been added and the char-
acter of the other courses changed.
The College Preparatory course becomes the Classical course. It offers three
years of English, four of Latin, three of German, three of Mathemntii-s, four of His-
tory and Economics, and three of Science. It is the course to be followed by those
who are preparing for the Bachelor of Arts course in any college or university. lt
constitutes a broad basis of general culture on which to build subsequent courses
of education. It looks especially toward the scholarly professions.
The Normal Training course remains practically as it was, since this course is
outlined by the State Board of Education. It is taken by students wl1o desire to
teach. It offers three years of English, two of Mathematics, three of History and
Government, four of Science, one of Music, one and a half of Normal Reviews, and
one of Psychology and Methods. The student who completes this course in proper
form receives a certificate valid for two years and renewable at expiration.
The Industrial course is a new one. While Manual Training and Domestic
Science tcookingj and Art tsewingl have been offered in the school before, the
work has not been systematized into a four-year course. This work offers three
years of English, two years of American History and Economics, four years of
Science and three years of Mathematics for boys and two for girls. The girls in this
course take two years each of Domestic Science and of Domestic Art, while the boys
have four years of Manual Training and Mechanical Drawing. This is preeminently
the course for all students Who expect to deal with things rather than ideas. The
school will earnestly endeavor to make this course one of the richest in content in
The Commercial course is also a new one. The time has come in our estima-
tion when any boy or girl looking forward to a business life has a right to ask for
adequate preparation for such a life at the hands of the home community. The
course will be especially thorough. It offers four years of English, including one
of Journalism and Business English: two years of High School Mathematics and
one of Commercial Arithmeticg three of History and Economics, one year of Ele-
mentary and Advanced Bookkeeping, and one of Business Methods and Commercial
Law: one year of Spelling and Word Study, and two of Typewriting and Steno-
graphy. No effort will be spared to make this course effective in preparing young
people for business life. It offers a thorough High School education combined with
the special training necessary for commercial work. A special instructor will be
in supervision of this course.
Outline oi Courses
FIRST YEAR SECOND YEAR
1. English I 1. English II
-. Algebra I 2. Geometry I
3. Latin I or German I 3. Latin II or German II
4. Ancient History ' 4. Botany
THIRD YEAR FOURTH YEAR
1. English III 1. Latin IV
2. Algebra II and Geometry II Z. Physics I
U. Latin III or German III 3. American History
4.' Economics and Contemporary Life
FIRST YEAR SECOND YEAR
1. English I 1. English II
2. Algebra I 2. Geometry I
TI. Physiography and General Science 3. Agriculture
4. Spelling and Word Study 4. Ancient History
TIIIRD YEAR FOURTH YEAR
1. English III 1. Normal Reviews
2. English Ilistory and Civics -. Physics
II. Physiology and Psychology 3. lllethods and Arithmetic
4. Music 4. American Ilistory
INIIYSTRIA L COURSE '
1. English I
9. Algebra I
3, Physiography and General Science
4. Domestic Art l ffor girlsl
5. Manual Training I ffor boysl
1. English III
2. Algebra II and Geolnetry II fboysl
3. Chemistry frequired for girlsl
4. Domestic Art Il fgirlsl
5. Manual Training III fboysl
Botany or Agriculture
4. Domestic Science I Cgirlsl
Manual Training II fboysl
1. American History
2. Economics and Contemporary Life
-1. Domestic Science II
5 Mechanical Drawing fboysl
Cl INIBIICIICIAII C0 URSE
1. English I
. Spelling and IVord Study
. Elem. Accts. and Business Methods
1. English III
2. English History and Civics
fl. ,Commercial Arithmetic
4. Typewriting and Stenography I
. English II
. Geometry I
. Ancient History
. Adv, Bookkeeping and Com. Law
Journalism and Business English
2. American History
. Economics and Contemporary Life
5. Typewriting and Stenography II
he Work of the .School
Department of English
The work in Freshman English is necessarily very elementary. Its aim, in
modified form, is that of the other years of the course: to stimulate appreciative
reading, and to develop in the pupils the ability to express their ideas, both orally
and in writing, with a fair degree of correctness. From the beginning, these two
sides of the work, literature and composition, are correlated.
During the first year, the pupils are encouraged to read "for the storyg" that
is, to read with the idea of getting the full message of the author, rather than with
the idea of criticism. The first book used is Ashmun's t'Prose Literature for Sec-
ondary Schools," a collection of short stories, nature studies, and biographies. This,
with a little book of ballad poetry, comprises the class reading for the first semester.
The second semester, three novels are studied: "Ivanhoe," "The Last of the Mo-
hicans," and "David Copperfield." Outside of class, each pupil reads and reports
upon at least one book each six weeks.
In the composition work, the Freshmen students use no textbookg instead
they build a notebook of rules for themselves. These rules are very few, only
enough to serve as the necessary tools in the craft of writing. Many themes are re-
quiredg during the first term, one oral and one written theme each week, on an
average, are given by every member of the class. The pupils help each other by
criticizing the composition work heard in class, and soon come to realize points of
weakness and of strength. Letter writing, particularly business correspondence,
receives special stress.
Along with the constructive work goes the persistent combatting of faulty
habits of speech, the almost futile endeavor to replace the picturesque High School
vocabulary with another which will be equally expressive even if not aggressively
After having had one year of rudimentary drill in English, pupils now take up
a more advanced study of composition. The first portion of Stebbin's "English for
Secondary Schools" is used as a text. Simple rhetorical principles are studied, and
many paragraphs and exercises are written. Fewer themes are required than in
the first year, the idea being to begin intensive study on certain features rather than
to do general work upon a large unit of material.
The first classic studied always is "Silas Marnerf' in which pupils have their
introduction to character study and plot development. Irving's "Alhambra,', with
its description and legends of enchanted palaces, this Year has replaced the "Sketch
Book" read formerly. "The Merchant of Venice" marked the high tide of interest
in the course, as each division of the Sophomores presented a scene from the play.
Just before the end of the term, Goldsmith's "The Deserted Village" and the 'iTrav-
eler" were read. The second semester the classes enjoyed "Treasure Island," and
then added to their nautical knowledge by studying Dana's "Two Years Before the
Mast." Three of Tennyson's "Idylls of the King" complete the reading for the year.
In addition to these books studied and recited upon in class, each pupil read
one book each six weeks from a list of. suggested literature. If five additional books
were read during a semester, the pupil received five per cent more on his term
grade. Many pupils took advantage of this opportunity.
When the student of A. H. S. becomes a Junior he has ahead of him one more
year of required English. 'In this year he is to gain a wider practice in the use of
the four classes of discourse: narration, description, exposition, and argumentation.
ln themes, oral and written. he relates stories of his own experience or of his imagi-
nation, and presents the results of investigations he has made, in language as clear,
as vigorous, and as effective as he can command. Clear seeing and vivid reproduc-
tion are encouraged in description, and logical thinking and clear expression go hand
in hand in argumentation. The Junior needs also to grasp the elementary princi-
ples of the art of short story writing.
But not only is the third year student trained in further self-expression but
his acquaintance with English literature is extended. Such selections from Dickens,
Scott, Thoreau, Huxley, Shakespeare and others as reveal the life and thought of
certain epochs, or present the problems of all life, thus furnishing a stimulus to
vigorous thinking and expression, are studied in class. Outside reading of three
books each semester is required. These are to be chosen from a list comprising the
best works of fiction, poetry, essays, biography and travel. lf the Junior reads,
from the list, five books in addition to those required, during the semester, he is
given five extra points of credit.
Finally, with a sufficient glance at the history of literature to enable him to
surround his reading with the proper atmosphere, the third year student has com-
pleted the required course in English.
The student of Senior English elects the course. In his fourth year's Work the
history of English and American literature and much illustrative reading are corre-
lated. The lecture method is pursued in part, that the Senior may have some ex-
perience in note taking. Special time is devoted to the study of the novel as an art
form, and some works of fiction are more or less analytically studied Both Written
and oral reports on topics most closely related to the thought and art of the authors
studied, and on those opened up by class discussions are an essential part of the
course. Outside reading is encouraged by the offer of extra credit for such read-
ing, and written reports-or reviews of books so read-are required.
In the main, it is a broad and general view of the field of literature which the
fourth year student of English gains. He has the opportunity in this course, through
a view of the world movements which have written themselves in literature, to classi-
fy and assimilate his reading in the earlier years of his course, as well as to add to
it. And no less is the opportunity for greater power of expression afforded in the
broad and still more vital themes suggested.
Department of Modern Language
Why should my boy or girl learn to speak and read a foreign language? Is
there "any sense in it?"
The same question has had to be answered of late for every subject taught in
our schools excepting the "three R's." Oh yes, we say, we will admit spelling is
useful. We can't read or write without it, and furthermore a man is rather ignor-
ant if he doesn't know where New York, Washington and San Francisco are. And
we believe that the history of our nation is also a beneficial and profitable subject
of study. Oh, do we? Aren't we admitting a little too much? All the sane and
sound reasons for this study can be repeated as sane and sound reasons for
the study of the history of any other nation on earth. We all admit these reasons
and we will not repeat them here. The one that could not be stated for another land
is that we want to know the history of the United States because it is our nation.
Well, if we are interested in the history because it is "ours," we will be just slightly
less interested in England's because the English are our first cousins and only a
little less interested in Germany's because the Germans are our second cousins, be-
ing also of the Teutonic race.
The human mind will never be content to know merely "useful" things. The
tendency to investigate and discover is instinctive. Those of us who are calling
loudly for "practical" or vocational education admit the benefits of studying United
States history. Why? Largely because we have studied it. If we hadn't, we would-
n't know it is beneficial. But see to what that brings us. Are the subjects we have
studied the only "practical" subjects? Again, is there any one of us who would
willingly part with any portion of his knowledge, no matter how obtained? No, we
are never content with our present fund of information, no one ever wishes to stoll
learning. The mind thrives on exercise just as truly and literally as the body does
and just as surely degenerates without it. And any study that gives occasion for
healthful exercise of mental faculties, no matter what its content, is bound to be
"practical," We can no more hope to develop mental proportion, symmetry and
grace, by means of a very limited course of study than we can hope to develop a
perfect body by means of one sort of physical exercise. The latter case is very dif-
ficult to picture but it calls to mind the mediaeval Huns, ugly beyond description,
stunted and misshapen, as a consequence of practically living on horseback.
The first reason then for studying a modern language is the same we would
give for studying anything-we like it, it interests us. It is a field that offers it-
self where we can satisfy natural human interest.
Second, it offers a new field of study, a new line of growth to the High School
pupil, and so affords variety, which is as essential to proper mental as to proper phy-
Third, we have no use for prejudice, have we? We want to know facts. How
can we lose our prejudices against peoples, how can a true knowledge Of them be
better gained than by learning to speak their language, to be able to talk to them if
occasion offers, to read what they think instead of what others say they think? HOW
can we better come to sympathize with them and respect them than by reading their
noblest literature, or how as Well 1201116 to feel that they are 3 P90910 With very, very
much the same ideals as ours. Ignorance was never known to foster kindly feeling
or confidence-just the contrary.
Fourth, a foreign language is just difficult enough for the High School pupil
to make it a prized posession. A silver cup won by close contesting in athletics is
highly valued, whereas the receipt of the same cup as a gift would bring absolutely
no pleasure. The ancient Greeks devoted much time to the study of grammar, giv-
ing it the formidable title of "logic." It is not a subject made up of words and
rules to be committed, as is often supposed, but is systematic, reasonable and logi-
cal, calling for fine distinctions and subtle discriminations. It is worthy of the time
of a student and is necessarily the frame work of any language whatsoever.
Last, a modern foreign language is not merely an abstract, intellectual posses-
sion. lt is tangible, usable. We have the pleasure of expression, the pleasure of
actual employment of our new faculty. Theodore Roosevelt says every reasonably
intelligent youth of today should be able to read and understand at least one for-
eign tongue-that it requires only average intelligence to do so and that the mental
benefits doubly repay the time and effort spent.
The pleasure and benefits then would seem to warrant the study of German.
There is the satisfaction of natural human curiosity and interestg there is the men-
tal proportion resulting from variety: there is the healthful, stimulating mental aC-
tivity of a reasonably difficult subject, the enjoyment of actually speaking as the
people of another nation speak, the pleasure of putting our knowledge into practice?
and the knowledge of the history, customs and literature of a foreign people, the
knowledge which destroys narrowness and prejudice. lt is for such knowledge that
we study. Whatever more immediate and selfish reasons there may be, We must
admit we hope to obtain them by virtue of being able to think clearly, honestly and
FIRST YEAR' GERMAN
The scope of first year German depends largely upon the place it is assigned
in the course of study. ln our school it is a Freshman subject and as such it should
be as concrete as possible. The pupil requires a knowledge of the use of cases, the
formation and use of tenses, declension of nouns and adjectives, comparison of ad-
jectives and adverbs, relative pronouns, effects of inseparable verb-prefixes, uses
of verbs with separable prefixes, general and special uses of modal auxiliaries, the
formation of the subjunctive mode and such uses as may be briefly, clearly and
logically stated. These things cannot be learned without also learning the different
orders of words in German sentences. One hundred to one hundred and twenty-five
pages of simple German prose, legends, stories, history and biography are read.
Some idiomatic, conversational prose, four or five simple poems, and a number of
German songs are committed to memory. The average pupil has a speaking vocab-
ulary of 200 to 250 words, acquired from vocabularies in the texts and made familiar
by 'tconversation drills"-discussions of weather, local happenings, retelling of
anecdotes, questions and answers on assigned reading. The number of words a
pupil understands when reading or knows on hearing far exceeds the number he can
actually use in speaking. This is inevitable.
'Two much is expected of modern language instruction by a majority of people,
at least from the first year of instruction. Our recitations average perhaps forty
minutes in length. That cannot be spent in conversation in the foreign language
except at the cost of ignoring all prepared work. So that is not to be considered.
These discussions of assigned work cannot be limited entirely to German either, un-
der present circumstances. The average pupilys understanding of grammar is such
that he must be instructed thoroughly and in detail on simple parts of speech, tenses
and modes before there is any foundation for acquiring a new language. To try to
do this in the foreign language in 40 minutes per day is an absurd waste of time.
Furthermore the time is past when a child learns a new language "naturally." Time
is too precious to spend in learning by imitation. To ignore at the outset this gen-
eral lack of knowledge of grammar in an attempt to gain a greater vocabulary .for
conversational purposes is to build a showy but unsound structure. The fact that
more time is essential in this work is being recognized and a plan is coming into
quite general use of having double recitation periods and requiring less prepared
SECOND YEAR GERMAN
Under our arrangement of recitation periods the pupil has much more time for
speaking the language in the second year's work. And the better the understanding
of grammatical principles obtained from the first year's' work, the more time there
is for actual use of German later and the more correct will the use of it be. All
topics mentioned under German I are carefully reviewed, more detailed work is
done with pronouns-relative, demonstrative and indefiniteg the passive voice is
learned, reflexive and impersonal verbs, and the uses of the subjunctive mode taken
up ih detail. For all this review work lessons are outlined and kept in a note book.
There are in these outlined lessons references to the state textg fuller or different
statements concerning the topic under consideration, when profitable: and new sets
of sentences to be written in German. Repetition of once-used exercises is un-
interesting and unnecessary. The reading for this year is selected from the follow-
ing list: Grimm's "Maerc-hen," Gerstaecker's "Germelshauser," Zschoppe's "Der
Zerbrochene Krugj, Storm's "Immensee," Wildenbruch's "Das Edle Blut," Benedix's
'Die Luegnerinf' Leander's "Traeumereien," Bacon's "Im Vater1and," Auerbach's
"Brigitta,', Mosher's "Wilkommen in Deutchlandf' It is easy and profitable to have
good and varied reading for the second year.
THI RD YEA R GE RMAN
Each added year in modern language is more satisfactory and more pleasant.
There is little need now for drill on fundamentals. Such an advanced Composition
as Bacon's offers exactly the kind of work needed-drills on specific words of com-
mon use, typical German phrases, much-used idioms, interesting historical notes
and, incidental to this "brand new" material, the review of every grammatical prin-
ciple. The reading can be from the very best of German works. It is generally
chosen from the following list: Heyse's "L'Anabbiatta," Heyse's "Die Blinden,"
Auerbach's "Brigitta," Baumbach's "Der Schwiegersohnf' Goethe's "Herman und
Dorothea," Lessing's 'Minna von Barnhelmf' Riehl's "Der Fluch der Shonheitj'
Riehl's "Das Spielniannskindu and Schiller's "Wilhelm Tell." We have always put
off the study of "Wilhelm Tell" until the second half of the third year and it has
always been the favorite classic of all pupils. At that time it is actually easy read-
ing, is invariably considered so. Sixty to eighty lines is one assignment. Enough
German has been previously read that each individual pupil of his own accord re-
marks the beauty of the diction. The translation is so easy that the characters and
action stand out clearly in the pupil's mind and he is enthusiastic from the start and
throughout the reading. He has studied the construction of plays in English and
intelligently criticizes the development of characters and formation of plots. This
is all the natural outcome of reserving it to the last of the third year's work. We
have listened to recitations on Wilhelm Tell by second-year pupils where thirty lines
were laboriously untangled for one day's work, grammatical constructions had to
be dwelt upon and the effort was so great that the story was lost, characters were
confused and the idea of beauty of language never occurred to the pupil's mind. 0116
and a half years can make that great a difference. When it is reserved for the third
year there is always a "good taste" left and frequently a stronger desire to continue
the study of German. There is a great abundance of interesting collateral reading
with Wilhelm Tell, suchlas Swiss legends, Swiss customs and stories of the Alpine
avalanches mentioned in 'the play. There are scores of beautiful postcards of Swiss
scenery which we show with the reflectoscope. We have also heard the Tell music
by Rossini on the grafonola. Last of the work in connection with this play is the
biography of Schiller, whose nobility of character throughout a life of adversity
seems to enlist still greater interest in and love for his work.
We have had occasional meetings of all German pupils after school, Where we
have played games, speaking only Germang shown, with the reflectoscope, postcards
of German cities and the Rhine, listened to legends of these places told by the DU'
pils, and have heard records of German songs on the grafonola or have ours-elves
sung German folk-songs.
Department of Latin
THE FRESHMAN YEAR
The High School offers four years of Latin. The first year is a study of begin-
ning Latin, based on the text "A Latin Reading Book," by Whittemore. In this
year the foundation principles of Latin grammar are studied along with illustrative
sentences, both Latin sentences to be translated into good English and English sen-
tences to be translated into Latin. Sentences of the latter type are of particular
value in developing the memory and reasoning faculties. There are also reading
lessons- based on the early history of Rome, which appeal to the students' usual lik-
ing for history and thus aptly connect the Latin language with the ancient Romans
who spoke it. Another practice employed in beginning Latin classes which adds
greatly to the general interest is the comparative study of Latin and English. Dif-
ferent Latin roots are taken and their English derivatives searched out and discussed.
In this way the students increase their English vocabulary and fix in mind more
firmly the Latin roots.
THE SOPHOMORE YEAR
In the second year some real Roman history is read as written by Caesar. The
first four books of his "Gallic Wars" are translated. Besides the excellent training
obtained by translating the Latin into good and correct English there are some im-
portant historical facts. We learn of the traits and habits of the barbarians living
north and West of Rome. The fickleness and instability of the Gauls, the hardiness
of the Germans and the peculiar characteristics of the maritime people on the island
of Britain are all of unusual interest as depicted by Caesar, who carried on so many
successful wars with these peoples. The composition of the Roman army, its man-
ner of marching and its camp life are all items of equal interest. There is also a
composition course studied in the second year. In this course a review of the main
principles of grammar as presented in the first year is taken up with illustrative
sentences based on the writings of Caesar. Besides this some new rules of grammar
as illustrated by Caesar are studied, particularly the use of the subjuuctive mood in
dependent sentences. The objects of the second year Latin are to fix firmly in mind
the fundamental principles of Latin grammar, to translate readily and correctly
into good English, and to relate the subject matter which is translated to Roman
history and to practical life.
THE J l'Nl0R YEAR
Cicero's orations as edited by D'Ooge are studied in the third year. The four
oraticns against the Catilinarian conspiracy are read, also one in defense of the
poet Archias and one in behalf of the Manilian Law-six in all. ln this year we get
an even better view of Roman life. The city of Rome, the Roman Senate, govern-
ment officers, Roman religion and the home life of the Romans are all topics of
vital interest during this year's study. The composition course in the third year
takes up the more difficult rules of grammar as they are found illustrated in Cicero's
orations and as the students find them illustrated in fourth year Latin. A thorough
study of the use of the subjuuctive mood is made. This includes its use both in in-
dependent and dependent clauses. Bennett's Latin Grammar is the reference text
throughout the second, third and fourth year Latin.
THE FOURTH YEAR
In fourth year Latin the first six books of Vergil's Aeneid are studied. This is
perhaps the most interesting Latin which is read in High School. The historical set-
ting of the Aeneid, its mythological allusions, its inherent literary value, make it a
subject of great interest and charm to the students. Some of the descriptive pass-
ages are easily on a par with any descriptions found in English literature, and the
making of these comparisons adds greatly to the interest and ability in translating.
Due to the poetic style of the Aeneid there is much freedom of translation given,
which demands tl1e use of the best English at the student's command. Naturally too,
much attention is given to scansion and poetic structure. No course in composition
is offered in this year. The grammatical principles are studied only as they are
illustrated by the text.
Thus the second, third and fourth years embrace three distinct styles of litera-
ture-history, oratory and poetry. The three great authors-Caesar, Cicero and
Vergil-are worthy of study by everyone.
Department of Mathematics
High School Mathematics owes its place in the curriculum not to the informa-
tion obtained from it, but to the difference it makes in the thinking of students. So
far as mere knowledge is concerned all the facts of Algebra and Geometry needed
by the average individual are taught in Arithmetic under the topics of mensuration
and the use of the equation. Nor is skill in computation the aim of the High School.
The boy and girl who do not come out of the eighth grade able to handle figures
accurately and with reasonable speed rarely get this ability later, for the simple
reason that the operations of Arithmetic to be performed efficiently must become
automatic, and consequently must be mastered during the years when memory is
the chief activity of the mind. This period is past by the time the average boy and
girl enter High School. At High School age the most important factor in education
is the development of the newly awakened self-consciousness and individuality of
the pupil. Algebra and Geometry function largely in this development in that they
set before the student simple, definite examples of clear, accuiate, logical reasoning,
and train him to rely on his own judgment rather than the authority of some one
else. ln a more particular sense, they form an excellent introduction to scientilic
study in general, for the reason that of all the sciences, 11l2LLil8ll1HLlcS is the most
nearly exact in method and by far the simplest in material. r'tli-thermore, mathe-
matics furnishes the language in which the results of all scientific investigation are
finally stated, namely, the algebraic formula.
The Freshman course in Algebra is an introduction to mathematics considered
in this larger sense as a science and not as a body of rules by which problems may
be Worked. 'lhe numbers and concrete terms of Arithmetic are replaced by letters,
and the laws of the four combinations familiar in Arithnletic, addition, subtraction,
multiplication and division, are applied to them. The use of letters instead of nunl-
bers brings out the tact that expressions tend to group LHQIHSGIVGS under a lew dis-
tinct types-for example, "a" may represent any whole number whatever, "a" over
"b" any fractional number. 'lo classify problems under their type forms, and to
discover and put to use the principle by which each type is handled, then becomes
a very large part of the work. Fractions are treated very Illlllliil as in Arithmetirs,
and about the same share ot time is given to tllein as in the average year s work in
Arithmetic. The statement OL problems in Algebraic terms is emphasized in the
chapters on the equation, and is very inlportaiit ln that it emphasizes the necessity
or a definite, precise understanding OL what one has 1'6k:Lll. rowers and ioots are
also discussed, as these are employed in the S0111L10I1 of the quadlatic equation, which
is the last new topic studied in the year. 'l he solving of 13100161115 is really the least
important pa1't of the course, as this is largely 11l6C1li:l.1l1C2l.1, and may DS purely iinita-
Algebra in the High School should be taught from two standpoints, first, as a
tool, and second as a type of thought. From the first point of view, it is the most
powerful instrument yet devised for handling the problems of science. Accordingly,
the formation and use of the formula and equation should become so familiar to
the student as to be automatic. To this end, constant repetition and drill are neces-
sary, and consequently are a large and important part of the third year of Algebra.
One point in which the state text is weak and which must be guarded against is the
constant use of the same letters. Very frequently a pupil can think and work only
in terms of 'xv and "y," and has to translate the and "V" of Physics into those
letters before he can proceed any further. For this reason, the literal equation such
as D-RT, in which each letter is to be expressed in terms of the others, is a topic
which requires particular emphasis.
Another topic which is valuable on account of its usefulness and applicability
is that of logarithms. ln logarithms, addition and subtraction take the place of
multiplication and division, while the latter take the place of powers and roots. Thus
the cube root of a number may be found by dividing its logarithm by 3. Very fre-
quently, the work in Algebra is so crowded that there is not sufficient time left for
logarithms. In this event the topic may be included in the course in Solid Geometry.
Viewing algebra as a type of thought, its chief characteristic is the substitution
of symbols for concrete things. The parts of Algebra in which this idea is brought
out most clearly are those dealing with the theory of exponents and the quadratic
equation. In the former, powers and roots, radicals, fractional and negative expo-
nents and imaginaries are shown to be merely a development in various forms of such
simple expressions as A.A equals A squared, and K-AJ squared equals A squared.
To be sure, these topics are discussed in Algebra I, but the student is much better
able in his Junior year to get a clear understanding and appreciation of the process
of reasoning by which their relationship is established. The quadratic equation,
however, is the most striking instance found in elementary science of the Way in
which a single expression may serve as a type for a multitude of forms. The solu-
tion of the quadratic is developed in three ways Q19 Factoring, Q21 Square root-or,
"completing the square," Q33 The use of a formula developed from solution by
square root. In addition to this, a study is made of the features of the equation
which determine the nature of the roots.
The graph is used, not only as an introduction to the study of equations, but
also as a means of relating Algebra to Geometry. Considered in this light, the first
degree equation corresponds to the straight line, and the quadratic becomes the
Algebraic interpretation of two-dimensional space. The solution of equations by
the use of graphs, that is, the determination of points which satisfy the required
conditions, gives a new meaning to the "locus" of Geometry.
The object of the course is not to present Algebra as a complete and finished
subject, but rather to impress the pupil with the idea that while he has gained
enough knowledge to be of valuable assistance, he really has mastered only the
"a, b, c" of mathematics, and that there lies ahead of him a world of thought which
will challenge every faculty of mind and imagination to conquer it.
Geometry is both a mental and a physical science. It is concerned with every-
thing which occupies space, for it is the study of forms. In this respect it is the
business of Geometry to investigate and classify figures according to their common
properties, and to formulate the laws which determine their relationship to each
other. From this standpoint Geometry serves to point out the common laws which
are in force in all forms of nature. For instance, take the regular hexagon, which
may be made up of six triangles, the sides and angles of which are all equal. This
figure is the basis for all the various forms of snow-flakes, the cell of the bee is in-
variably hexagonalg the blood vessels of the human body under unusual pressure are
forced into such a shape that a cross-section takes the shape of a hexagon, and an
orchard may be planted to the best advantage by laying out the ground in a series
of equilateral triangles with a tree at each vertex. A close observation will discover
the fact that wherever in nature conomy of space is needed, the hexagon is the form
chosen. Furthermore, Geometrical forms are the basis of architecture, of painting,
and in fact, almost every other art, and a knowledge of them is necessary for an aD-
preciation of the elements of proportion and symmetry wherever these occur. Ac-
cordingly, drawing is an important part of the work in Geometry, as there is no bet-
ter method of becoming familiar with the properties of a figure than by constructing
But Geometry is also a mental science in that the truth of its theorems- is es-
tablished not by observation or measurement, but by a rigid process of reasoning,
commonly called the "demonstration" Certain assumptions are made, and on these
as a foundation, principles are carefully and logically worked out. Nothing is ad-
mitted to be true merely because it looks reasonable, and on the other hand, nothing
is accepted contrary to the guidance of common sense merely because a proof con-
vincing in appearance has been worked out. From this point of view the object of
Geometry is, as it has been for several hundreds of years, to train the brain to an
appreciation of clear cut, logical thinking, unprejudiced by feeling. This is not ac-
complished, of course, by the mere memorizing of proofs, but rather by original
work, so arranged that the argument consists! of but one simple step at first, but
gradually becomes more difficult. The demonstration of theorems- given in the
text-book is required, in order to see how well the pupils have followed and under-
stood the reasoning, but exact reproduction is neither demanded nor encouraged. In
fact, some of the more complicated theorems are discussed in class, and the student
required to master only certain points of the proof. Numerical exercises, While they
do not call for any careful or sustained reasoning on the part of the pupil as a rule,
are of value in that they help to make clear and fix in mind the more important
theorems, and also show the applicability of the algebraic formula to the work of
Geometry. The note book is a feature of the work enjoyed by neither teacher nor
pupil, but is useful in that it emphasizes concise, accurate statements and neatly
The Geometry of two dimensions is studied today before that of three dimen-
SNAPSHOTS IN THE BUILDING
sions, possibly because it was so developed in the history of the race. The first
Geometry was a crude kind of land measurements and it was several hundred years
before solids were discovered. WVith the use of drawings only, Solid Geometry rc-
quires a more vivid space-imagination than does Plane Geometry, but with actual
models of cubes, cylinders and spheres, the work becomes quite simple. The theorems'
of Plane Geometry are employed freely, and a large part of the work consists of
combining and applying these wherever possible. The content value of Solid Geom-
etry is greater as a Whole than that of Plane Geometry. The measurement of sur-
faces and volumes is worked out by means of algebraic formulas, and the exerciscs
consist to a large extent of applications of these formulas.
The course in Commercial Arithmetic covers one term, and is open to any High
School student. 'Ihe primary object is to give practical training and drill to those
students who intend to take up commercial work later. The course is not at all
technical, however, and the simple business applications made are such as every one
should be familiar with.
A thorough and systematic review of the fundamental processes-addition, sub-
traction, multiplication and division-is given, including whole numbers, common
fractions-, and decimals. Abundant drill exercises are furnished through which
pupils may learn to deal with numbers accurately and with reasonable speed. Pro-
portion, square root, and niensuration, with common business measurements, are
discussed later, and application made to practical problems of an industrial nature.
The general applications of Arithmetic to business are made under the following
topics: Accounts, buying and selling, borrowing, loaning, and investing money, and
cancelling indebtedness. lt is not forgotten, however, that before the average per-
son invests money, he must save it, and problems dealing with efficient household
management are given.
The emphasis is laid not so much on the method of solution and results, as on
tl1e application of topics to the affairs of the ordinary individual. lt does not mat-
ter very much whether or not a pupil knows what the yearly cost of an accumulative
bond is, but it may make a great deal of difference to him later if he realizes that
a little over S25 of his own money saved and put at interest every year at 6 per cent
will amount to S1000 in 20 years. lt causes some amusement to see 10 minutes of
labor at the rate of 12c an hour counted in the cost of canning one jar of fruit, but
the pupil who works out problems of this kind will come to see that the really ridicu-
lous thing is the hap-hazard housekeeping which puts no money value whatever on
home labor. A course in Lonimercial Arithmetic cannot train a boy to become an
expert business man any more than it can train a girl to become an efficient home
maker, but it has accomplished its aim if it teaches boys and girls to have an in-
telligent appreciation of efficiency and business management both in making a living
and keeping a home.
Department of Science
The Science courses offered in a High School Curriculum have of late become
so numerous and specialized that no student can longer hope to cover the whole
field. These courses, however, are so inter-related that some knowledge of all is
necessary for a mastery of any particular branch. What a beginner in Science should
have is an understanding of some of the general principles underlying all the sciences,
before attempting to specialize along any particular line. This condition is met by
the course offered in Elementary or General Science.
While the aim of the course is not to have the student acquire but rather
2 ' I' E
Correlate facts, still the course supplies the student an abundance of useful infor-
mation. The subject matter deals with the every day experiences of life, giving the
"How and Why" of many natural phenomena without becoming technical. Material
peculiarly suited to the minds of the beginners in High School is selected from the
abundance of information to be obtained from the realms of Physics, Chemistry,
Botany, Zoology, Agriculture, etc., and organized into a unified whole. In this
course many of the wonders of the physical world surrounding the student, as Well
as the scientific world of man's creation, are explained, many of the miracles and
unexplained phenomena about him become intelligible and useful to him.
Physiography deals in part with the relation of the earth to the sun, but more
especially with its relation to man. A study of the solar system reveals the cause
of seasonal changes, climatic zones, day and night, tides, and the phases of the
The three most general physiographic features of the earth are, the atmosphere,
the ocean, and the solid crust. The atmosphere varies as to pressure, temperature
and moisture content. The proper variation of these factors results in the produc-
tion of winds, clouds, and precipitation in its various forms. The ocean is the Hhigh-
way of the nationsf, Its waters are acted on by the wind to produce waves and
ocean currents, by the sun and moon to produce tides. These movements of the
water are responsible for the complete alteration of the outline of continents. The
crust of the earth is not fixed, but is continually undergoing changes. Rocks are
formed and later decomposed into soil. Mountains rise out of the ocean, exist fO1'
a time, are worn down by the variors erosive and weathering agents until they are
completely obliterated. River systems, lakes, volcanoes, and water falls develop
and later cease to be. Even continents come and go.
The physiographic features of the earth and the changes they undergo are respon-
sible for the production and distribution of our present forms of animal and plant
life. The plant life in turn is a vital factor in determining national development and
The year's course in Elementary Physics embraces a study of mechanics, heat,
sound, light and electricity. The attempt is made to preserve the golden mean be-
tween an empirical and a purely technical course. Frequent use is made of every
day phenomena in illustrating the principles of Physics. A collateral laboratory
course is given along with the text-book work, the aim being to dovetail the fund
of information about things physical already possessed by the student with results
obtained in the laboratory. A number of problems are introduced for the purpose
of fixing in the student's mind the applications of general principles to a variety of
The subject is studied as far as possible from the local standpoint. In case a
study is being made of hydrostatics and hydraulics, the local municipal water system
becomes a topic for discussion. In case it be heat, the operation and points of su-
periority of the heating systems of the school buildings and homes is made clear.
Should the class be faniiliarizing themselves with the gas laws and their application
in refrigeration, the local gas plant and the Belle Springs creamery are inspected.
The subject of current electricity is illuminated by making a visit to the power plant
Where the student has an opportunity of seeing how electrical energy is generated
on a commercial scale.
The Physics laboratory is fitted with water, gas, and the city current connec-
tions. It contains a dark room in which experiments in light are performed and
demonstrations made of various electrical discharges. The department possesses,
in addition to the apparatus required for the performance of the regularly prescribed
experiments, a number of pieces of apparatus which are invaluable for class demon-
The experiments performed by the students during the past year are as follows:
l. Determination of relation between diameter and circumference of sphere.
2. How to find the volume of a cylinder.
ll . 7 ,ml
How to find the density of steel spheres,
llow pressure beneath the free surface Of a liquid varies with depth.
Archimedes' principle and the density of a solid.
Archimedes' principle and the density of a liquid.
Density ol' El solid lighter than water.
Cooling by exaporation, Dew point.
liesultant of two forces.
The laws of the pendulum.
Coefficient of expansion of brass.
The principle of nionients.
The inclined plane.
The specific heat of a metal.
The mechanical equivalent of heat.
Cooling through change of state.
The heat ol' fusion of ice.
The heat of vaporization of water.
The boiling point of alcohol.
Effect of pressure on the boiling point.
Laws of reflection from plane mirrors.
Relation between intensity of light and distance.
Magnifying power of a single convex lens.
The focal length of a concave mirror.
Laws of iniage formation in convex lenses.
Index of refraction.
CHEMISTRY LABOR ATORY
31. Laws of vibrating strings.
32. Wave length of a note of a tuning fork.
33. Magnetic fields.
34. Molecular nature of magnetism.
35. The voltaic cell.
36. The magnetic effect of a current.
37. Properties and applications of the electromagnet.
38. Wheatst0ne's bridge.
39. Efficiency of carbon and tungsten lamps.
40. Boiling an egg by means of electricity.
41. Electrolysis and the storage battery.
42. Induced currents.
43. A study of a small motor and generator.
Chemistry is one of the great forces which is determining the civilization and
development of mankind. The physician makes abundant use of it in combatting
disease, the progressive manufacturer in improving processes and products of manu-
facture, the sanitary chemist in the treatment of municipal water supply and sew-
age, and the metallurgist in the extraction of metals from their ores. Progress in
other sciences has been in a measure based on the discovery of the chemist. The
scope of chemistry is so great that some knowledge of the subject is essential to
those who wish to keep in touch with the progress of civilization.
The course as offered gives as much attention as possible to the practical sides
of the subject without neglecting the basis for its advanced pursuit. Some time is
devoted to the consideration of the fundamental laws, theories, and principles of
the subject. These must be understood for they serve as a foundation upon which
the applications rest.
Among the many phenomena of every day life which require some knowledge
of chemistry for their proper interpretation may be mentioned, the decay of wood,
rusting of iron and tarnishing of metals, combustion, bread-making, souring of
milk, the conversion of cider into vinegar, the proper use of cleaning powders, and
the nature, preparation and digestion of food. Along with the study of the various
elements and compounds, the use of these substances in the manufacture of some
of our great commodities is shown as, for example, explosives, mortar and cement,
soap, crude oil and coal tar products, sugar, paint and steel.
Department of History and Government
The aim of this course is to give a real background for the student's knowledge
of present social, political, industrial, religious and economic conditions. A reason
for each of these conditions is to be found some where in ancient or modern Euro-
pean history. The object is to lead the pupil to see that civilization is not a product
of chance but a slow and gradual development. Emphasis throughout the year is
on the present and its relation to the past rather than on the past and its relation
to the present. The point of view is from the present back to the past. Questions
asking explanation of present institutions in the light of past history are a daily
part of the course. lt is hoped that in this way the interdependence of past and
present may be partly shown, although it is recognized that a year course in Modern
European History should be added to the history work of the High School before
the work can be thoroughly done.
Many of the well-known principles of economics are encountered by the average
High School student before he reaches the last of his High School work, but without
a study of these economic laws and conditions he fails to get an adequate concep-
tion of their operation and effect. The knowledge gained by experience often is
not organized and related consciously and this is best done in the class room. Ap-
plication of the law to outside conditions is asked for frequently and examples of
the practical working of economic law are called into discussion daily. A correla-
tion between the theory of economis- and current history is also attempted and this
phase of the work will be more fully developed next year with the hope the more
vital live issues may be introduced and discussed from their economic standpoint.
This course is given with a two-fold purpose. One is to trace the development
of the Anglo-Saxon race as a matter of world history, and the other is to provide a
proper foundation for the study of American History in the Senior year. The lat-
ter point of view colors the work quite largely. All the great landmarks in the strug-
gle for freedom by Englishmen from the granting of Magna Charta in 1215 to the
Revolution of 1911 are emphasized. Students are led to see their own history in
the field covered prior to American colonial settlement. Those events that brought
about the migration of the Puritans from England in the Stuart reign. and later the
revolt of the colonies so formed and their consequent independence receive especial
A systematic study of the structure and development of the American Govern-
ment, national, state, and local, with emphasis upon actual workings. Current events
as well as historical in executive, legislative and judicial departments of national and
state governments are used to illustrate the various provisions in the constitution.
The place of American History in the American High School is undisputed and
no justification for the time spent in its study is needed. The opportunity offered to
the teacher of American History to impress the pupils with the benefits, needs and
dangers of our government is unlimited and neglect to do so is unpardonable in the
teacher. Nowhere else, except in the teaching of Civics, is this opportunity so great
and nowhere else is the opportunity for impressing the younger generation with
the duties and privileges of citizenship more pronounced.
With these ideas in mind the purpose of American History in this High School
is obvious. It is not to be a matter of fact or memory study. It is not to learn of
the past that the pupils ought to study American History, but rather to learn of the
present and future. A knowledge of past experience of a nation is the only safe
basis for future action in that nation, and without a study of American History with
this fact always in mind the High School pupils of America go into life without a
single conscious effort having been made to give them a firm basis for future social
Department of Home Economics
The object of this course is to teach economy and suitability in the purchase
and making of clothing, and to give one an understanding of the principles of hand
and machine sewing with practice to enable one to make and keep in repair one's
The first semester recitation work is studying fully the production of the dif-
ferent subjects as: needles, pins, scissors and shears, machines, einery, thimbles,
buttons, hooks and eyes, cotton, linen, silk and wool.
The practice work consists of making simple stitches, as running, basting, over-
casting, overhaulingghemming, backstitching, seams, as, French, felled, hemmed
and overhandg hems, as plain, French, faced and extensiong repairing ill by patch-
ing as hemmed, overhand and darned patch, C25 by darning, as on iinen, cotton or
stocking darn: fastenings, buttonholes, hooks and eyes, eyelets, tape and blind loop,
simple embroidery stitches as chainstitch, feather stitch, hemstitch and blanket-
stitch. Sewing bags, lau.ndry bags, boudoir caps, handkerchief cases and pillow
cases were made the latter part of the semester to illustrate stitches, seams and
hems made the former part of the semester.
The second semester lecture work takes up in detail the production of cotton
and linen goods, also embroideries and laces as used in trimming garments, the
comparing home-made and ready-made underwear as to durability and condition
under which it is made.
The practice work consists of the drafting of individual patterns for under-
wear and the making of it.
The purpose of this course is to teach the application of the principles of cook-
ery in the preparation of foodg to teach the general principles in accordance with
which food materials are combined in the foundation dishes, so that the student need
not be dependent upon a recipe book, to illustrate methods by which heat is applied
to foodg to show by experiment the effect of heat upon food materialsg to illustrate
various ways of serving foods prepared: to familiarize the student with cost of food
by the calculation of actual cost of recipes used: and that work well and skillfully
done is not a drudgery.
The first semester recitation or lecture work consists of a study of the differ-
ent classes of foods and these combined to make more complex foods.
The laboratory work consists of a study of the food materials as follows: Water
as in beverages and water iceg fruits, fresh and driedg sugar, illustrating different
stages as in cookery of candy: starch, experiments especially show effect of dry and
moist heat, then applied to cookery of starchy foodsg fats, as in deep fat ffryingj
DOMESTIC SCIENCE ROOM
w Y '
or shallow fat fsauteingjg protein, as to cookery of meats especiallyg gelatine
dishes, leavening agents and flour mixtures, saladsg frozen dishes, and a study of
table setting and serving a meal.
The second semester is devoted to Chalf timel invalids' cookery and fhalf timel
canning and preserving of fruits and vegetables. In the lecture or recitation work
in invalids' cookery, diseases are studied under the following general classes:
1. Functional disorders.
2. Digestive disorders.
3. Disorders of absorption.
4. Disorders of metabolism.
Each is studied as to the general causes, symptoms and treatment. While in
the laboratory work each is studied as to dietetic causes and treatment. This is
illustrated in practice work by preparing foods, then trays for the sick and con-
valescent. The last half of tlfe semester is devoted to canning and preserving of
fruits and vegetables. The lecture work covers: the favorable and unfavorable
growth of yeast, bacteria and moldsg the methods of destroying these micro-organ-
ismsg and methods of food preservation. ln the laboratory work some fruits or
vegetables as, tomatoes, asparagus, rhubarb, etc., may be canned, jellies such as
orange or lemon may be prepared and rhubarb jam to illustrate different ways of
Department of anuall Training
Years ago began a revolt, now widespread, against the purely bookish character
of school education. This revolt has so changed the nature of our schools that now
any school would be seriously discredited if it did not offer some form of hand work
or manual training. We have come to know that many of the pupils in the public
schools are able to think best in things, and not in wordsg that their field in life is
the practical and the constructive, rather than the ideal and the theoretical. Fur-
ther, we now see clearly that this large class of students have a sound and valid
claim on so:-iety for education designed to meet their needs. lf we deny these, we
must deny all. We are coming to see that a boy may put just as much sound think-
ing, scholarship, and idealism into the making of a library table or a lamp stand
as he does into the translation of a passage of the Aeneid. And there is the added
fact that the skill and knowledge gained in the making of the table has a more ap-
parent and marketable value than has the skill he gains from the translation of the
The problem of the school is to organize and direct the work in Manual Training
so that it calls for truly educational effort, cultivates proper ideals of accurate and
artistic construction and finish, and at the same time brings to the pupil the largest
possible amount of practical and useful information to be applied in his life after
Orr Manual Training room is equipped' with 19 single benches. each provided
with a separate drawer and complete set of tools for each student who uses the
bench. Each bench is provided also with an excellent quick-action vise. The room
is furnished with a Crescent Machine Company band-saw, motor driven, a most use-
ful tool, saving many hours of unproductive hand labor.
The success of the department during the two years it has been in operation
has been very gratifying. The large majority of the students develop real skill in
construction and design, and display great interest in the work. While the students
are at times required to construct various articles for school use, and to make
repairs and additions in the various school rooms, they are also permitted to con-
struct work to take home as their own possession. ln this latter case, the cost of
the material used is charged against them.
In first year work each pupil is required to make a number of Hproblemsj'
small models involving a progressively difficult series of joints to be applied in
later work. This is followed by cabinet making and carpentry of the simpler form.
The interest of the pupil is caught by leading him to construct articles for which
he has a need.
In the second year students advance to more difficult work. Cabinet making
of a much more advanced type is undertaken. Library tables, desks, decorative
lamp shades and stands of walnut and oak are some of the things made in this year.
Special attention is paid to finishing, and to form and design in this year.
LIST UF ARTICLES MANUFACTURED IN MANUAL TRAINING DEPARTMENT
FIRST YEAR CLASS. 1914-15
15 Waste Baskets at S2 .............. 3530
1 Book Holder ,...e,.e,Y.Y,.,... ..,. 1
1 Book Shelf ..,,. ....Y ,... 1
1 Leg Rest ..,,,,.. .... 2
1 Pedestal .... ..., 5
1 Toe Board ,... .... 1
1 Hall Tree .... .... 3
1 Pedestal .,,,,...,,,, .,,. 2
1 Lamp Stand 3
1 A. H. S. Stool ,...., 1
1 Tie Rack ...,.,... .. 1
1 Tie Rack ..........,,,, ..,,
1 Silverware Box .... .... 1
1 Tie Rack ........... .
1 Pedestal ...,......... .... 3
1 Lamp CNewelJ ,.., 10
1 Shaving Rack ,, . 1
4 Boat Oars ......... .... 3
1 Book Rack .
1 Comb Case .....l. .
1 Medicine Case ..... .... 3
1 Clock Shelf ..... . .... 2
1 Electric Lamp ,,,.,, ..., 1 0
1 Stool ............,.,r.. 1
1 Chandelier ........ 7
1 Porch Swing ...,.,., ,... 7
1 Caesar's Bridge ..... .... 1
1 Foot Stool ......,..,, .... 1
1 A. H. S. Stool ,,,,, ,,,, 1
1 Tie Rack ,l...... .
1 Pedestal .,....,....,. 5
1 .Reading Lamp d , 15
1 Drawing Cabinet ..... 15
1 Book Rack ,. .,,e1...,,, . .
1 Tie Rack ,,,,,,,,,,,,,,,,,,,,,, .
Work on Chapel Doors.. .. 5
1 Book Rack ....., ..,..,....., .
1 Blotter Holder ..,, ....
1 Book Rack ,,.., . ,,,. 1
l Foot Stool ,,,,,,,.,. ,,,,,,.,,,,...,..... 1
1 Magazine Rack ., ......,.....,.... . 3
Repairs on Camera fenlargem'tl
1 Medicine Case ,,,,,,,,,,,,,,,,,,,,.... 3
1 Small Lamp ............-,...., ........ 4
1 VVriting Desk 5.
1 Bulletin Board .... .
Reading Lamp .. 5.00
Foot Stool .....l .. 1.00
Necktie Racks .75
Clock Shelf ..... .. 2.50
Picture Frame .,.. .15
Motor Frame .... .. .25
Ribbon Rack ..,.. .. 1.25
Wall Cabinet ..---- .. 4.00
Pedestal ............ .. 4.50
Hall Tree ....... .. 4.00
Foot Stool ..... ,, 1.00
Tie Rack ....... .. 1.00
Foot Stool ..... .. 1.00
Tabouret .... .. 1.75
Pedestal ......................... .. 2.00
Small Library Table ........ .75
Walnut Tie Rack ................. .35
Cedar Tie Racks at 75c ........ .60
Oak Tie Rack ............................ .15
Repairs on benches, hurdles, etc. 3.00
Foot Stool ................................ 1.00
Pedestal ................. .. 1.00
Hot Bed Frame ........ .. .75
Porch Box ................
Wall Shelf ...................
Motor box for band saw, repairs
on hurdles and benches .......... 1.00
Porch Swing ....................... .. 6.00
Foot Stool ............. ........ . . 1.00
Ash Tray ......... .. 2.50
Ironing Board .. 3.00
Porch Swing .... .. 8.00
Flower Box ...... .. 1.00
Tie Rack .... .. 1.00
Tabouret .......... ........... . . 3.00
Foot Stool ........................... .. 1.00
Magazine Racks at S3 ....... .. 6.00
Necktie Rack ,,,,,,,1..
Ceiling Lamp .,..
Clock Shelf ...........
Book Rack ......
20 Waste Baskets .......
1 Small Box ........,...
1 Clock Shelf ....,......,..,,
1 Clock ....,....................,
Work on Chapel Doors..
1 Piano Lamp ................
1 Serving Table
1 Stool ......,...........
1 Shaving Mirror
1 Sink Drain .,......
1 Flower Stand .,.,.,
1 A. H. S. Stool ......
1 Foot Stool ...,,..,.
1 Box .,,.........
Book Shelves ,...
1 Book Rack .....
1 Writing Desk ....
1 Foot Stool ,...........
1 Chair ..,.............,......
1 Medicine Cabinet ......
LIST OF ARTICLES MANUFACTURED IN MANUAL TRAINING DEPARTMENT
SECOND YEAR CLASS, 191-1-15
1 Writing Table ......... 15
1 Lamp .....,.......,. 8
1 Stool ....,.,..,....,. 1
1 Necktie Rack ....
1 Porch Swing .,,t.......,.... 7
1 Lamp Stand .,.................. 2
1 Sewing Box Cupboard ,,...,.. 5
1 Ward Robe ...........,......... 2
4 Benches ............, 6
2 Tie Racks ....,,...,,, .
1 Hot Bed Frame .......
2 Collar Boxes ........
2 Large Boxes .......,,,.... 2
1 Checker Board ....,....... .
Trestles under Lockers ....... 1
1 Pedestal ...............,........ 8
1 Foot Stool ,...
1 Foot Stool .......
7 Boat Oars ,,.,.....,..
1 Picture Frame .....
1 Lap Board .........
1 Book Rack .,......,....,,,,
1 Leg Rest ............,.......
Work on Chapel Doors..
Miscellaneous' .........,,.,,,,,., 5
1 Table .........
1 Stool ......,...........
1 Medicine Case ......
1 Hall Tree ..............
Window Boxes ...........
Cup and Dish Holder ......
Legs for Table ..........
1 Tabouret ,-,,,,,,,,,,,,,4,,,,
1 Small Veneered Wood Box ....
1 Wall Book Rack ......... .. 2.25
2 Stools at 50 cents .......... .. 1.00
1 Sleeve Ironing Board ...,... .. .75
1 Clock Shelf .................... .. 2.25
1 Tool Chest ....... 10.00
1 Library Lamp .........,... .. 5.00
Book Shelves ......................... .. 6.00
T:-estles for under lockers .......... 2.00
1 Table ......,......,..........,....... ..... 1 5.00
1 Foot Stool ...... 2.50
1 Stand .......... 10.00
1 Lamp ............. 6.00
1 Book Stand ....... 3.00
1 Table ............. 15.00
1 Clock Case ........ .50
1 Table ........,.... 15.00
1 Table Lamp ....... 5.00
5 Tie Racks .............. 1.25
5 Light Chandeliers .... 50.00
Lockers ................... 5.00
Wall Lamp ........ 1.00
1 Porch Swing .... 5.00
1 Chair ....,........ 10.00
1 Table .,.............. 15.00
1 Table .................. 20.00
1 Extension Table 40.00
1 Pedestal ............... 5.00
4 Stools .................. 3.00
1 Magazine Rack .,...... 5.00
2 Book Racks at S1 .... 2.00
1 Library Table ....... 30.00
4 Stools at S51 ......... 4.00
1 Tabouret ,,,,,,. 5.25
1 Pedestal ...... 7.25
1 Coat Rack ..... 6.25
1 Pedestal ...... 1.50
1 Foot Stool ..... 4.00
Cabinet Doors .,,... 10.00
2 Porch Swings ..... 14.50
1 Tabouret ............... .75
1 Medicine Case .......... 6.00
1 Handkerchief Box .75
1 Book Rack .............. 1.50
1 Picture Frame ...... 3.50
1 Clock Shelf ,,w,,,,, 2.50
1 Small Box ,.......,...,,., .75
Work on Chanel Doors ...... 1 2.00
1 Small Child's Swing. .50
1 Ironing Board .......... 1.75
1 Paper Rack ...... 5.00
Shelves ................. 6,00
1 Book Rack ........... 4.50
Book Rack Blocks ........ 4.00
1 Paper Roll Rack .....,. 1.00
Repairs on Lamp .......... .50
Assembling of Parts of Lamp .... 3.50
4 Wall Bracket Lamps ..............., 30.00
1 Library Table ............. ............ 3 0.00
MANUAL TRAINING ROOM
1 Library Lamp .... ......
2 Porch Lamps ,.,.
1 Book Rack ..,.
1 Piano Lamp ......,.. ..,...
2 Stools ,..........,........
1 Writing Desk
1 Pedestal ..,.1.......
3 Foot Stools .,.,..
1 Drain Board ....,
1 Table ,............
1 Trophy Case ...... ......
Laboratory Stools .
1 Screen Door .,....
1 Cypress Table ...,
1 Tie Rack .......
1 Walnut Book Rack ...,....
1 Walnut Sewing Cabinet ........... 30.00
l Display Stand ,,,,,,,,,..,,,,
1 Trophy Case ....
1 Book Rack ..........
1 Medicine Chest .........,.
1 Mahogany Tabouret .....
1 Stand Lamp ,,,,.,.,,,,,,,,,,,
1 Mahogany Collar Box...
1 Mahogany Pedestal .,,.
1 VVork Box ,,.,,,,.,.,,,,,,,
2 Stools ........
Total Second Year .,...,...
Total of both sections, '14-'
Department of ormal Training
The Normal Training review subjects include Geography, Grammar, Reading,
catch twelve weeks, and Arithmetic one semester.
The subject matter of Geography is presented as a condition of controls and
responses. The world as a whole is reviewed as to temperature, zones, wind belts,
and ocean currents. Each continent is located in regard to these physiographic ele-
ments. The modifying effect of its topographic features and consequent control
over life is emphasized.
A period of five weeks is devoted to a review of the essential elements of the
sentenceg adjunctsg adjective, adverbial, and noun clauses and the independent ele-
ments of the sentence from Gowdy's English Grammar. The same length of time
is given to discussing the parts of speech in detail from Scott 85 Southworth's "Les-
sons in English." Two weeks' discussion of methods of teaching composition closes
this course. Rules that relate to the correct use of English and their application to
daily speech are a prominent feature of this work.
The theory as set forth in Sherman 85 Reed's "Essentials of Teaching Reading'
is studied and discussed. Freqrent drills in articulation and in the use of the dia-
critical marks are given. Selections are memorized illustrating time, grouping, em-
phasis, expression, inflection, force, quality, and effects.
This course, given the second semester, is a review of the fundamental rules,
fractions, decimals, the application of percentage involving commission, profit and
loss, bank discount. trade discount, interest, partial payments, insurance, taxes,
stocks, bonds, and mensuration with all its variations. Especial attention is given
to methods of solution and presentation of the Subject to pupils.
While this subject is prescribed by the State Board of Education as a part of
the Normal Training Course, it is open to other than Normal Training students.
Pupils in all courses find it an interesting and very valuable study. On the Normal
Training side, special attention is paid to child psychology, the law of development
of mental powers, the succession of instincts and interests, and the problem of cor-
relating school work successfully with these. The psychology of all school work,
both instruction and discipline, is the subject of attention. The significance of play
as a factor in child development and school work receives recognition. Needed re-
forms in present school practice and systems are suggested and the reason for these
On the general side of the subject, the non-normal training student learns the
mode of operation of the human mind. He learns what significance mental habits
have, how to choose the valuable and avoid the injurious ones. He learns to be tol-
erant of other people, to respect individuality, and especially to form his judgments
carefully and to respect those who differ from his point of view.
The course is both valuable and popular. This is attested by the large enroll-
ment, which always is the full capacity of a class room. At the close of the half
yearls work in this study, the normal training students of the class are required to
take the state examination in it. ln the five years this course has been offered,
only one student from the Abilene l-ligh School has failed in the state examination.
METHODS AND MANAGEMENT
This course is one of the required subjects in the Senior year of the Normal
Training course. It is open to students in this course only. Two texts are used,
Charter's "Teaching the Common Branches" and Seeley's "School Management."
The students find that there really is a science of teaching, a recognized method of
procedure, based on psychological principles. Each study found in the common
school curriculum is in turn studied. After the various types and methods of teach-
ing are studied in theory, the students are taken to visit the class-rooms in the Gar-
field school close by, where they see teachers and pupils at work in cxemplification
of the principles they have been studying. Under "School Management" is taken
up the question of how to organize and conduct a rural school. All forms of work
from what to do on the first day to the making of the final report, receive the at-
tention of the class and the instructor. That it is a valuable course for those who
teach is self-evident. The student taking it leaves high school with a fairly definite
notion of the problem awaiting her in the country school and is thus saved from
This course is required of Normal Training students, and very properly so, since
a knowledge of hygiene is obviously necessary for the teacher. The course is, how-
ever, open to other students, and is desirable for all. To promote the physical wel-
fare of the child is, therefore, the principal aim in the teaching of this study. This
includes a knowledge of conditions favorable to growth and conducive to health and
bodily vigor. The structure and functions of the body are taught as a scientific
basis for an intelligent understanding of hygiene and sanitation. Sanitary condi-
tions, diseases, their cause and prevention, are made concrete and personal.
Bulletins from the State Board of Health are read and referred to throughout
the course. The special text is Conn Sz Budington's Physiology.
The principles of debit and credit, the use of the day-book, journal, and ledger,
closing the ledger, taking proof trial balance are the essentials covered in this course.
Thoroughness in the fundamental principles is secured by drill. Twelve sets of books
are opened and closed in one semester.
This course follows Bookkeeping the second semester. The writing of business
letters and practical information pertaining to business matters, such as the making
of promissory notes, checks, drafts, mortgages, wills, etc., is the scope of this work.
Students learn and are drilled in the Greek and Latin prefixes and stems.
Words are formed by various combinations of the prefixes and stems learned. Words
found in all the branches pursued by the student as well as those found in current
literature are brought to class, analyzed and discussed. One hundred words of
curious and interesting derivations are studied. The aim is to make this subject
one that the student carries over into all his work. It is a means to securing wider
and more exact knowledge in other subjects rather than an end in itself.
Music was introduced as a unit in the High School this year, primarily for the
Normal Training class. So the music has been largely a preparation for public
The first part of the year was devoted to Solfeggio or sight-singing. Book I,
Intervallia, by Cole, was used for a text. All major, minor, perfect, augmented and
diminished intervals were mastered to such an extent that they could be readily
recognized when written, distinguished when played or sung, and written and sung
quickly from any given note. All major and minor keys were included in the ex-
ercises as well as both treble and bass clefs.
The second semester of the year was devoted to the public school work. For
this the Eleanor Smith series was used. The entire work of the eight grades was
covered. After a thorough understanding of all points of technique for the eight
grades was gained, each member of the class was required to conduct classes in the
first six grades of the Garfield School several times. After this a course of music
was outlined for an average rural school.
During the year a number of operas were studied. It was made possible for
the class to hear selections from many of the operas on the Victrola.
Agriculture is one of the industrial studies for the maintenance of which the
High School receives from the state the sum of S1000 per year. The legislature be-
lieves that Kansas is so preminently an agricultural state that the subject should
have attention in the public schools. From the growth and drift of public senti-
ment it is evident that education in Agriculture will soon be offered in all good ele-
mentary and high schools of our country. This, from the nature of the case, seems
unavoidable, because such instruction is essential both for utility and culture. It is
an essential utility, because it is the only means of furnishing adequate conceptions
of the one fundamental occupation of mankind upon which all other occupations
For the general run of students it is an essential basis of true culture and re-
finement, as is illustrated in its earliest result and fruitage, which is the adornment
of homes through improved lawns, shade trees, walks, driveways, gardens, flowers,
etc. Further, while agriculture is the oldest of occupations, and there is connected
with it a vast amount of empirical knowledge, there has also been connected with
the practice of it, and is yet, an amazingly large amount of erroneous procedure and
even superstition. It is easily seen how this came about when we stop to think that
the intelligent practice of Agriculture has use for a wide and accurate knowledge of
some of our most complex and intricate sciences, as chemistry, physics and botany.
The study of Agriculture is especially necessary in the schools in our commun-
ity, as we are a non-manufacturing town set in the midst of one of the richest farm-
ing sections of the United States, and many of the families with students in the
School derive their income, in whole or in part, directly from farm property, and
many of the pupils will continue the business of their parents by farming after they
leave school. -
The course in Agriculture in our High School covers a year. Three periods a
week are devoted to recitation and two double periods a week to laboratory work.
The texts used are Warren's "Elements of Agriculture" and Elliif's "A Unit in Agri-
culture" as a laboratory manual. The following topics show the content of the
year's work: The Improvement of Plants and Animals, Propagation of Plants, Plant
Food, The Soil, Maintaining the Fertility of the Land, Important Farm Crops, Ene-
mies of Farm Crops, Systems of Cropping, Feeds and Feeding, Farm Animals, Farm
Management, The Farm Home, The Farm Community. In the laboratory seventy ex-
periments are performed, illustrating the various principles and operations set forth
in the year's work.
THE SCHOOL CHORUS
While this is not really a study but a drill, yet credits are earned by proper
attendance and work in it. The School Chorus meets after chapel two days each
week. Any student may enter and continue in the class as long as he shows by at-
tendance and work that he is profiting by being there. Attendance in the Chorus
is usually from 125 to 150. The work consists chiefly in learning how to sing and to
like to sing good music. Practically all the pupils have some ability to read music,
though simple instruction of this sort is given incidentally. In the course of the
year a considerable number of attractive songs and choruses of excellent musical
character are sung. Our special object is the cultivation of musical taste and musi-
cal appreciation as to what is good singing and what is good music. One credit a
year is earned in this course, and a maximum of two credits in the entire four-year
course is allowed.
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May Brenizer-YVilson, Abilene, Kan.
E. C. Little, Kansas City, Kan.
Lida Itomig, Abilene, Kan.
Stuart O. Henry, New York, N. Y.
Nettie McCoy-Makins, Tacoma, Wash.
Frank C. Curts, Chicago, Ill.
Ella Hamaker-Gleissner, Kansas City, Mo.
Thomas Hoffmire, Pueblo, Colo.
Louise VVorthington-Miller, Topeka, Kan.
Minnie Hutchins, deceased.
Evelyn Smith-Miller, Pasadena, Calif.
Della Thornton, deceased.
Perry L. Friz, VVaukesha, Wis.
Winnie McNall, deceased.
NV. T. Little, deceased.
Homer W. VVilson, Abilene, Kan.
Clark H. Mahan, Kensington, Md.
Ella Ream-Worthington, Cherryvale, Kan.
Estella liugh-Shirk, Topeka, Kan.
Frankie Baker-Patterson, Aberdeen, Wash.
Lillie Bonnell-Nolting, Denver, Colo.
Anna Huff-Seeds, Cripple Creek, Col.
Frank Jacoby, Phillipsburg, Mont.
Helen Meyer, Long Beach, Calif.
Mamie Osgood, Fort Smith, Ark.
Margaret VVilson-Humbarger, Aberdeen,
Jessie Anderson-Baker, deceased.
Anna Jacoby-Broughton, Clay Center, Kan.
Lillian Junken, deceased.
Mildred Lewis-Morrel, Los Angeles, Calif.
Minnie Sprung-Schwendener, Abilene, Kan.
Harry Barnes, Philadelphia, Pa.
Orleana Fisher-McClellan, Seattle, Wash.
Clyde N. Friz, Baltimore, Md.
Howard Smith, Houston, Texas.
Anna McDonald-Toms, Huehuetenango,
Guatenada, Central America.
Mammie Peters, Houston, Texas.
Carrie Kohler-Linkin, Kinsley, Kan.
Lucy Carpenter-Meek,,Solomon, Kan.
Dora Cobb, deceased.
Anna Cable-Scott, Evanston, Ill.
Annie L. Curtis-Brewer, Abilene, Kan.
Louella C. Collins, deceased.
Nine L. Hodge-Keifer, Chillicothe, Ohio.
Mamie Hoisington-Neisley, Wakeeney, Kan.
Rose Gleissner-Steinman, Seattle, Wash.
Will W. Wetzel, Chicago, Ill.
Nellie Thornton-Sunderland, Carmen, Ok.
lda Scoggins-Goss, Chicago, Ill.
Minnie Parent-Ross, Kansas City, Mo.
VVinnie Schopp-Scott, Pittsburg, Kan.
Emma M. Wilson-Blackburn, Ryley, Al-
Florence Elston-Hill, Joliette, Ill.
Mabel Crary-Bradshaw, Herington, Kan.
Helen Typer-Childs, Abilene, Kan.
Cora Lott-Rockefeller, Zion City, Ill.
Birdie St. Peter-Graves.
Lizzie Anderson-Hill, Tacoma, Wash.
Lotta Thornton-Trask, Los Angeles, Calif.
Carrie Corbett-Ellison, Denver, Col.
Ida Lebold-Ellison, St. Paul, Minn.
Nathan Merrifield, Vancouver, Wash.
Schuyler Pettit, Kansas City, Mo.
Anna Lesher, Lincoln, Neb.
Sarah Hunton-Hartzell, Los Angeles, Calif.
Hattie Rice-Malott, Abilene, Kan.
Ella Thornton, Los Angeles, Calif.
Homer Ellison, Denver, Col.
Levi G. Humbarger, Aberdeen, Wash.
John Mustard, Cherryvale, Kan.
Dora Fisher, San Diego, Calif.
Grace l'ete1's, Abilene, Kan.
Grace Sewell, deceased.
Eva Gleissner, Seattle, Wash.
Jennie Parent, Abilene, Kan.
Josie Simmons-Sutter, Anadarko, Okla.
Martin Eicholtz, Muskogee, Okla.
Edward Johntz, Abilene, Kan.
will Jolley, Boulder, Col.
will Matteson, Abilene, Kan.
Abe Lott, NVashington, D. C.
Belle Kauffman-Hill, Abilene, Kan.
Vvilliam Mustard, Philippine, Islands.
italph Dyer, Admire, Kan.
Geo. Kenyon, Seattle, Wash.
Cleyson Brown, Abilene, Kan.
Mary Lesher, deceased.
Alice Humbargei'-Baker, Solomon, Kan.
ira Hunibarger-Stattz, Enterprise, Kan.
May Scherer-Kaneer, Topeka, Kan.
.Jesse bi Elston, Salina, Kan.
Addie B. Over, Abilene, Kan.
Florence McMaster-Litts, Abilene, Kan.
harry S. Taylor, Abilene, Kan.
Maud Eames-Moore, Topeka, Kan.
Grace M. Hodge-Herman, Chillicothe, O.
Maude CuI'tiss, Portland, Ore.
Nettie Geauque-Breneman, Abilene, Kan.
Florifince Steves-McFer1'en, Williamsburg,
Bertha Blevins-Denny, Nina, Texas.
Lou Carpenter-Brown, Indianapolis, Ind.
Mary J. Downey-Carpenter, St. Joe, Mo.
Lizzie Fritz, deceased.
ltalph N. Gorden, East Sound, Wash.
Edna M. Hornaday, Emporia, Kan.
Lottie M. Howard-Wallace, Denver, Col.
Paul Hurd, deceased.
Emma Parent, Abilene, Kan.
Hattie K. Reed-Adair, Pueblo, Col.
Minnie Smith, Abilene, Kan.
Chas. A. Snider, Elkhart, Ind.
Pearl Taylor, deceased.
Anna M. Wetzel-Shaffer.
Arthur H. Zook, Kansas City, Mo.
Emily Merrill-Newman, Syracuse, N. Y.
Emma Parent, Abilene, Kan.
Alma May Brown, deceased.
Arthur D. Colby, Kansas City, Mo.
Etta May Bruckhart-Rugh, Abilene, Kan
Chas. Edward Smith, Kansas City, Mo.
Jacob Edward Fair, Kansas City, Mo.
Eliza N. Elston-Fricke, Chicago, Ill.
E. Porter VVilson, Durango, Colo.
Ethel McCoy, deceased.
Edgar Allen Fry, Vancouver, NVash.
Mary Humbarger-Hunter, Pawhuska, Ok.
Guy Morton Cranston, Wilkinsburg, Pa.
Chas. W. Jolley, Sharon Springs, Kan.
Clarence W. Schreiner, Kansas City, Mo.
Wm. G. Anderson, Winfield, Kan.
Bertha Alice Jacobs-Keve, Hiawatha, Kan
Elinor C. Seymour-Perry, Syracuse, N. Y.
Jennie E. Brown, Abilene, Kan.
Hannah Lois Nutt-Forney, Abilene.
Daisy Irene Balliet-Steen, Abilene, Kan.
Daisy G. Hunton-Kugler, Abilene, Kan.
Guy Franklin Turner, Dong Point, Ill.
Beatrice Jane Waring-Young, Abilene.
Elizabeth Pennington, deceased.
Bertha E. Perring-Taylor, Abilene, Kan.
Lillian Esther Colby-Dyer, Abilene, Kan.
Emma M. Hasshagen-Wolte, Abilene, Kan
Mary Alice Giles, Abilene, Kan. I
Lotta M. Northcraft, Abilene, Kan.
Conner Hawes Malott, Spokane, VVash.
Lillian F. Jackson-Woodruf, Black Foot,
Frances Hornaday, Emporia, Kan.
Bertha May Lesher, Lincoln, Neb.
Grace A. 'l'oliVer-Vanderwilt, Solomon
Hayes Belle Shreve-Townsend, Shawnee
Chas. C. Schiveley, Abilene, Kan.
Lillie Etta Dyer-Butterfield, Phoenix, Ariz.
Ida Gl'ace Fisk-Coverdill, lvladerson, S. D.
Edna Anderson-Johnson, Hilo, 1-1. I.
Florence Bradshaw-Murphy, Foss, Okla.
Cora Myrtle Shane-Roberts, San Diego,
Horace Johnson, Hilo. Hawaii.
Idella Brown-Rogers, Abilene, Kan.
Clara Victoria Ross-Marshall, Yacolt,
Grace Lee VVoolVerton, Abilene, Kan.
Georgia May Nichols-Howard, Abilene.
Mary Erma Edwards, Abilene, Kan.
Josephine Allen-Kleinhesselink, Big Tim-
Rosella Swanson-Baldwin, Monta Vista,
Susan Pearl Johntz, Abilene, Kan.
Adell Brown-Murray, Wagon Md., N. M.
WVm. B. Brillhart, San Diego, Cal.
Wm. E. Brown, Atchison, Kan.
Edna Susan Close-Patton, Solomon, Kan.
Elizabeth D. Coble-Shilkis, Houston, Tex.
Mabel E. Cuthbert, Abilene, Kan.
Saralut Morse Curtis-Starkey, Kansas City,
Mae Belle Haithcox-NVO1-ley, Abilene, Kan
Etta Marie Hiddleton, Zuinfer, Kan.
Jess O. Humble-Heller, Cllapman, Kan.
Alma Hollar-Jaggard, Kansas City,
Carrie Edna Johntz-Humphrey, Bellfon-
Amy Cordula Kump-Dixon, Frederick, Md
Elsbeth Kreider-Malvig, Sauslito, Cal.
Rachel Malott-Fisher, 'Walland, Tenn.
Nina Dean Nichols, Abilene, Kan.
Frank Dyal Parent, Inglewood, Cal.
Anna Isabel Skiles-Pickett, Hinton, Okla.
Daisy Myrtle Snider-Foster, Bowling
VVesley M. Smith, Baxter Springs, Kan.
Flora Mildred Snider, Abilene, Kan.
Mary Whiteburst-Bath, Abilene, Kan.
Edna H. Worley, Abilene, Kan.
Anna E. Warfield-Murray, Lawrence, Kan
Clara A. Case-Roberts, Muskogee, Okla.
Dolly Elinor Davis-Shick, deceased.
Anna B. Edwards, Abilene, Kan. -
Daisy Belle Fenton-Strother, Fresno, Cal
Ethel May Giles, Abilene, Kan.
Stellg Lillian Herr-Rogers, Santa Monica,
Anna Flore Johnson, Oahu College, Hon-
Herbert W. Jacobs, Abilene, Kan.
George Makins, San Francisco, Cal.
Virginia T. Osbourn-Ramsey, Abilene.
VVil1iam A. Ross, St. Paul, Minn.
J Reed Horne McAlester Okla.
Y - ' l ,
Jennie C. Rugh-Bolten, Detroit, Kan.
Myrtle Steves-Haynes, Abilene, Kan
Fred L. Anderson, deceased.
Welcome May Barcus-Taylor, Abilene.
James Robb Brady, Caney, Kan.
Rachel Noble Curtis-Blair, Curtis, Okla.
Foss Crawford, Cincinnati, Ohio.
Lina Anna Curtis-Jolley, Kansas City, Mo
Solomon C. Gary, Carter, S. D.
Mamie Belle Hersh, deceased.
Frederick C. Lesher, Abilene, Kan.
Josephine Miller-Matte, Elgin, Okla.
Frank Pinkham, Abilene, Kan.
Parker-Allman, Kansas City, Mo.
Hiland G. Southworth, Artesia, N. M.
Florence Southworth-Covert, Abilene, Kan
Fannie Ann Toles, deceased.
Melvin Davis Trott.
Chas. F, Holzworth, E1 Paso, Tex.
Maud Hampton-Curtis, Abilene, Kan.
Elva Clare Lower, Kansas City, Mo.
ltea Wilson, deceased.
lteba Naomi wx orley-Mera, Abilene, Kan.
C. E. Williams, Pliiladelpliia, Pa.
Roberta Bradfield-Hodges, Pratt, Kan.
Grace Banks, deceased.
.Jessie Frances Close-Beeghly, Abilene.
Ella Hill Dixon-Law, Hill City, Kan.
Vera C. Dunnett, Abilene, Kan.
.Jesse Ralph Engle, Emporia, Kan.
Bebe Emma Humble, rXDl16DB, Kan.
ri1'T.1ll,ll' Adam Hees, Kansas City, Mo.
lra H. Johntz, Abilene, Kan.
Mary Ethel KGDHBI'-S1l81'WOOd, Lawrence,
Alice E. Lesher-Mauch, Lincoln, Neb.
Laura Ellen Landis-Landis, Burns, Kan.
italpli Dennis Monroe, Drew, Ore.
LVLGLZUIIH. Mae Ross-Beighley, Salina, Kan
Frank Koepke Smith, Manhattan, Kan.
Geo. Pitts Stoddard, Chicago, 111.
Elizabeth L. Shellhaas-'l'urner, N. Pem-
Jennie Sutter, Abilene, Kan.
Grace G. Anderson-Ryan, Detroit, Kan.
b1lZL5 Ebert Brady, El Reno, Okla.
.Lilkllllllle Evelyn Colby, deceased.
Jennie U. Clark-Keopke, Muskogee, Okla.
.John Rezin Davis, Solomon, Kan.
Juclltll Amelia Hopkins, Abilene, Kan.
Alekanorina 1-lalm-Wharton, Nlcodemus,
Alverole Irene Landis-Tier.
Clara Mary Maier, Jasper, Mo.
Clara Molgard-'lillotson, Beatrice, Neb.
Grace Edna Monroe-Milhke, Kansas City.
Dora Beatrice Nixon, Abilene, Kan.
Albert E. Robson, Abilene, Kan.
Keturah C. Swartz, Redlands, Cal.
Anna M. M. Cafferty-Riordan, Solomon,
Leltoy F. Cooper, Abilene, Kan.
Eunice E. Cryderman, Abilene, Kan.
C. Marie Cuthbert, Abilene, Kan.
llarvey E. Engle, deceased.
Bessie E. B. Faulkner-Baker, Aberdeen,
Mary H. Forney, Abilene, Kan.
Dudley K. M. Lansing, San Antonio, Tex.
lcetta L. NVhite-Duckwall, Abilene, Kan.
George H. Gross, Los Angeles, Cal.
lVl.3,I'T.1l2l, Luker-Glendenning, Abilene, Kan.
Jennie L. Martin-Babbitt, Seattle, Wash.
Myrtle C. Picking-Nanninga, Leonard-
Rachel Stoddard-Ruff, New York, N. Y.
Anna C. Tate, Vancouver, B. C.
Hattie D. Augustine-Harris, Des Moines,
George Bigller, Clay Center, Kan.
Estelle Pearl Bolster-Nellis, Denver, Col.
W'alter E. Carkuff, Montrose, Col.
Naomi Ethel Engle, Abilene, Kan.
Ella May Flenner, Denver, Colo.
Emily Hall, Empogia, Kan.
Emilia Elizabeth Hees-DeHaven, Omaha,
Bessie L. Lamon-Wilson, Denver, Col.
Harriet A. Landis-Johnson, Chicago, Ill.
Anna C. Makins-Gribbins, Gypsum City,
Harry B. Minick, Kansas City, Mo.
Pearl Grace Spangler-lleese, Abilene, Kan
Clarice Grove Cramer-Johnson, Abilene.
William E. Eddy, Hugoton, Kan.
George Lenhart Eyer, deceased.
James R. Garyer, Lafayette, Ind. .
Blanche A. Hobble-Monninger, Colorado
Harry H. Johntz, Parsons, Kan.
Elizabeth M. Kepner-Hammond, Kansas
Benjamin Kessinger, Abilene, Kan.
Giles H. Nellis, Denver, Col.
Clifford Fry Royer, St. Louis, Mo.
Grace E. Sherwood-Betz, Chapman, Kan.
Charles Cecil Trott.
Clarence L. Waring. Rothiemay, Mont.
Earl Bigler, Artesia, N. M.
Glenn Bushey, Solomon, Kan.
Elmer Carkuff, Montrose, Col.
Edith Cormack-Ramsey, Moore, Idaho.
Mary Dixon, Dodge City, Kan.
Olive Hopkins-Beagle, Abilene.
Nellie Hersh-Kinderdick, Arnett, Okla.
John Hall, Fayettesville, Ark.
Albert Johntz, Lawrence, Kan.
Howard Keel, Abilene, Kan.
Jennie Lucier-Fittinger, Herington.
Fern Ramsey, Moore, Idaho.
Della Sexton, Abilene, Kan.
Lena Swick, Lawrence, Kan.
Iva Opal Brown, Abilene, Kan.
H. Marguerite Cuthbert, Abilene, Kan.
Herbert Melvin Cowan, Lawrence, Kan.
Nelle E. Dobson-Glade, Grand Island, Neb.
Nicholas Beebe Evans, deceased.
Beulah Foster-Herman, Hill City, Kan.
Helen Gleissner, Clay Center, Kan.
Grace M. Goodwin, Topeka, Kan.
Abbie Malinda Hobble-Lowry, Abilene.
Ruby Alice Johntz, Enterprise, Kan.
Mabelle P. Landis-Myer, Abilene, Kan.
Effie-M. Martin, Rupert, Idaho.
Ernest LeRoy Morse, Abilene, Kan.
Anna M. Murphy, Clarkford, Idaho.
William Edward Nellis, deceased.
Georgia E. Snider, Columbus, Kan.
Robt. A. Snider, Windber, Pa.
lialph H. Spotts, Lawrence, Kan.
Helen G. Sterl-Bender, Springfield, Ill.
Emily L. Swick, Lawrence, Kan.
Bessie Minor-Hunter, Blackburn, Mo.
Elsie Wolverton-Fackler, Manchester,
Nellie Wilkie, Abilene, Kan.
D. Dwight Eisenhower, Nvest Point, N. Y
Nelle A. Graves-Lutton, Chicago, Ill.
Lois B. Harger, Abilene, Kan.
Bruce Hurd, Abilene, Kan.
Harry M. Makins, Halescieek, Alaska.
Annie C. Malott, Kansas City, Mo.
Mabel V. Morrison, Topeka, Kan.
Beulah Belle Parker, deceased.
Ruth L. Patten, Topeka, Kan.
Lelia G. Picking, Abilene, Kan.
Wade Harper Priest.
Paul H. Royer, Abilene, Kan.
Velma Salls, Topeka, Kan.
Vvinnie Salls, Topeka, lian.
Herbert G. Schiveiey, Kansas City, Mo.
Herbert C. Sommers, Abilene, Kan.
Edna Grace Swanger, Enterprise, Kan.
Vieva Viola Vickers, Abilene, Kan.
Sarah E. YVoolverton-Asling, Duluth,
WVinnie K. VVilliams, Abilene, Kan.
Jessie B. Williams, Abilene, Kan.
Alice J. NVoolverton, Tescott, Kan.
Frances Aspley-Stegeman, Abilene. Kan.
Hazel May Beaver-Llhler, Abilene, Kan.
Agnes Mary Curry, Abilene, Kan.
Thomas Roy Dahnke, Abilene, Kan.
Florence A. Dayton-Goodwin, Abilene.
Florence M. Engle, Lawrence, Kan.
Edith Fenton, Abilene, Kan.
Jessie C. Hall, Kansas City, Mo.
Drusilla E. Halleck, Abilene, Kan.
Gladys C. Harding, Abilene, Kan.
Myrtle M. Hoffnell, Abilene, Kan.
Genevieve Huffman, Abilene, Kan.
Paul S. Jolley, Boulder, Col.
Wilkie, Abilene, Kan.
Vet Goodwin, Los Angeles. Cal.
Brewer-VVillis, Kirwin, Kan.
Ross, Reedley, Calif.
Genevieve Davis-Bennell, Salem, Ore.
lose Abilene Kan
L '. C , , .
Bertha Minick-Eicholtz, Abilene, Kan.
Be1'tha Kruger-Baker, Abilene.
Bryan, Heppner, Ore.
Harold Eicholtz, Abilene, Kan.
Samuel Gross, Los Angeles, Cal.
Orin Snyder, Abilene, Kansas.
Robert Boyd, 'Blackfoot, Idaho.
Leslie Wagaman, Manhattan, Kan.
Ralph Focht, Manchester, Kan.
Marie Augustine-Smith, Des Moines, Iowa.
Thayer, Abilene, Kan.
Shearer-Rogers, Marion, Kan.
Anderson-Shockey, Riley, Kan.
Sauer-Black, Bellevue, Kan.
Fair, Minneapolis, Kan.
Lillian Stebbings-Mickel, Abilene, Kan.
Andrews, Lincoln. Neb.
Therene Weckel, Abilene, Kan.
Hampton-Tyler, Abilene, Kan.
Bertha Burkholder-Kugler, Abilene, Kan.
M. Pautz, Abilene, Kan.
Pearle Garver, Abilene, Kan.
Gary, Abilene, Kan.
Amanda Engle, Abilene, Kan.
Engle, Topeka, Kan.
Maude Fair, Minneapolis, Kan.
Miriam Picking, Abilene, Kan.
Russell Bryan, Kansas City, Mo.
Swigart, Cunningham, Kan.
Sexton, Kansas City, Mo.
Lester Schuerman, Abilene, Kan.
Jimmie Tull, Solomon, Kan. '
Hazel Jones-Emig, Abilene, Kan.
Philo Halleck, Phoenix, Arizona.
Harry Minor, Chicago, Ill.
Mabel .Bigler, Abilene, Kan.
Florence E. Amess-Everhardt, Gypsum,
Clarence R. Asling, Duluth, Minn.
Hilda Benn, Freeport, N. Y.
Cooley, Abilene, Kan.
Estella M. Cooper, Toronto, Canada.
Cecelia E. Curry-Gans, Abilene, Kan.
May E. Curtis, Kansas City, Mo.
Elizabeth DeWolfe, Chino, Calif.
Edgar N. Eisenhower, Tacoma, Wash.
Edith E. Kauffman, Seattle, XVash.
ltuth Martin, Abilene, Kan.
Edith M. Morse, Abilene, Kan.
Jesse NVilbur Nicolay, Abilene, Kan.
Ruby Grace Norman, Abilene, Kan.
Encie Elizabeth Picking, Abilene, Kan.
Grazella Puliver, Emporia, Kan.
Mabel B. Puliver-Stillie, Abilene, Kan.
John H. Ross, Abilene, Kan.
Adah C. Sachue, Manhattan, Kan.
Anna Mary Sauer-Monroe, Junction City
Rudolph Ernest Sexton, Abilene, Kan.
Iona Blanche Shearer, Abilene, Kan.
liate Orpha Shearer, Salina, Kan.
Bessie May Shockey, Abilene, Kan.
Arthur Stacey, Lawrence,'Kan.
Frank C. Ackers, Lawrence, Kan.
Esther Baer, Abilene, Kan.
VVard S. Barber, Lawrence, Kan.
Ethel Berry, Monrovia, Cal.
Carolyne E. Coffenberger, Abilene,
Ethel Coleman, Guthrie, Okla.
Amos H. Engle, Enterprise, Kan.
Cora Grace Engle, Abilene, Kan.
Irene Etherington, Abilene, Kan.
Gula Garver, Centerton, Ark.
Ethel Garvie, Manhattan, Kan.
Owen Gish, Topeka, Kan.
Lucile Halleck, Abilene, Kan.
Hazel Hobble, Abilene, Kan.
Edna Kugler, Abilene, Kan.
Lucy Lee, Abilene, Kan.
Frank Madden, Lawrence, Kan.
Vaughn McCormick, Eugene, Ore.
Gladys Pautz, Kansas City, Mo.
Earl Merrifield, Cleveland, O.
Orin McCoy, Abilene, Kan.
Esther Roop, Atchison, Kan.
Alfred Schmutz, Abilene, Kan.
Katy Young-Pettit, Talmage, Kan.
Hedwig Schmutz, Abilene, Kan.
Gladys Tufts, Baldwin, Kan.
Lela Towne, Abilene, Kan.
Estella Sherwood, Abilene, Kan.
VVarren Coleman, Guthrie, Okla.
Deane Ackers, Lawrence, Kan.
clara Elliott Mitsch, Woodbine, Kan.
Alma Etherington, Abilene, Kan.
Ruth French, Abilene, Kan.
Robert Graves, Manhattan, Kan.
Ruby Landis, Abilene, Kan.
Margaret Mize, Abilene, Kan.
Alice Parks, Abilene, Kan.
Raymond Snare, Enid, Okla.
Edward WVilcox, Abilene, Kansas.
Edward Crawford, Abilene, Kan.
Maude Haffa Abilene Kan
Jack Hutton Abilene Kan
Ralph Lucier, Abilene, Kan
Carl Nicolay, Abilene, Kan.
Florence Robson-Meek, Abilene, an.
Clinton Solt, Kansas City, Kan.
Eva Diehl, McPherson, Kan.
Esther Engle, Abilene, Kan.
Frances Focht, Hays, Kan.
John Gleissner, Lawrence, Kan.
Ben Haskell, Abilene, Kan.
Vera McCoy, Abilene, Kan.
Edith Engle, Abilene, Kan.
Elma Noble-Denman, Des Moines, Iowa.
Ada Anderson, Emporia, Kan.
Curtis Brewer, Abilene, Kan.
Maggie Cooley, Abilene, Kan.
Marie Curry, Abilene, Kan.
May Dahnke, Abilene, Kan.
Arthur Dodge, Abilene, Kan.
Helen Engle, Abilene, Kan.
Juanita Engle, Manhattan, Kan.
Mary Engle, Abilene, Kan.
Rowena Engle, Oxford, Ohio,
Howard Hoffman, Lawrence, Kan.
Chauncey Hunter, Lawrence, Kan.
.lack Hutton, Lawrence, Kan,
Lee Hutton, St. Louis, Mo.
Bertha Issitt, Abilene, Kan.
Milton Jones, Abilene, Kan.
Florence Keel, Abilene, Kan.
Harold Kraybill, Lincoln, Neb.
Elizabeth Landis-Kauffman, Abilene.
Mary McClellan, Glasco, Kan.
.Tames Makins, St. Louis, Mo.
Freda Marsh Gooden, Abilene, Kan.
Florence Musser, Abilene, Kan.
Marie Nusz, Mexico, Mo.
Ethel Paxson, Abilene, Kan.
Eileen Price, Abilene, Kan.
Stanley Raub, YVarren, Ohio.
Ames Rogers, Lawrence, Kan.
Gladys Shadinger, Abilene, Kan.
VVade Snider, Abilene, Kan.
Daisy Stebbings, Abilene, Kan.
Paul Steelsmith, Lawrence, Kan.
Mildred Thompson, Abilene, Kan.
Hilda Tober, Abilene, Kan.
Minnie Alvord, Abilene, Kan.
Noble Brewe1', Abilene, Kan.
Wilna Cutler, Abilene, Kan.
Eva Dilley, Ottawa, Kan.
Ethel Engle, Abilene, Kan.
Gertrude Engle, Donegal, Kan.
Vesta Engle, Abilene, Kan.
lloy Garver, Baldwin, Kan.
Anna May Garvie, Manhattan, Kan
Hugh Garvie, Lawrence, Kan.
Lloyd Geoffroy, Abilene, Kan.
Anna Gish, Topeka, Kan.
Henry Gish, Lawrence, Kan.
Nettie Gish, Topeka, Kan.
Myron Goodell, Abilene, Kan.
Alice Gooden, Hubbell, Neb.
Mary Haffa, Abilene, Kan.
Ethel Haynes, Abilene, Kan.
Noah Hershey, Abilene, Kan.
Ida Houlton, Abilene, Kan.
Clyde Kauffman, Lawrence, Kan.
Leslie Kauffman, Abilene, Kan.
Katherine Lewis, Abilene, Kan.
Francis Little, Emporia, Kan.
Doris Nickels, Talmage, Kan.
Mary Rauch, Abilene, Kan.
Earl ltodgers, Navarre,-Kan.
Ernest Ross, Abilene Kan.
Meaze Sauer, Herington, Kan.
Marion Seelye, Abilene, Kan.
Lulu Spangler, Abilene, Kan.
Elsie Tucker, Lihdsborg, Kan.
.ildred White, Chicago, Ill.
Helen Whitehair, Abilene, Kan.
I'OP'1 X FIX T
ROBERT WALTERS fCol1egeJ
Football '11, '12, '13, '14, Captain '14.
Baseball '12, '13, Manager '14, '15.
Basketball '14, '15.
Glee Club '15,
Orchestra '12, '13, '14, '15,
Class Athletic Representative '12, '13, '14,
Student Representative Athletic Board '15.
Junior Play '14.
Annual Staff '15.
English Play Lovers' Club '14, '15.
"So faithful in love and so dauntless in
JENNIE LAIRD QNOFIHRI Trainingj
English Play Lovers' Club '15.
Class Poet '15.
"A lightsome lovely lassie."
EARL GIBSON CCollegeD
Annual Staff '15,
English Play Lovers' Club '15,
A "Methinks he's dying all for love,
- But that can never be."
LELA SHAD fNornia1 Trainingj
. English Play Lovers' Club '15,
"More yellow Was her hair than the flow-
er of the broom."
VIOLA PAXSON lflollegel
Class Vice President '12,
Junior Play '14,
English Play Lovers' Club '15.
"Alack, there lies more peril in her eye
Than in twenty of their swords."
CLARA WILLIAMS C General J
Class Secretary '13,
Junior Play '14,
News Staff '15.
English Play Lovers' Club '15.
"Were she perfect, one would admire her
more but love her less."
MABEL HOFFMAN fN0rmal Trainingl
English Play Lovers' Club '14, 15.
"The Reasonable Woman."
lSABEL ALVORD fNorrnal Trainingl
English Play Lovers' Club '15.
"Not much talk-a sweet silence."
SHERIDAN SPANGLER fC0l1egeJ
Junior Play '14.
News Staff ,15.
English Play Lovers' Club '15,
"O Lord, how long."
HELEN PICKING CCollegeJ
English Play Lovers' Club '14, 15.
"I will be brief."
GEORGE MULLIN CGeneralJ
Baseball '14, 15.
Basketball '15. .
English Play Lovers' Club '15.
"And never noted in him any study.
EDITH FRENCH CCol1egeJ
Debate Team '13, 14, '15.
Vice President Debate Club '14.
Annual Staff '13,
Girls' Glee Club '14.
English Play Lovers' Club '15.
"Fie, what a spendthrift is she of
ANNA HANNIGAN fNOI'1l1i1l 'l'rainingl
English Play Lovers' Club '14, 'l5,
Junior Play 'l4.
"A girl who had so niany wistful ways
she would have vaused .lob's puticm-o
to forsake him."
ELSIE BROOKS CGeneralJ
English Play Lover's Club 'l4, '15,
"'l'l1cre is none like her, none."
FIMXRK STEYER lG9I19I'El1l
English Play Loxers' Club '15,
Alfreeping like a snail unwillingly to
HARRY LANCASTER 1C0llegeJ
German Club '14, '15.
English Play Lovers' Flub '14, 15.
"And yet he seemed busier than he was."
IRENE LANCASTER 1C0llegeJ
English Play Lovers' Club '15.
"And were she otherwise than she is, sl1e
ERNEST KUGLER 1Collegeb
Glee Club '12, '13, '14, 'I5.
A. H. S. Yell Leader '15.
News Staff '15.
English Play Lovers' Club '14, 15.
"For the apparel oft procrlaiins the man."
VIOLA ENGLE CCollegeJ
Orchestra '13, '14, '15.
English Play L0ver's Club '14, '15,
"That of her smyling was full simple and
ELIZABETH ENGLE fNormal Trainingj
Class Vice President '15,
English Play Lovers' Club '14, 15.
"In each cheek resides a pretty dirnplef'
HAROLD GARVER CGenerall
Debate Team '15,
News Staff '15,
English Play Lovers' Club '15.
"Saddled and bridled and gallant rode he,"
LILLIAN McLATCHEY QCollegel
Glee Club '15,
Annual Staff '15,
English Play Lovers' Club '15,
"Sometimes from her eyes I did receive
fair speechless messages,"
CHARLES ROOP fCollegel
Class President '14,
Football '13, '14,
Track '14, Manager '15,
Class Athletic Representative '15,
Junior Play '14.
English Play Lovers' Club '15.
"Beware, 0 Cruel fair, how you srnile on
ELIZABETH WYANDT CCOllegeJ
Class Vice President '14,
Secretary-Treasurer Tennis Club '14.
Secretary German Club '14,
News Staff '12.
Annual Staff '15,
English Play Lovers' Club '14, '15.
"For if she will, she Will,
You may depend on't,
And if she won't, she vvon't,
And there's an end on't."
WESLEY GISH fCollegeJ
Class President '12,
Glee Club '12, '13, '15.
Football '14, Manager '15.
Baseball '13, '14, '15.
Annual Representative '13.
Annual Board '15,
Junior Play '14,
English Play Lovers' Club '14, '15.
"He is, he is, he is all right."
CARRIE LEE fNormal Trainingj
Debate Team '15.
Junior Play '14.
Annual Staff 'l5.
English Play Lovers' Club '15,
"Varium et mutable semper femina."
W ILLARD DAY fC0llegeJ
Class Representative '14.
Debate Team '15,
Annual Staff '15,
Junior Play '14.
English Play Lovers' Club '14, '15.
"Company, villainous company, hath been
the spoil of me."
GLADYS FLIPPO fCo1legeJ
English Play Lovers' Club '15.
"Sweet as the primrose peeps beneath the
CHARLES DAVIS CGeneralJ
News Staff '13,
English Play Lovers' Club '14, '15.
"He is as fresh as is the month of May."
MILDRED OLIVER fCollegeJ
Class Secretary '12,
Class Vice President '13,
Glee Club '13, '14, '15.
Orchestra '12, '13, '14, '15.
Basketball '13, '14,
President Tennis Club '14.
Debate Team '15.
Annual Staff '15.
Junior Play '14,
English Play Lovers' Club '14, '15.
"Her very frowns are fairer far
Than smiles of other maidens are,
HAROLD ROYER fGenera1J
Class President '15.
Orchestra '13, '14, '15.
Glee Club '14, '15,
News Staff '15.
English Play Lovers' Club '15,
"I am not in the roll of common men."
LEWIS HUNT fCollegel
Track Team '13.
German Club '14, '15.
Class Treasurer '15.
English Play Lovers' Club '14, '15,
"Me thinks I might recover by and bye! ?l'
GRACE DANIELS fNormal Trainingj
English Play Lovers' Club '15,
"Serene and resolute and steel."
ROGER KYLE CGeneralJ
Track '12, '14, Captain '1'5.
Football '12, Captain '13, '14
Vice President Athletic Association '14.
President Athletic Association '15,
Secretary English Play Lovers' Club '15.
"He could speak but txliat he lacked a
FRANCES WITMER fCollegel
Glee Club '14, '15.
Junior Play '14,
News Staff' '15.
English Play Lovers' Club '15,
"For nature made her what she is,
And ne'er made sic'anither."
PAUL HOFFMAN CCollegel
Class President '13.
President Tennis Club.
English Play Lovers' Club '14, '15.
"He is divinely bent on meditation."
MARY SMITH CCollegeJ
Class Representative '13,
President Debate Club '14.
Debate Team '13, '14.
Annual Board '15.
English Play Lovers' Club '14, 15.
"Lord, what fools these mortals be.
TRACY CONKLIN CC0llegeJ
Class Treasurer '13, '14,
Treasurer Athletic Association '15.
Baseball '14, 15, Manager '15.
Junior Play '14.
English Play Lovers' Club '15.
"Three-fifths of him genius and two-fifths
GOLDA LYNN fNormal Trainingl
English Play Lovers' Club '15.
"Haste is needful in a desperate case."
MILDRED STEEVES CN0rn1al Trainingb
English Play Lovers' Club il4, '15.
"A nickname never dies."
ELSIE PATTERSON fCollegeJ
Junior Play '14.
Annual Staff '14.
Annual Board '15,
English Play Lovers' Club '14, Pres. '15.
"They gazed and gazed and still the won-
That one small head could carry all she
President ........... .......................... ....... I I arold Royer
Vice President ........... ...,.A E lizabeth Engle
Secretary-Treasurer ..,,,7..............,..,. .......,,,, l ,lewis Hunt
Class Motto: Labor omnia vincit.
Class Flower: Cream Rose.
Sis! Boom! Bang!
What's tl1e matter with the Senior gang?
Nothing, they are it,
The class of '15's got the grit.
DO NOT wish to picture to you the past of the class of 1915. Let that speak
for itself. It is said that the reason Americans differ so much from and make
so much more progress than Europeans, is that we live i'or the future, not for
the past. We strive to gain a name for ourselves by our future life work, not
live on the name made by our ancestors. So we, the class of 1915, wish to give you,
readers, a peep into our future.
We are forty-three. Twenty-two members of our class are enrolled in the Col-
lege Preparatory course: eighteen of this enrollment are going to enter college in
September. The Normal Training course has an enrollment of nine: three of these
pupils hope to enter college in the fall, others after teaching a few years have tl1e
same purpose in view. We have enrolled in the General Course nine members, five
to enter college next fall. The majority of our College Freshmen-to-be plan to en-
ter K. S. A. S.: the other schools which are to receive members of our class are:
Washburn, Nebraska University, Baker, Midland, University of Kansas and Ferry
The chosen life work of the members of our class covers a wide field. We have
eight members who hope to teach school. What would we do without school teach-
ers? They will be very, very important factors in modern life. Our school teachers
are all members of the 'weaker" sex. Our boys have varied occupations in view.
Three are to be tillers of the soil: one, a minister: another, a chemical engineer:
one an electrical engineer: another, dairying: while still another hopes to make
forestry his life work, and two members have a set purpose to practice law.
Our girls also are hoping to enter into the great field of labor. We have one
to be a journalist: another, an interior decorator: a stenographer: a music teacher.
Two of our number are going to take up the noble work of nursing: one, only one,
aspires to housekeeping t?J. Have not we a fine showing? I said at the beginning
our life work covered a vast field, but is it not noble?
I would also show you the earning capacity of our class. In nine months the
members of our class earned the sum of 353,638.35 This was not all earned during
tl1e summer months.
It is the purpose of our annual to let the people of our community see the "in-
side wheelsn of our school. We wish to show you what is going on inside the four
walls of our beloved A. H. S. After serious thinking on the part of each member of
our class, each tabulated the studies that had done him the most good in his High
School career. The studies of most importance are as follows: History 5, Manual
Training 2, Mathematics 5, Economics 4, Latin 5, English 9, Psychology 7, Science
The second choice was: History 6, Manual Training 1, Mathematics 3, Economics 's,
Latin 2, English 9, Psychology 5, Science 9, Professional Subjects 1. The third
choice was, History 3, Manual Training 2, Mathematics 4, Economics 2, Latin 2,
English 3, Psychology 6, Science 11, Normal Reviews 2, German 1, Civics 1.
I hope I have succeeded in picturing the future and ability of the Class of 1915.
Who knows but what a future president is among our number: a world famed sur-
geon or statesman: men and women famed tomorrow?
INCE we have perceived that many of the student body and likewise faculty
have been doubtful as to why and what to do under certain perplexing and
embarrassing conditions, the annual board has thought it wise to allay these
doubts and fears, and to enlighten those harassed by the exactions of society.
You may be sure that your question has been answered after long and earnest cou-
sideration. We will likewise publish no names.
R. E. H.: I would not cultivate him if he doesn't admire Dickens. Such a
discrepancy would be fatal.
Perplexed: I would ask her for a date, even if I didnit have the money. You
may acquire the money at a late hour-never the date.
Leone: 1. Yes, we are aware that George is a Freshman.
2. I wouldn't advise you to look for information concerning vaccination in a
Physical Geography class.
3. Ruskin is a great English writer, not a kind of fur.
"Latin": 1. Yes, without doubt, "View was right. Probably, Willard is 6
ft., 6 in. tall and weighs 240 lbs., without an ounce of fat.
2. No, I can't say I think one should leave church to go auto riding.
G. A.: l. Why yes, I think the society of Freshmen girls is charming.
2. I see no reason why you should know anything about millinery, but if it
interests you, why go ahead-there s no accounting for tastes!
E. G. F.: We cannot translate your first question. Please write simple Eng-
lish. The editors are not "walking dictionariesnflikewise, they're busy.
German: Your case is quite hopeless. We see no reason why a science teacher
should make so much noise while teaching. You will just have to make allowances
for the scientific temperament and endure it to the end.
Senior Boys: Your questions are very foolish: common sense should have an-
1. No, I wou1dn't ask her for a date after six o'clock. A few might appreciate
this extreme honor, but the species is almost extinct.
2. No, don't contemplate murder if she can't go: she really may have "made
other arrangements" by that time.
3. To preserve your cherished pompadour in its pristine condition, encircle
the head with adhesive plasterg sleeping in a breakfast cap was recommended by our
correspondent, Mr. Steyer.
4. By all means, buy a 'stove-pipe"-they give distinction to even the young-
est and simplest.
H. L.: No, I wouldn't be more than an hour and a half late. it may be fash-
ionable but not suited to "lite in the Far West without a gun"4likewise there are
' 'A WW WWW! W!!
, M ff?
PFGSid6I1t 7.......YfV, .....7,.,.......,,-.- --..... D e ane Malott
Vice President ,,,,,,., , .,.,... Marie Davis
Secretary ..,,A....A,., ....... D aphne Swartz
Treasurer V... ,YYVV..VVVV..VVV ,.,..... C 1 mester Cassel
Class Motto: Excelsior.
Class Flower: Daffodil.
Nineteen Sixteen. Rah! Rah! Rah!
Razzle te-dazzle te-boom-crack
Here's to our Colors
By DA PHNE SXVARTZ
IVE facts and leave out the hot air," said Mr. Editor-in-Chief. So be it! In
September, 1912, we, the class of 1916, enrolled in A. H. S., sixty-seven
strong. During the three years following our entrance, our enrollment de-
creased greatly, so that there are at present only thirty-six Juniors ol' the
average age of seventeen years. All but one of these intend to graduate from High
After leaving High School, twenty-four of our number expect to attend college.
With the exception of three boys who desire to be farmers, all those not going to
C0ll6ge will teach school. Many and varied are the occupations chose.1 by those who
intend first to go to college. Several of the girls, influenced no doubt by their
learned instructors, have chosen teaching as their life work. Three desire to teach
music. One girl who is very artistically inclined desires to spend her life drawing
magazine covers. Another girl, fond of art, hopes to become an actress. Two have
decided to become nurses, and one a dietist. Others of the girls are undecided, prob-
ably because they hope that the "prince charming" will appear before they are forced
to earn a living.
Seven of the boys are as yet undecided about their professions. Two desire to
be agriculturists. One wishes to be an electriciang another to do forestry work.
Only one has any desire to teach. Three others wish to follow their fathers' profes-
sions and become a banker, a business salesman, and a jeweler, respectively.
It will undoubtedly be rather startling to some who think of students as idlers
to learn that since last May members of our class have earned 325564. Each of the
boys, except one who evidently works without compensation, has earned at least
550. The most earned by any one was 3450. Of the total. 52.140 was earned by
boys. Altogether the girls have earned S2245 one has earned the whole sum of one
dollar, while two have earned S70 each.
Forty-seven per cent of the Juniors are taking the College Preparatory course,
twenty per cent the Normal Training course, and thirty-three per cent the General
course. The people pursuing these various courses are, of course, all taking Eng-
lish. Fourteen of them have stated that they think English has been most profit-
able to them in High School. Six members, or nearly one-half of those taking Latin,
think that it has been most profitable to them. Business Methods, one of the most
practical studies given, has been of help to many. Manual Training and Domestic
Science have found great favor among the boys and girls respectively. Algebra is
considered by some, who have particular talent in that line, as very beneficial. Psy-
chology and Civics are made very interesting by the illuminating remarks offered by
Seniors in these classes, Chemistry is being enjoyed by only ten Juniors this year.
Probably the idea may be conveyed by all these facts and figures that the
Juniors are all very studiously inclined. Perhaps we are-at times--but we have
other interests, too. In the play given by High School students. our class president
was the "Mysterious Mr. Brown" himself. "Patty." the charming maid, and "Miss
Becky," the dignified maiden lady, also were Juniors. Three of our boys are num-
bered among the best athletes of A. H. S., and we are well represented in the musi-
President .,,,,,.,,. ,,,,4.........,..... ,.,.,A,, I I erbert Gish
Vice President ..i,,, .,.,,7 I Jauline Jeffcoat
Treasurer .....,,... ..,,,.,.... P aul Hershey
Secretary ,,,,...,,,.............,,,............,.,..,,........,, ...,, L illian Kinderdifk
Class Motto: Nulla vestigia retrorsum.
Class Flower: Red and White Rose.
We have the girls,
We have the boys,
We have the brains,
We have the noise,
Welre at the High School Sophomore stage,
We're at the silly, giggly ageg
But we'll come out of it double strongjg
The stage cant last so awfully long.
And you'll admit v.'e're terribly clever.
Such a class will happen again?
Hy FRANCES CURRY
HEN the class of 1917 entered A. H. S., it was composed of about seventy-
five promising students, wl1o ranged in age from thirteen to sixteen. It
began its sojourn in High School very satisfactorily: first, by having Miss
Hunt for sponsor, second, by being very well represented in football, bas-
ketball and trackg and last, but not least, by electing the very capable president,
Harvey Rohrer. Many social functions were very successfully superintended by
him. Although so capable, even he was not able to keep tl1e class from being some-
what verdant. Like most Freshman classes, this class used practically the whole
first year in becoming acquainted with its surroundings. in which respect it closely
resembled the "A, B, C" or primary class of the grades. This fact probably ac-
counted for the various courses which were followed.
However, the class had at last, by continually striving upward, attained the
rung of the ladder which is known by the name of Sophomore. Although it had
lost about fifteen of its members, those remaining had gained much in wisdom. The
work of High School was now really begun, and the courses followed more regularly.
From the number taking the College course, which is about fifty per cent of
the class, it appears that many are to have tl1e advantage of a college education.
Since about one-third of the students are taking the Normal course, let it be known
that in 1917 many capable teachers will be looking for positions. The remaining
members of the class are taking the General course, as they have not yet decided
what work or profession they will pursue after leaving school. Of all the different
subjects in these various courses, the ones which seem of the most benefit to the
class as a whole are: English, firstg Latin, second, and Mathematics, third. To the
few wl1o are able to take Domestic Science and Domestic Art and Manual Training,
since the school is too small to offer this advantage to a larger sumber, these three
subjects are of inestimable value.
Although the members of the class study diligently, nevertheless, a great deal
of fun is intermingled with the work. For instance: many delightful hikes, sleigh
rides, and parties have been immensely enjoyed by the Sophomores on various Fri-
day evenings. These were always under the supervision of Herbert Gish, the presi-
dent of the Sophomore class, and Miss Mc-Latchey, the present class sponsor. They
were usually well attended both by the members of the class and the faculty. An-
other welcome diversion for both boys and girls has been the game of tennis. This
is especially welcome to the girls, who have not been able to play basketball this
year, since the school has not a gymnasium. The boys are able to play in any kinfl
of a building, however, and therefore the Sophomore class was quite well represented.
llut when either at work or at play our ambitions are always uppermost in our
minds. By the amount of money earned by the class in the last year, which alto-
gether amounted to about fifteen hundred dollars, the fact that the class will rea1iZ9
its ambitions is clearly shown. Some would be teachers of Latin, Music, English, and
Domestic Scienceg others would be lawyers, engineers, bankers, carpenters. photo-
graphers and stenographers. The class of 1917 is no "quitter." Daily it is going
up and up, never turning back, doing its best to live up to its motto: f'Nulla Vestigia
President ,,,,,,..,, ,..........,...,,,,,,,,,,,,,,,,, 1 Klexander XVl1itel1air
Vice President ...... .......... l Dudley Wyandt
Treasurer .,..,,.,,, ....... R uth Hoffman
Secretary ,,,,,,,,,...,.....A...,.,,........,A .,,.,.. 13 eulah Briney
Motto: Esto Perpetuo.
Flower: Blue and White daisies.
Class Colors: Blue and White.
Alic, Garoo! Garoo! Garoo!
Wa, Hoo! Bah, Zoo!
Hi ix! Hi ix!
llika! Pika! domin ika!
Alecka! Bolecka! Bah!
Nineteen Eighteen! Rah! Rah! Rah!
lllah Van Doren
Alexander Whitehair Otto Romberger
By DIG HTON VVHITEHEAD
N THE seventh day of September, 1914, one hundred and one girls and boys
entered the Abilene High School and took their place as Freshmen. This
class was composed of forty boys and sixty-one girls, the largest class that
ever entered this school. The staying power of the class is evidently very
good, as it lost only eight of the one hundred and one during the entire year. This
shows that although they average only fifteen years old, the Freshmen are very in-
terested and good in their studies. At the end of the first semester only three or
four had done failing work.
The majority of these pupills are aspiring to a higher education, since about thir-
ty-seven are taking College Preparatory course. Many of the girls expect to make
teaching their life work, twenty-three girls taking the Normal Training course.. Sev-
eral boys of our number aspire to a business career for they have chosen the Com-
mercial course. The other members of the class are taking the General course.
A general survey of the class shows that the boys an-d girls are a very indus-
trious set. All the boys work during vacations. and some have employment through-
out the entire year. We find some farming, others carrying papers. Many are em-
ployed by the business men of the town. Most of them have a very good income.
The total sum of money earned by the Freshmen who worked during the past year
amounted to 553,000. Several of the boys earned S200 apiece, while several of the
girls earned from S40 to S50 each.
Three of our Freshmen girls have entered the Girls' Glee Club, and one Fresh-
man boy the Boys' Glee Club. In the Orchestra we have four members. ln Athletics
we started out energetically with two men who won "A's'i on the football team. We
also contributed one man to the basketball team. One little instance of Freshman
class spirit follows: .lust before the play, "The Mysterious Mr. Brown," the pupils
were given tickets to sell. The class which sold the most tickets was t0 be SiV9H H
"hike" at the expense of the Athletic Association. We won the hike.
Of course, we could not get along without having some kind of entertainment
during the year. Shortly after school had opened, we took a t'hike" to Engle's grove.
We had a Nwienerwurst roast." and then spent the remainder of the evening in play-
ing games. WVe returned home about ten o'clock after having a delightful time.
Our next entertainment was a masquerade party held on Halloween at the
home of Francis Brenneman on North Buckeye. The house was decorated with cats,
bats, witches. and other appropriate decorations cut from black cardboard.
ln January the class held another party at the home of Lorna TrollD- We had
a great deal of fun at this party. The feature of the evening was an auction of the
numerous things which the pupils had brought from home. Paper money was the
medium of exchange. After an evening of frolic, refreshments were served.
At the beginning of the year, the Freshmen were full of enthusiasm over A. H. S.
with its new friends and duties. Now, at the close of the year, they are even proud-
er, if possible, of becoming a part of the loyal student body. Their attitude toward
the school is well shown by their motto, "Esto perpetuoj' fEndure Foreveri.
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Mysteries of A. H. .
1. The J. W. French Grafting System.
2. The Great Case of Witmer vs. Hunt.
31 G. A. Anderson's Grading System.
4. The Date of the Junior-Senior Reception.
5. The Deep Dark Past of George Irvin Lind.
6 .Why Did the Football Team Have Six Pictures Taken?
7. The Sophomore Plot Against the Annual Board.
8. Why Irwin Sampson Answers to Cognomen of "Utah,"
9. What Happened to "Much Ado?"
10. Mr. Anderson's Authoritative Discourses on Millinery.
1. The Boys' Glee Club.
2. The Second Year Manual Training Class.
3. The "Roman" Headgear Affected by the Basketball Team.
4. The FOOTBALL BANQUET.
5. The Information Willard Day Acquires in Senior Latin Class.
6. E. Kugler's Neckwear.
7. The Freshmen.
8. "Sis's,' giggle.
9. The Questions Asked in Physics Class.
10. Jessie Arndt and Leone Forney Singing "De Coppah Moon."
HOVV COULD ALL THESE APPLY TO ONE SENIOR!
"New Girls! Well bring them around." EQ
"Why so pale and wan, fond lover?" N
"Thus hath the candle singed the mothf' "S
"On the levelAthe high cost of loving is Nr L I
keeping me broke." I ' Y my
"Let me play the fool!" u Q
"Man in sooth, marvelous, vain, fickle and if
"I have loved lots of girls in the sweet long ' x
ago." I s
"They that do change old loves for new,
Pray the gods they change for worse." 5' ,
'What mighty contests rise from trivial 'ri g'
things." --" f- 2
THLETICS at the Abilene High School is promoted for the purpose of stimu-
lating school spirit and developing physical and mental efficiency. It is
carried on the basis of clean sportsmanship for which A. H. S. always
stands. All forms of athletics are financed by the Athletic Association,
which is composed of every enrolled student of the High School. The officers of the
Athletic Association are: Roger Kyle, presidentg Russel Briney, vice presidentg
Tracey Conklin, secretary-treasurer, and Robert Walters, student representative. All
athletic matters are ruled by the Athletic Board which consists of two faculty mem-
bers, the student representative and the manager of the respective teams.
The "A" Club consists of those students who have won a letter for service on
the respective teams.
Bruce Engle '
1 M y ll 7
ll . alll
M By ROBFRT YVALTERS
.fem .,.,,,E,V, m
pass, Little to Taylor, just at the end
of the game.
lll x FTZIUTBALL -
'm fllllllllfr I , -
HE iootball season of 1914 was one of the most sueressiul
' that A. H. S. l
las experienced for several years. lt was :1
success in games won and in a financial way. Eight games
were played dt.
Abilene was fortunate
K. S. A.
ring the seasong six were won and two lost.
this year in having H. O. Dresser, a former
C. Cluilrter-Lark, as ooarli. lle knows the game and aroused
the Upep' and spirit the team displayed in e.ery game.
With six 'AAU men
to start the season and plenty of good new
material, Coach Dresser worked together a well-balanced team. The
team averaged 143 pon
The first game pla
nds, being outweighed by nearly every team
yed was the Manhattan High School at Blan-
hattan. This game was won 6-0, but showed many weak places on
the team. ln the next two games, we were handicapped by sickness
and injuries. These were the only two games lost during tl1e sea-
son. The great triumph of the season was the 28-0 victory over
Salina High School. This was the first time Abilene has defeated S.
H. S. for six year. The last and hardest
at Abilene with Manhattan High School.
Thirteen men won "A's" this year,
captain-elect for 1915 is Cecil Taylor,
Left Guard ........
game of the season was played Thanksgiving
A. l-l. S. won this game, 7-0. A long forward
of the first half, netted the only touchdown
six of whom have played their last year. The
one of the fastest half-backs A. H. S. ever
Right Guard ...,.. ..... G eorge Mullin
Left Tackle ........
Right Tackle ........
Left End .,....,..
Right End ...... ...... I rvin Sampson
Left Half ........... ...... C ecil Taylor
Right Half .......................... Harley Little
Full Back ......,,......,........,.. Russel Briney
Quarter Back .... Robert Walters fCapt.J
.......Charles Roop Subs......Emmett Waring, Virgil McKee
Manhattan H. S. 0 ........................ ........ A . H. S. 6
Minneapolis H. S. 20 ..... ..... A . H. S. 14
J. C H, S, 33 .,,,, ........ A . H. S. 7
Hope H. S. 0 ..... ........ A . H. S. 62
Salina H. S. 0 ..... ........ A . H. S. 28
J. C. H. S. 3 ..... ..... A . H. S. 14
Minneapolis H. S. 6 ..... ..... A . H. S. 19
Manhattan H. S. 0 ..... --...... A . H. S. 7
Opponents 62 ...... ........ A . H. S. 157
TEAM IN TOGS
' .115A5 L E-AL L -
am I E I mlm
1 I Ry nommfr XVALTERS
'l.1u1,,X 1' '. J'
any A sreiaa -
ASEBALL practice at A. H. S. started early this season. lndoor praetice
started the latter part ol' Februaiy and tontinued until the weather per-
mitted us to get ortsido. About thirty men reported for positions. The bat-
tery men were worked daily under direction of Coach Dresser and much was
Coach Dresser had eight men from last year around whom to build the teamg
and some promising Freshmen filled the other positions. The L-oach's greatest prob-
lem at the first of the season was to develop a Oompetent pitcher. This problem was
quickly solved as the record the team has made so far shows,
The Kaw Valley League was formed again this year, consisting of Junction City,
Manhattan, Chapman and Abilene. Abilene won the championship last year and the
chances for success this year are very pr-omising.
'Ihe first game of the season was with the old A. H. S, stars. This game proved
to be one of the best of the season. Francis Little, pitcher of the 1914 team, pitched
for the "Old Stars' and pitched a good game. With the 'score 4-0 against them, A.
ll. S. executed a batting rally in the ninth inning and tied the score. ln the tenth
inning A. H. S. won the game.
The serond game was the fi.st league game, played ut Chapman. The team
was not in the best of shape in this game and in a batting slump, lost the game by
the score of 5-2. 'i he team showed its true spirit a week later by defeating Manhat-
tan High School 9-1. Abilene played eriorless ball in this game, hit the ball all over
the field for a total ol' fourteen hits, and ran the bases like veterans. The pitching
of Harley Little deserves much credit and solved the problem ol' the day.
Coach Dresser put the same spirit and enthusiasm into baseball that he did
football, which is bound to bring .a successful season to A. li. S.
Russel Briney tCapt.J .....
Tracey Conklin tlllgizl .........
Robert Walters ................
Harley Little ....................
Cecil Taylor ,,....
D. C. H. S.
Manhattan H. S
Herington H. S.
D. C. H. S.
Wesley Gish .......
George Mullin .......
.First Base Clark Steyer ..........
.......Pitcher Otto Rombergerm...
Third Base Carl Sampson ........
4 ...................... ..... A . H.
5 ....... ..... A . H.
1 ,,..,.. . ..... A. H.
1 ....,.. ..... A . H.
H. S. - .... ..... A . H.
- .... ..... A . H.
R A r.: K -
.-"' W ,P 1.
dill alll K, N, ll'
By nonnar wALTERs
W fNMtxi mlW I , .
.LM4 Mall,-,L .. I
T THE first call for track candidates the outlook for a successful season was
not very promising. Five men of last year's team had graduated, leaving
only four old men for this year's team. But the team possessed "pep" and
ability, and worked hard under Coach French, a former K. U. track captain.
The first meet held at Abilene was the Dickinson County Meet on April 17.
Abilene won the cup for Class A events with 46 1-3 points, D. C. H. S. was second
with 23 l-3, and Herington third with 7 1-3. Gish of Abilene broke two county rec-
ords, running the 120-yard high hurdles in 17 2-5 seconds and setting a record of 5
feet, 4 inches for the high jump. Gish also won first in the broad jump and second
in the low hurdles. Taylor of Abilene broke the county record of 11 1-5 seconds
for the 100 yards, running it in ll seconds. Roop of Abilene won first place in the
shot put, Haskell first in the pole vault, Wagoner in the half mile. Kyle took sec-
ond in the 50 and the 440, Steyer second in the discus, and Muench second in the
mile. The mile relay was forfeited to Abilene. Gish of Abilene was high point
The Fifth District Track Meet was held at Abilene April 30. There were 50
athletes entered in this meet. representing nine schools. Abilene won second place
with 25 points, Enterprise first with 30, and Collier of Marquette third with 20.
This meet was held in the rain, which made the track very heavy. Gish of Abilene
broke the district record in the high hurdles, running them in 1.7 3-5 seconds. This
was the only record broken. Gish also won first in the low hurdles, with Kyle sec-
ond. Gish won third in the broad jumpg Haskell took second in the pole vault and
Roop third. Abilene wonthe mile relay with Kyle, Gish, Taylor and Roop running
it, which proved to be the most exciting event of the meet.
The following Friday the winners of the district meet went to Manhattan to
the State Meet, and the following day a few went to the Invitation Meet at Lawrence.
THE TE ABI
Roger Kyle, CCapt.J .lohn Haskell
Charles Roop Ernest Lahr
Bruce Engle Herbert Gish
George Lind Paul Muench
Cecil Taylor Lynn Wagoner
, ,, 9
BA SKETBALL TEAM
ENNIS made its entrance into high srhool athletifs last year with the organi-
zation of a Tennis Cl1.b.
At first this ronsisted simply ot' the girls of the
lligh St-hool, but later so muvh enthusiasm was manifested by the boys that
another vourt was proxided in sell' defense. Last year there were no games
or tournaments with other schools, but :L sum-L-essful inter-class tournament was held.
Roy Garrer and Iieslie Kauffman
won tho boys' doubles lllildred Oliver and Elsie
Patterson the girls'. The prizes were A. ll. S. pennants and pillows, given by Mr.
M. D. Collins and Mr. G. A. Anderson.
The Tennis Club was reorgaui
dent, Paul lloffmang serretary and
"able bodied citizens" of the High
mittee was appointed to draw up a
allowed to use the courts and only
play. Because ot' the large number
classes was arranged.
Zed this spring with the following ot't'i4'ers: Presi-
treasurer, Lesta Kauffman. With the help of all
Sc-hool, three courts were put into shape. A Com-
set ot' regulations. Only members of the club are
on payment of an assessment are they allowed to
ot' members in the Club, il srheflule for tl1e Various
Plans are being made for a tournament with another srhool this spring, and
tennis promises to take its place as
a permanent force of athletirs in the High School.
It was especially necfessary to provide equipment for such a game since there is no
other form of athletics in which the girls have been able to take part this year.
lllllllllzlf 1- B
'WM1' Mfllfl A 5 K E T L Li
11 l 1
A1 px. '11
ll 1 1J1ff'lf1,l1l1lll By ROBERT VVALTERS
JSM fffvfw L L -
HE basketball season of 1914-15 was one of ill luck in many ways. Abilene
failed to rank with the other high schools of the district on account of the
difficulties with which we had to contend. A good gymnasium is absolutely
essential to a successful season in this branch of school athletics, and this,
unfortunately, we do not have. 'lhe building secured for use of the team was H0
doubt the best obtainable, but it was unsuitable in two very important ways. It
could not be heated properly, and it could not accommodate the necessary number
of spectators to support the financial side of the game. Besides this, we were handi-
capped by sickness and injuries just at the time of the season when the men were
A. H. S. was fortunate, however, in one respect in having J. W. French as coach.
Coach French coached the Winfield High School last year and built up one of the
best teams in the state. With only two men from last year as a foundation for a new
team, the coach worked together a fast, scrappy team which only lacked experience.
As luck would have it our captain was taken sick, which kept him out of the game
for the rest of the season. 'l hough weakened considerably, nevertheless the team
more determined than ever went ahead with the season until one of the guards
sprained his ankle.
In so nuich as we were financially behind and the team crippled, the schedule
was called ofl for the rest of the season. Seven games were played, of which three
were W0ll and four lost.
Six inen won A's, two of whom have played their last game at A. H. S.
TH IC TEAM
Right Forward t,,.,.,,....,.....,, Clark Steyer Right Guard ...... ..,... G eorge Mullin
Left Forward ..,...t,,,.....,.. Robert Walters Left Guard ..... ........ H erbert Gish
Center ........,,..,,,,,, Harley Little CCapt.J Guard ......... ...,, l .Lynn Wagoner
'?.lt-Flierson H. S. 17 ..... ....... A . H. S. 34
ll, C, ll, S, T0 ,,,,, ..,..,. A . H. S. 32
C. K. ll. C. 11 ..... ....... A . H. S. 72
Nlanliattan ll. S. 357 ..... ....... A . H. S. 26
Wamego ll. S. 28 ..... ....... A . H. S. 17
CT. K. B, C, 16 ,..,. ....... A . H. S. 104
Manhattan H. S. 38 ..... ....... A . H. S. 21
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J- lg xi, By VVILLARD DAY
.ff or .
e wll, S51
ARLY in the winter a meeting Was Called
of all students who wished to Utry
out" in the forensic art. It was here
explained that a triangular debating
league had been formed with the Abilene, Sa-
lina and .lunction City High Schools Compet-
ing. These cities did not enter the state de-
bating league as they had formerly done, They
believed that the benefits of debating could be
obtained without the burden of preparing sev-
eral debates required in the state debating lea-
gue. The question which was chosen by the
three schools was: "Resolved, That the prin-
ciples of the Single Tax as advocated by Henry
George should be adopted by the state of Kan-
J. W. French, Coach sas? D
A debating class was formed which met
every Monday and Wednesday mornings for 20 minutes with Coach French to discuss
the various points of t.he question. Credit for this work was given in English, Eco-
nomics and American History. Each debater selected a single point to argue in the
try-out and worked it out in full. The try-out, held in February, differed from the
ones held in former years in that it was not open to the public.
Our worthy judges selected the following to represent the Abilene High School
in debate: Affirmative team, Jessie Arndt, Chester Cassel and Willard Day, with
Carrie Lee as an alternateg Negative team, Edith French, Mildred Oliver and
Charles Roop, with Harold Carver as an alternate.
After the try-out work began in earnest. The briefs were first carefully worked
out. Then after much thought and study, the arguments were written. The entire
week before the debate was spent in perfecting the delivery of the debates. Large
charts were prepared so that the debaters might convince the eyes as Well as the
cars of t.he judges.
The night of April Zilrd was a memorable one for the Abilene debaters. Our
Negative team defeated Salina at Salinag while our Affirmative team at home suf-
fered a defeat at the hands of the Junction City orators. The same night Junction
City defeated Salina at Junction City. These results gave us second place in the lea-
gue. .Junction City taking first and Salina third.
Great credit is due to Coach French for his untiring work with the teams and
for his excellent coaching. In accordance with the custom, gold A's were awarded
to the members of the debating teams. On the whole this has been a successful year
in debating and although A. H. S. did not win the championship, the debaters feel
that their time has been well and profitably spent.
AFFIRAlA'l'lVE DEBATE TEAM
Jessie Arndt Willard Day Chester Cassel Carrie Lee
NEGATIVE DEBATE TEAM
Edith French Charles Roop Mildred Oliver Harold Garver
EIGHTY SNAPSHOTS OF THE FACULTY
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E GHTY ONE
HE Music Department has been a distinguished success this year throughout
all four divisions, Girls' Glee Club, Boys' Glee Club, Chorus and Orchestra.
This has been largely due to the interest and ability of Miss Winona Mc-
Latchey, Supervisor of Music.
The first department organized was the Girls' Glee Club. Ten girls were chos-
en from those who tried out: Jessie Arndt, Beulah Briney, Ruth liigler, Muriel Dob-
kins, Leone Forney, Lillian McLatchey, Madeline Nicolay, Mildred Oliver, Gladys
Paul and Frances WVitT1lEl'. The club has been very popular not only in school af-
fairs but also in the work of the community organizations, as the Ladies' Literary
League, Womenys Institute, County Teachers Association, and others.
A full concert was given December 18 by the Glee Club and Orchestra. It was
a great success and added much to the reputation of the music department. The
program was as follows:
Butterfly Days ........................... ........ O sborne
Polish Danse .... ..................... ,,.... . S chwarenka
Gypsy Daisies ........ ..... .................... ....... W o o dman
Sing, Smile, Slumber ............................... . ...l.. Gounod
Little' Pigeon Lullaby .......,.......,.................,.,. ....l.........l........ . lamison
Miss Nina McLatchey, Miss Jessie Arndt and Glee Club
Spanish Tambourine Girl ...................,.....,. ..................l..... S chumann
When Love is Kind ..... ............. ............... ......... N e v in
LaAnquaintaine ..... ..................... ....... G a briel Marck
Windy Nights ...., .................. ............. G a ul
Barcarolle ....... ...........,.,,,.............. ..... O f fenbach
My Lady Chloe ...,. . ,...,...................... ..,......... C . Leighter
The Year's at the Spring ........................................ li. H. A. Beach
Miss Marion Seelye, Accornpanist
The Club sings a very good class of music by such composers as Nevin, Schu-
mann, Matther, Victor Harris, Woodman, VVagner, Gounod and Shelley. One of the
songs has been exceedingly popular wherever it has been sung, yes, especially in
the Science Department of the High School. This song is a dialect song, by name,
'1The Coppah Moon."
A large part of the success of the organization is due to Miss Marion Seelye.
She is an ex-graduate, but has willingly given her time and extraordinary talent to
the Club. Another concert 'ls to be given this spring by the Boys' and Girls' Glee
Club. To sum up the Girls' Glee Club in the words of Professor Stacey, "It is the
best organization of its kind that ever existed in the Abilene High School."
The boys have not been organized as long as the girls, but are "going some."
The Club was started in February, but on account of baseball, track and other High
School activities, practice has been irregular. This Club, as the other one, sings a
class of music much above that sung by most High Schools. It has sung in chapel
almost every other Friday and the applause that follows certainly shows its popu-
fConcluded on Page Eighty-four? I
fContinued from Page Eighty-tWoJ
larity. The Club will be a part of the Spring Concert and everyone who has heard it
knows that it will add much to the program. The boys who sing in the Club are:
First tenor, Ernest Kugler, John Haskellg second tenor, Norman Gross, Deane Ma-
lottg first base, Robert Walters, Harold Royerg second base, Wesley Gish, Robert
5 QF 5
The Chorus was organized before Christmas. lt meets after chapel on Mondays
and Wednesdays and one can hear 'fmerry warblingsh anywhere throughout the
building at that time. About one hundred pupils belong to it and all are very inter-
ested. They have new books this year called "Art Songs for High Schools." The
book is a very good one and contains a large variety of songs. The Chorus has
learned a dozen of the very best in the book and has sung two or three of them in
chapel. The work is not much like the other studies for all are reciting at once,
but is like them in that it involves a quiz.
5 at V5
The Orchestra began practicing about the same time as the Girls' Glee Club.
members have practiced almost every Wednesday night since that time and have
improved wonderfully. They have played in chapel, at the play for the Athletic As-
sociation, "The Mysterious Mr. Brown," and for the G. A. R. on Lincoln's birthday.
The Orchestra played also at the concert given last fall and will also play at the
Spring Concert. They have some new music on which they have been working in-
dustriously for this event. This organization is an example of Hquality and not
quantity," as it consists only of eleven pieces. They are arranged in the following
order: First violins, Mildred Oliver, Viola Engle, Robert Waltersg second violins,
Beulah Briney, Dorothy Engleg clarinets, Edith Gish, Walter Alexanderg cornets,
Harold Royer, Earl Gibsong trombone, Albert Geoffreyg pianist, Lillian Mclaatchey.
. X 4,Y:
Play Lovers' Club
T AN enthusiastic class meeting held in the latter part of November the
Seniors reorganized the English Play Lovers' Club, similar to the Shake-
speare Club of two years ago. It was formed for the purpose of giving a
detailed and yet interesting study of plays without the formality of a class
room. "Much Ado About Nothing" was studied throughout the year.
Miss Galloway, Senior class sponsor, was the director of the Club. The follow-
ing officers were chosen: President, Elsie Pattersong vice president, Russell Brineyg
secretary-treasurer, Roger Kyle. One may wonder why a treasurer was needed.
But then "eats" do come in handy, you know, and are a great assistance in appre-
ciating the classics. The officers in cooperation with Miss Galloway planned the
programs and assigned parts in the play to Club members.
The first meeting was held at the home of Mildred Oliver. Several acts of the
play were read and talks on the history of Shakespeares play and Shakespeare's
characters given. Meetings were held on alternate Monday nights throughout the
winter. The programs were most interesting and with violin solors, Victrola con-
certs, masculine sewing societies, and delicious refreshments the class spent many
pleasant evenings together.
The study and practice of "Much Ado About Nothing" kept up steadily, especial-
ly when the class found that it might be necessary to give it in order to have an
Annual. A good deal of work had been done on the play when later circumstances
forced us to give up the project. However, the labor has not been lost and the class
will be the better prepared for the Senior Play.
Some might think that it has been indeed much ado about nothing, but we know
better. For a Club of this kind beside its social and educational value forms and
keeps a good class spirit.
GREAT deal of interest on the part of the community at large is aroused by
the production of the Senior play. However, it never compares with that
manifested by the Seniors themselves. It was greater this year than usual
because they were compelled to give up the idea of presenting "Much Ado
About Nothing." Although practice was started rather late, enthusiasm has been
just that much higher and every effort has been expended to make the play a suc-
cess. A successful production is assured since Mrs. French, director of "The Mys-
terious Mr. Brown," will coach this also.
The play is a spirited, amusing story of college life. The Swede with his dia-
lect, the different types of college students, the naturalist professor and Mrs. Poore
of the "Poor-house"-all unite to make a play full of amusing, even ridiculous, sit-
"CHRISTMAS AT MOTHER HUl!BAlRlD'S"
HE practice and giving of the Freshman play, "Christmas at Mother Hub-
bard's" was attended by a great deal of secrecy. It was given in the latter
part of December to 'Freshmen Only." The play was a new adaptation of
"Old Mother Hubbard's Cupboard." In this case the clipboard was full Ot
presents, which under Santa Claus' direction, Jack, .Iill, Mistress Mary and the other
familiar characters distributed. 'l he play was interesting and cleverly performed.
Under Miss Hunt's direction, this class gives promise of great things along the line
Sophomore and Junior Plays
A pleasing diversion from the regular English work in Sophomore and Junior
classes was tl1e presentation of seve1'al scenes from 'The Merchant of Venicei' and
AAs You Like lt," which had been studied in class. The casts were elected by the
class and practice was held during the regular recitation periods. The scenes were
given October 29 and 30 in the chapel. An Elizabethan atmosphere was created
through the stage setting and costumes. Tl1e Sophomores gave scenes from "The
Merchant of Veniceg" the scene between Portia and Nerissa, the signing of the bond
and the trial scene. The would-be Sotherns and Marlowes could well be proud of
The Juniors presented two scenes from "As You Like ltf' Despite the fact that
the sonnets were hung on pole vault standards and the hero wore his sword with an
nnaceustomed air, Orlando wooed Rosalind in a manner worthy of the Forest of
Ardeng the immortal Touchstone gamboled with the flirtatious Audrey, and Jaques,
seated upon a bench lroni the Manual Training room, railed against his mistress,
Duke of '
Venice ..... ,.
CAST-- 'THE MERCHANT
Curry, Jessie Arndt, Leta Williams
.......Pauline Jeffcoat, Frances Fengel, Mildred Farrell
Cecil Taylor, Paul Jeffcoat
Earl Eisenhower, Ray Etherington
llerbert Gish, Milton Eisenhower
........llrwin Sampson, Carl Jeftcoat
Baer, Paul Hershey
.......Harvey Rohrer, Emmett Waring
CAST-"AS YOU LI
. ,. Mildred Etherington
6' he Mysterious Mr. Brown"
REAT excitement was created at High School by the coming of the "Myste-
rious Mr. Brown? Especially since he came with the worthy purpose of
helping fill the yawning coffers of the Athletic Association-an "independ-
ent and struggling' organization which, through no fault of its own, has
a chronic tendency to go 'broke' about January first.
Otherwise speaking, "'1he Mysterious Mr. Brown" was a farce given by High
School students at the Seelye theatre, February 26. The house was sold out for the
performance-a fact which can be recorded about very few high school plays. Jn
a race among the classes to sell the most tickets for the play the Freshmen won. 'lhis
was largely due to their greatness numerically, and to their innocent youthfulness.
Their prize was the privilege of walking to Engle's grove, ruining their teeth on
"dog-biscuit" furnished gratis by the Athletic Association, and walking home. The
farce was coached by Mrs. J. W. French and the great hit made by it was in a large
part due to her interest and enthusiasm.
The cast was selected from the High School as a whole: the play was in no sense
a class play. The character parts were especially humorous and admirably played
by Miss Marie Davis as Aunt Becky, Mr. Harvey Rolirer as Jenkins, "a dream of a
butler," and Miss Harriet Patterson as Patty, the maid with an ardent longing for
the footlights. Indeed Mr. Rolirer would make a success in the future if he follows
this vocation. Mr. Deane Malott as Mr. Brown of Benson Kr Benson's law firm found
himself entangled in the most amazing mesh of circumstance, and, in escaping, ac-
quitted hmself nobly. Miss Mildred Oliver as the mysterious "Mr, Bob,'l otherwise
Marion Bryant, Miss Elizabeth Wyandt as Katherine, the charming niece of Aunt
Becky, and Mr. Ray Baer as Philip Royson, were much appreciated.
The Athletic Association and the High School greatly appreciated the work of
the cast and it is hoped that the mid-winter play may become an annual event.
Act 1. Miss Rebecca Luke, a maiden lady, has decided to establish a home for
cats. Because of opposition in the household to her plans, she desires to keep secret
the visit of an architect, Mr. Brown, who is to bring plans for remodelling the house.
Marion Bryant, known as "Mr, Bobf, comes to visit Katherine, Miss Becky's niece.
Philip Royson, Katlierine's cousin, believing 'Mr. Bob" to be a boy, agrees to help
entertain him. Mr. Brown, solicitor for Benson Sz Benson, arrives and is mistaken
for "Mr, Bob," Mr. Royson and finally Mr. Saunders, never being allowed to ex-
plain his mission, because the servants assure him that his visit is to be kept secret.
Act. 2. Humorous complications result in which Mr. Brown is all but forced
to propose to Katherine, whose suitor i'Mr. Bob" is thought to be. Because of a
compact which Philip has made to give up the yacht race if Aunt Becky will give
up the cats, "Mr, Bob" takes Philip's place, wins the race, the yacht itself, and with
it the hand of Philip.
Act 1. Scene: Breakfast room of Miss Luke's home. Time: Morning.
Act 2. Scene: Same as Act 1. Time: Afternoon.
Miss Rebecca Luke, a maiden lady with a fondness for cats .........,.... Miss Marie Davis
Philip Royson, her nephew ....................................-----.....-.....................-.-- Mr. Ray Baer
Katherine Rogers, her niece ......... .--.-- B HSS Elizabeth Wyanfli
Jenkins, Miss Rebeccats butler .... : ................. -----..---.-- ll '1F. Harvey ROIIYGF
Patty, a Stage-struck maid ..,,,,,,,,.,...,................. ....... B 'iiss Harriet Patterson
Marion Bryant-UBob"+Katherine's friend ...... ..-,-- D 1iSS Mildred Oliver
Robert Brown, clerk of Benson Sr Benson ...... -------- M r. Deane Ma10tt
DAY of School in Rome" was given on the 26th of February: preceding the
'Mysterious Mr. Brown." The students who made up the cast were chosen
from the Junior and Senior Latin classes of the High School, and were
coached by Miss Ault. Wearing the Roman toga and sitting on low benches,
these would-be Romans spoke with ease their adopted mother tongue. Old Roman
games were played, a lesson in grammar recited and orations and Poems delivered
with much gusto. With the exception of one poem which was an amusing jingle of
English and Latin, the "Day of Schooll' was given entirely in Latin. lt was very
interesting even if the hearer could not understand anything but HHIDO, amare" and
This was the first entertainment ever given in Latin by the High School.
CAST OF CHARACTERS
Magister tteacherb ..,.., ,..,,7,...............,.7.....,.......,,.,...................,, M r. Deane Malott
.Iudges .........,7,....,7............ 77,...,.. ll liss Edna Issitt, Miss Gladys Shuey
Student from Rhodes ...,,.. .4l................................,............... R liss Marie Davis
Servants ,.................,,...,.............,.,....,,,...,.....,,.. Mr. Herbert Gish, Mr. Earl Eisenhower
Pupils: Mr. Willard Day, Miss Viola Engle, Mr. Chester Cassel, Miss Irene Lan-
caster, Mr. Bruce Engle, Miss Frances Witrner, Miss Mary Smith, Miss Elsie
Patterson, Miss Mary Machen, Miss Verla Dahnke, Miss Rtth Bigler, Miss Har-
riet Patterson, Miss Muriel Close.
This is a typical Roman school in which all the discipuli are boys. Before the
magister enters, the discipuli are enjoying themselves in various games. The magis-
ter enters and calls the rolls, and finds two absent, Lucius Sergius Catiline and Ap-
pius Claudius Caecus.
The first thing is a lesson in grammar based on the sentence "Omnes res di
regunt"-the gods rule all things. During the lesson Catiline enters and is flogged
for his tardiness. Appius Caecus is late also and must recite ' Mica, mica-Twinkle,
twinkle little star." Others recite "Tom, Toni, the Piper's Son,', "Jack and Jill,"
and 'fLittle Jack Horner." After that the discipuli have their gymnastic drill and
then recite a geography lesson.
The magister now tells them they may sing a song and Caesar chooses "Milites
Christianif' After this occurs the oratorical contest between Marcus Tullius, Cicero
and Caius Julius Caesar. 'i he laurel wreath of victory goes to Cicero. Caius Crassss,
a student from Rhodes, enters and, at the request of Cicero, recites "Poem of a Pos-
sum." The discipuli are then dismissed.
As is the custom, a German play is given as a curtain raiser for the Senior play.
This year "Eigensinn" has been selected. Although it is short and the cast small,
a play of this kind always demands extensive preparation. The six students who
comprise the cast have practiced most faithfully under the direction of Miss Nina
McLatchey. The play gives every promise of being a complete success.
SNAPSHOTS OF SCHOOL LIFE
Lines on a ienie Roast
tWith Apologies to Thomas Hoodb
We remember, we remember
The grove at Engle's farm-
How often through this flying year
XVe all have felt its charm!
The classes one, the classes all,
Have hiked to that famed spot,
To spend that time in idle play,
In weather cold or hot.
We remember, we remember
How short the distance seemed,
And once the barbed-wire fence was crossed
How bright the firelight gleamed!
How luscious then the "wienies" swelled,
And coffee, boiling hot,
And what a scramble then ensued
For plenty-there was not!
We remember, we remember
When supper time was o'er,
How wildly we played "Run, Sheep, Run,"
Till we could play no more!
And how at last the chaperones
Grew rather short and snappy,
'Twas then we journeyed home again,
Arriving Htired-but happy!"
That these lines express the sentiments of the High School students can scarce
ly be doubted. During the year the Seniors have had two hikes, the Juniors two
tone to Enterprisej, Sophoniores two, and Freshmen three. The last Freshman
hike was won by them in a ticket-selling contest and was given by the Athletic As
sociation as a reward for their valiant efforts.
Who's Who and Wh
A DRAMA OF HIGH LIFE
Time: December 1, 1914. Place: East end of hall. Speakers:TWo coy maidens.
First Coy Maiden: Oh, say! I hear there is going to be a football banquet
Second Coy Maiden: There is! Who do you suppose will go?
lst C. M.: I don't know, but I heard-
CEnter Dignified Senior Girll
1st and 2nd C. M. in Cho.: Oh, do you know anything aboit the football
Dig. Sen. Cln superior tonelz Why, yes. I'm going. iExitJ
2nd C. M.: My, doesn't she think she's smart!
1st C. M.: I don't care much about going anyway. I bet it will be dry!
2nd C. M.: So do I!
Time: 15 minutes later. Place: Study hall. Speakers: Football Hero and
KF. B. H. clears throat. C. M. seems ready for deaf and dumb institute.J
F. B. H.: Er-I say, there's going to be a football banquet next week.
C. M. iStudying hardjz Indeed!
F. .B. H. CDesperatelyJ: Will you-go with me?
C. M.: Well-I don't know. When will it be?
F. B. H.: Next Wednesday, I think.
C M. flnwardly palpitatinglz Well, I'll have to ask mamma and see.
Time: December 9, 1914. Place: U. P. Hotel.
CTable heavily laden with delicious viands. Nobody speaks-too busy eating.
All register great contentmentj
Late same night. Steps of C. M.'s home.
44 if Pk wk
F. B. H.: Well-good night.
C. M. fTruthful at lastlz Good night, and-I never had such a grand time in
T WAS the evening after a gloriously victorious football game. A hilarious
crowd gathered in the center of town and-according to the customs of the
ancient Roman-commemorated the great event. Wild shouts and yells were
heard, a procession was formed, the gods invoked and, finally, a great funeral
pyre Cmade of dry goods boxesj was erectedfour last tribute to the departed spirits
of our opponents. Then, as the shades of night fell fast, the crowd dispersed, "Some
flew east, some flew west, and some flew over the cuckoo's nest." A little later
groups of High School students might have been seen hurrying in different direc-
tions, for each class was having a Halloween party.
At the G, A. R. rooms appeared a merry group of Mother Goose characters.
llere, with Mother Goose herself presiding, were Mistress Mary quite contrary, Lit-
tle llliss Muffett, Tweedleduni and Tweedledee quite inseparable, Little Bo-Peep,
Little .lack Horner, the Old Woman Who Lived in a Shoe, and many other illustrious
personages known to us. They spent a gay evening tripping lightly in folk dances,
writing nursery rhymes, and devouring delicious little pumpkin pies made by the
D. S. department. Q
at .92 '99
The Juniors celebrated with .a masquerade. All sorts of strange and grotesque
figures appeared. They had fortunes told fand there were some very strange pro-
phesies indeedl, bobbed for apples, walked downstairs backwards with mirrors to
discover true loves, and tried many other Hallowefen charms. The party did end
rather suddenly when some practical jokers extinguished the lights, but they never-
theless agreed that "a charming time was had."
On the Fengel farm, a weird company of ghosts gathered in mysterious council.
.After some deliberation a hunt for Captain Kiddls treasure ensued, with c0H1D1iCat6d
instructions. They hunted high and low the whole evening long, through golden
gates, over enchanted trellises, so many times around a stump and just so many
feet from it in a certain direction. Here the treasure was found, and for the rest
oi' the time the Sophomores ffor that is who they really werej feasted upon the
treasure and enjoyed themselves hi gely doing so.
.M V59 .92
The Freshmen's first party was held that night and they quite outdid them-
selves on this occasion. The Blrenneman home was decorated with pumpkins, corn-
stalks, and lanterns until it had a very festive appearance. There were fortune
tellers in abundancefone in the garret, a witch in a cave outside and many other
mysterious personages assisting. Doughnuts hung on a string causedgreat fun, as
did many other "stunts" the Freshmen attempted. They even got into a quarrel with
some upper classmen who came to watch t?7, and it is related that one handsome
youth nearly lcst some of his curly locks at the hands of a dignified but exasperated
member of the faculty. But that is merely rumor!
BOUT the thirteenth of April great excitement was created among the Seniors
upon the appearance of invitations for the Junior-Senior reception. Great
preparations were made by both classes: the Juniors to have an original
partyg the Seniors to make a good appearance. Needless to say each suc-
On the evening of the twenty-seventh, ninety High School students and faculty
members gathered at the A. O. U. W. hall. The first number was a 'tscandaln song
by a sextette of Juniors, which caused much merriment, to say the least. After this
Deane Malott sang a ditty entitled "Matildy Ann from Beaver Dam," which was
Then Miss Ault announced that the Juniors thought it might be interesting for
the Seniors to see themselves as others saw them-at an early age, however, Con-
sequently, with the aid of Mr. Anderson and his picture machine, baby pictures of
each and every Senior were shown amid shouts of laughter. Remarks such as
"Didn't she used to be cute, tho'!" and "My, wasn't he darling!" were heard on all
Next tl1e Seniors learned that a promising young author was numbered among
the Juniors, who had not only written a best-seller, but had dramatized it as well.
The last three chapters of this stirring romance were read aloud by Marie Davis and
the play at the same time cleverly presented with the following cast:
The Heroine .............................. ' ................. 1 ........... H arriet Patterson
The Villain ...... ........ N orman Gross
Our Hero ......, ....... D eane Malott
His Mother ......, ....... ll lildred Wilkie
The Butler .................................................................... Evan Markley
The heroine's curly locks, the butler's skill in making time fly. the realistic
death of hero and villain, not to mention the death gurgles of all actors, were re-
ceived with great delight by the enthusiastic audience.
Later in the evening ice cream roses, too pretty to eat, and luscious little cakes
made their appearance-but not for long. 'Tis feared the Freshmen waitresses for
all their demureness, were inwardly astonished at the appetites displayed by upper
Last but not least came the speeches, The Senior President, Mr. Stacey, Mr.
French, and the members of the faculty who will not return next year. each spoke
a few words, assuring the Juniors of the success of their party, and telling the Sen-
iors that the memory of the evening would long be cherished by them. Everyone
It was indeed a delightful evening and in the words of a certain Seniors-"lt
did give him such a pleasant feeling to see all the pretty girls in their new dresses.
and to hear all the Junior jokes, and eat all those good things?
Some Merr Makin s
The Juniors had a sleigh ride during February, which-according to all ac--
counts-was a very "salubrious" affair. As a fitting climax to their good time,
they perched on stools in the Home Rule cafe and devoured chili and other fearful
and wonderful concoctions.
5 .3 5
The Freshmen began the new year with a party at the home of Lorna Troup.
The chief event of the evening was an auction sale to which each guest contributed
a carefully wrapped package. Some strange bargains were bought and sold. The
class left with but one regret-that they forgot to lock the screen door on the back
porch! But Miss Hunt says they never speak of that any more and it doubtless
furnished an opportunity for resolutions quite fitting to the time and occasion.
At Thanksgiving time the Sophomores held a party at Sylvia Hancock's home.
The rooms were gay with their festive decorations, and progressive games were
played during the evening. Last, but by no means least, came refreshments which
added the finishing touch to their happiness.
The first social event for the Seniors after Easter was a most interesting even-
ing spent at the home of Dr. and Mrs. T. R. Conklin. The celebrities of the High
School and the High School language were discussed and disposed of during the
first part of the evening. After ' delicious viands" had been served, the Senior boys
gave an impromptu musical program consisting of solos and ccncert numbers. Sheri-
den Spangler received great applause for his clever recitation of "The High Cost of
Living." With this fitting conclusion, the guests departed.
Discontinued Stories-Ur the End
Scene: Junior-Senior reception.
Time: After supper-Faculty's toasts in progress.
Rising Action: Mr. Anderson is called upon to say a few words in farewell.
Climax: "Let me tell you a storyfl-The End.
Lillian "come down" from Toreka and was glimpsed by Ernest.AThe End.
They CHe and Shel went to see a feature at the Seelye. Afterwards they went
to the Greek's.-The End.
Lewis said "---f-." And Sid said nf--! ! !',!The End.
Stub's heart. broken during the summer, was mending nicely when-Lillian
came from Topeka.vThe End.
A Chapman rooter yelled t'Get that batter nowll' And Taylor made a home run
but-The End was not yet.
The attraction was in town for two nights. A Senior Society Bud had two dates
-butithey bought tickets for the same night.-The End.
And part of the Physics class went to Brown's mill in Whoopee's car.-The End.
Time: Five minutes before time to start.
He fat telephonebz "W'hyf+-er-may l come up?"
She. if ,,
He: "But really, I have been telephoning for two weeks and you were never
at home-or central was asleep."-fThe End.
The two-hundredth person to Mr. French: "Why weren't you at chapel Friday
morning?" Mr. French-hands clutching hair.-The End.
t'Shorty" Fowler wears white duck trousers to the District Meet.-The End.
-Twelve little Freshmen, returning from a hike are tempted by the glaring lights
of a "movie" show. They evade chaperon. Next morning.-The End.
The spark that leaped the gap of the lvinhurst Electrical machine was so Cute-
A Senior girl, vitally interested in scientific research, put forth her index finger.-
M, ,, ,M ,fm Z, WW
f 4+ , fy fw .f , zfv
f f 1
Program Class Night Exercises
Senior Class Prophecy
Senior Class Will ........
Junior Class Toast ....,,
Freshman Class Toast ..,s,,
Sophomore Class Toast ......
SEELYE THEATRE, MAY 24
Boys' Glee Club
Girls' Glee Clubs
Girls' Glee Club
Music ..... .,,,,,..,,,,.,.,,,.,....,,..,s..ss....................... ,,,.... H i gh School Orchestra
High School Song, "Orange and Brown".. 7,...... School and Orchestra
rogram Commencement ight
Music ,.,,,,.,,,,, ......, H igh School Orchestra
Invocation ,,,,,, ..,,,,,,.. R ev, J W, DeYoe
Music .....,,.,.. ....... G irls' Glee Club
Salutatory ...... ......... ll liss Mary Smith
Valedictory ,.,.,....,.....,...,.... .,.,. ll liss Elsie Patterson
Music ........,........................... ...Y,... ..... .............V..,........... G i r ls, Glee Club
Commencement Address ..,7,,, ,.,,,,....,..........,.,....Y,.............,.. R ev. N. S. Elderkin,
Pastor Congregational Church, Lawrence, Kansas
Music .,...t..,,,,............,......,...... ...,e,..,,,,....,...,.,................. B oys' and Girls' Glee Clubs
Presentation of Diplomas ,.,..,e, ..,,.... lX lr. H. E. Ackers, President Board of Education
Benediction ,,,,,,,,,,,,,,,,,,,,,e,e, e,e..,,,,,,......,,,,...,...............,i. R ev. Dr. F. S. Blayney
The Senior Pla
"TI-IE EDUCATION OF OLAF"
Cast of Characrters
Marcus Aurelius Gaskill, Professor of Latin, also interested in bu
gs ........ Wesley Gish
Bullock Eggleston, Football, etc .,o,,,,.,,.,l.,,,,,....,..,,,,,..,,,......,,l,,,.............. Charles Roop
Frank Harley, a student ..l,,,....,,., ,......... P aul Hoffman
Percy Wilkins, a student ..,..... ,t....,, Robert Walters
Olaf Nielson, Olaf the Assassin, , ........ Charles Davis
Brown, a student l,,,,,...., ..,,t,.,t,, . .. ....,,.,.... Clark Steyer
Tin Star Shine, a constable.. . .... Sheridan Spangler
Mr. Fish Forgotson, a loan shark ..,, ,,,.....,.... Willard Day
Minerva Hope, the Professors niece .l.,.,
Ethel Wilkins, a society 'bud".. ,,,t,,,, .,
Mrs. Poore, of the "Poor-house".,.
Jane Hampton, co-ed ..,,. ...,,.t.,,.,,., ...,.... M a ry Smith
Mary Madden, co-ed ,...,,,.,.. ..,,,,..,,t...,..,,,............,........,...............,............ E lsie Patterson
Macedonian Torturers and Football Playersa, .....,..,,,,,.,,, ..ll,,, , ..........,,.............. ,
..,...,...,t......George Mullin, Roger Kyle, Clark Steyer, Russell Briney
Boys of the Kappa-Omicron-Nu: Lewis Hunt, Harold Royer, Willard Day.
Pillow Girls: Carrie Lee, Elizabeth Wyandt, Elizabeth Engle, Mildred Steves,
Viola Engle, Frances Witmer.
Co-eds: Isabel Alvord, Gladys Flippo, Grace Daniels, Elsie Brooks, Elizabeth Engle,
Clara Williams, Irene Lancaster, Frances Witmer, Carrie Lee,
Anna Bannigan, Edith French, Mildred Steeves, Viola Engle,
The erman Play
HEIGENSINN-ODER GOTT SEI DANKT, DER TISCH IST GEDECKTN
Cast of Characrters
Alfred, a young married man ...,,t, ............. E rncst Kugler
Emma, his wife ,,,,,,..,,,,l.,,,,,..,,,,,, ,..... E lizabeth Wyandt
Elizabeth, the maid ,,..,,,, ...... L illian McLatChey
Heinrich, the butler ,......,.. ..,,...... N Vard Oakman
Ausdorf, Emmajs father ..... ....... N Valter Herman
Katherine, his wife ,.,.,,.....
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